AASP Blog

The Science Behind Expert Teams: Insights From Sport Psychology

Published January 31, 2017

Edson Filho photo

By Edson Filho
University of Central Lancashire - School of Psychology

Dr. Filho is a Lecturer is Sport and Exercise Psychology at the University of Central Lancashire. He has published numerous peer-reviewed manuscripts in Sport and Exercise Psychology, is a Certified Consultant by the Association for Applied Sport Psychology and a member of the Sport Psychology registry of the United States Olympic Committee.

Website

High-performing teams are high in cohesiveness, shared understanding, and a sense of team confidence or collective efficacy. In other words, even teams full of star players (e.g., national teams, all-star teams such as the NFL Pro Bowl) need to bond, establish coordination mechanisms and develop a collective belief of the unit’s potential to be successful. Results from research conducted with college soccer teams showed that high-performance in team settings starts with the establishment of task cohesion and positive social relations (social cohesion) among teammates (Filho, Gershgoren, Basevitch, & Tenenbaum, 2014; Filho, Tenenbaum, & Yang, 2015). After establishing a sound foundation, activities promoting team mental models and a belief in the team’s capability to accomplish outcomes are necessary to further the development of performance. In a nutshell, cohesion, team mental models, and team confidence are inter-related processes (see Figure 1), similar to what social psychologist Albert Bandura  (1997) described as “reciprocal determinism”. That is, improving any of these team processes will likely influence the other team processes as well as team performance in sports.  

Here are some general guidelines for those interested in learning how sport psychology concepts can be applied to the development of expertise in team sports.

THE FOUNDATION

Task Cohesion. Working groups only become teams when they share a sense of purpose and clearly defined collective goals. Accordingly, the first step towards developing team excellence pertains to the establishment of quality (specific, measurable, attainable, realistic, and timely) team goals. In addition, coaches and practitioners must assign specific task responsibilities to each team member so that all players feel motivated to contribute to the team.   

Social Cohesion. The establishment of social bonds is essential to develop a sense of trust and mutual support necessary for high-performing teams. Teammates should offer genuine support and complement the positive aspects of one’s persona and performance to foster the development of social cohesion. Coaches and team leaders should also promote social activities outside the sport environment (e.g., team building activities), thus offering teammates a chance to connect at a personal level and limiting the likelihood of social cliques. 

THE DEVELOPMENT

Once cohesiveness is established, other team processes discussed below can be developed.

Improving Coordination Links. Coordination links represent synchronized actions or efforts among teammates and may be either explicit or implicit in nature. Explicit coordination refers to verbal communication aimed at facilitating performance within the team. Research with successful sport teams has suggested that communication exchanges between players should carry instructional content and be framed in a positive tone (Lausic, Tennebaum, Eccles, Jeong, & Johnson, 2009). Implicit coordination pertains to the ability of teammates to articulate team-level actions without the need for verbal communication. These implicit heuristics, crucial elements in team sports (e.g., hand signals in volleyball, set pieces in soccer), should be extensively rehearsed until conducted automatically by all team members.

Enhancing Resource Sharing. Resource sharing seems to be a characteristic of high-performing teams across domains of human activity. For instance, team building exercises help to create a positive working atmosphere that allows for learning conversations and productive knowledge exchange. Likewise, coaches should strive to establish a positive motivational climate wherein personal improvement, effort, and learning are encouraged, and thereby teammates feel safe to discuss their roles within the team, and the team’s strategy as a whole. Where available, coaches should also incorporate resources from other domains (e.g., biomechanics, physiotherapy) in their practice and performance analysis, as such additional knowledge might be the difference maker in high-stakes competition.

Skill Mastery. Both self-confidence and team confidence are primarily based on skill mastery and successful experiences. For instance, Barcelona, a premier European soccer team, exudes confidence in every match because of its highly skilled players, such as Iniesta and Messi, and past accomplishments, such as winning the UEFA Champions League. Consequently, coaches should recruit the most skilled players available (or ensure that each team member has the skills required for his/her position). However, it is rare to find a team that possesses all required skills needed to succeed at the early and middle stages of development. Accordingly, coaches and practitioners should be able to identify what skills need to be developed to meet the team’s goals for the season, while promoting a mastery involving climate by recognizing each teammate’s unique contributions, effort and personal improvement.

Team Preparation. For any athlete worried about an upcoming competition, proper training periodization is essential to diminish anxiety, instill confidence, and decrease the likelihood of overtraining. Likewise, successful teams need sufficient time to prepare to ensure superior performance. Coaches must encourage the players on their team to work together, discuss team strategies and tactics, and brainstorm new ideas in order to evolve a strong sense of collective competence. As Aristotle famously stated, “excellence is not an act but a habit”.

CONCLUSION

High-performing teams depend on many interdependent components. As is often said, a “chain is only as strong as its weakest links”. As such, to develop high-performing teams, coaches and practitioners should view team dynamics in a systemic fashion, by considering the interrelationship among different team processes, including cohesion, team mental models and team confidence.

REFERENCES

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.

Filho, E., Gershgoren, L., Basevitch, I., & Tenenbaum, G. (2014). Profile of high-performing college soccer teams: An exploratory multi-level analysis. Psychology of Sport and Exercise, 15, 559-568.

Filho, E., Tenenbaum, G., & Yang, Y. (2015). Cohesion, team mental models, and collective efficacy: Towards an integrated model of team dynamics in sport. Journal of Sports Sciences, 33, 641-653.

Lausic, D., Tennebaum, G., Eccles, D., Jeong, A., & Johnson, T. (2009). Intrateam communication and performance in doubles tennis. Research Quarterly for Exercise and Sport, 80, 281-290.

Published in: Coaches, Athletes


The Power of Optimism

Published January 17, 2017

By Matt Long, M.A., M.Ed.

Matt is a mental performance coach who works with athletes on assessing their mental skills (i.e. confidence, motivation, focus, self-management, etc.) and developing their abilities in this often-neglected component of performance. His focus is on helping people better understand, and more importantly improve, the aspects of performance which so often fail to get the attention they deserve – building and maintaining confidence, the ability to perform well under pressure, developing mental resilience, staying in the moment, etc. Matt’s coaching is informed by a background as an athlete, coach, teacher and mentor, enabling him to work effectively with people from all backgrounds. He is passionate about the field of applied sport psychology and its value, both in the athletic arena and in everyday life. Matt is one of fewer than 400 Certified Consultants in the nation through the Association for Applied Sport Psychology.

Website

You know you are in deep trouble; so you face the brutal facts of the challenge you’re facing. But at the same time you feel deeply that you will prevail.

This quote comes from James Stockdale, a prisoner of war for over seven years in Vietnam. Stockdale's perspective on acknowledging the reality of your adversity while still holding to the belief that things will work out became known as the Stockdale Paradox, a central takeaway from research done by Dr. Dennis Charney. Dr. Charney studied a variety of people who had survived adversity in its most extreme forms and yet somehow came out of it without the depression, PTSD, and harmful emotional scar tissue one would expect. He compiled a list of characteristics that set these people apart, and the #1 characteristic was a simple yet misunderstood quality - optimism.

To understand optimism, let's begin with what it's not. Optimism is not a naive assumption that everything is always going to be fine - the Pollyanna who views the world constantly through rose-colored glasses and never worries a day in their life. 

Optimism is a mindset, characterized by maintaining positive expectations for important future outcomes. It is the stories you tell yourself, and the way you interpret the circumstances and events of your life. And optimism has some eye-opening benefits:

  • Optimism is the most powerful predictor of resilience (our ability to recover quickly from adversity)
  • Optimism, and the anticipation that comes with it, makes us happy!  Think about this - when surveyed about their favorite day of the week, people choose Saturday.  But second place goes to Friday (a work day), not Sunday.  We love the anticipation of what's to come.
  • Positive emotions can undo the effects of negative experiences.
  • Optimistic people, while experiencing the same levels of anxiety and frustration when faced with adversity, are able to more quickly let go of negativity, worry less, and shift their attention to what is positive.
  • Optimists tend to give more effort over a longer period of time.

If that list doesn't win you over, you may have a dangerously pessimistic style of thinking, which ultimately shapes your mindset - but not to worry, let's finish with some practical takeaways.

Here are 3 ways you can grow your optimism:

  1. Stop listening to yourself and talk to yourself.
    Our mindset is determined by the stories we tell ourselves.  And all too often, we settle into a bad habit of negative, pessimistic inner dialogue, using consistent and absolute language “things are always going to be this way, they will never change for the better”.  We develop an expectation for negative things in our lives, maybe without noticing, which can lead to helplessness and hopelessness. Stop listening to yourself, and start talking to yourself with intention and purpose.  Learn to take the lessons from difficult circumstances and push forward, expecting better things to come.  The best is yet to come...
  2. Interpretation is more important than preparation.
    This isn't to discount your planning and preparation in life - those things have plenty of value.  My point here is, when the inevitable adversity comes (the kind you weren't prepared for), an optimistic person will have a healthier and more beneficial interpretation of what happened and how to move forward.  This is what's known as your explanatory style. Adversity will come your way - grow your ability to lean into it, pull out the lessons that will help you grow, and push forward.
  3. BUT...bring an umbrella.
    We all have an optimism bias of which we must be aware.  There's a fine line between healthy optimism and naiveté (the person who ignores the weather report that calls for a rain storm and ventures out without an umbrella).  To paraphrase Stockdale, acknowledge the challenge ahead but believe deeply that you will prevail.

How would you rate yourself when it comes to dealing with adversity?  We all have a ton of growing still to do. 

But the best is yet to come.

www.mattlongmpc.com/blog

Published in: Health & Fitness, Mental Skills Training, Mental Health


Burnout or Depression? Understanding the Unique Mental Health Needs of Athletes

Published September 20, 2016

By Marina Galante
University of Nevada, Las Vegas

Athletes as a Special Population

Mental illness affects approximately 61.5 million Americans each year; despite this, mental health continues to carry negative stigma that interferes with proper treatment and effective care (National Alliance on Mental Illness, 2013). This is especially true for athlete populations. Athletic culture and a self-help mentality lead athletes to seek treatment less often and reject treatments at higher rates than non-athletes (Watson, 2005). Oftentimes, mental illness in athletes goes underdiagnosed. Thus, athletes should be considered a special population with needs unique from non-athlete counterparts (Beauchemin, 2014; Etzel & Watson, 2007).

Burnout VS. Depression

Depression in athletes is specifically underdiagnosed. Part of this issue stems from the similarities between Major Depressive Disorder (MDD) and Burnout. Major Depressive Disorder involves either depressed mood or loss of interest/pleasure in nearly all activities for a period of at least 2 weeks; this also involves other symptoms like changes in sleep, appetite, energy, and concentration (American Psychiatric Association, 2013). Overtraining or burnout in athletes can involve almost identical symptoms. These similarities provide difficulties for practitioners working with athletes; awareness of these similarities is vital for appropriate referrals, care, and competence in treatment. 

Common Symptoms of BOTH Depression and Burnout

  • Fatigue
  • Lack of motivation/energy
  • Irritability
  • Feeling discouraged
  • Difficulty sleeping
  • Difficulty maintaining responsibilities
  • Denial or avoidance to seek treatment
  • Inadequate or reduced coping skills

Differences in Depression and Burnout

  • Role Dysfunction: Inability to fulfill designated roles in work, school, or sport
    • Burnout involves role dysfunction in athletic performance
    • Depression involves role dysfunction of social, cognitive, and work settings
    • For athletes, role dysfunction may occur in all domains
  • Duration
    • Burnout: Anywhere from 1 week onward
      • Typically resolved with rest
    • MDD: Minimum of 2 weeks
      • Not resolved with rest

Recommendations

Awareness and insight into this issue among professionals is crucial to ensure comprehensive and ethical care of athletes. AASP Certified Consultants are encouraged to develop a vast and comprehensive referral network, including physicians, psychologists, athletic trainers, and coaches. Further, programs that adapt interventions to consider athlete culture are essential to meet the current needs of athletes regarding both mental health and performance programming. These discussions are vitally important to the promotion of athlete health and well-being.

Resources

National Institute of Mental Health http://www.nimh.nih.gov/health/publications/depression-easy-to-read/index.shtml
American Psychological Association Division 12; Find therapists in your area http://www.div12.org/
Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-V)

References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.   
Beauchemin, J. (2014). College student-athlete wellness: An integrative outreach model. College Student Journal, 48(2), 268-280.
Etzel, E., & Watson, J. C. (2007). Ethical challenges for psychological consultations in intercollegiate athletics. Journal of Clinical Sport Psychology, 1, 304-317.
National Alliance on Mental Illness. (2013). Mental illness facts and numbers. Retrieved from http://www2.nami.org/factsheets/mentalillness_factsheet.pdf
Reardon, C. L., & Factor, R. M. (2010). Sport psychiatry: A systematic review of diagnosis and medical treatment of mental illness in athletes. Sports Medicine, 40(11), 961-980.
Schwenk, T. L. (2000). The stigmatization and denial of mental illness in athletes. British Journal of Sports Medicine, 34(1), 4-5.
Watson, J. C. (2005). College student-athletes’ attitudes toward help-seeking behavior and expectations of counseling services. Journal of College Student Development, 46(4), 442-449.

Published in: Athletes, Mental Health


Managing Emotions in Sport

Published September 6, 2016

Dr. Andrew Friesen photo

By Dr. Andrew Friesen
University of Wolverhampton

Website

There is no construct of human psychology and functioning more prevalent in sport than emotion. Mood, emotions, and general affect can influence every movement in every sport. Consider a typical 45 second shift in ice hockey. Within those brief 45 seconds, the player might begin the shift with high confidence (“I’m going to have a strong shift!”), receive the puck and skate in on the opposing goal with high excitement (“I’m going to shoot high glove side and score!”), get poke-checked by an opposing player inducing feelings of frustration (“That was a missed opportunity”) and guilt (“I could have really helped out my team”), back-check and makes a good defensive play which raises the player’s pride (“I helped my team by showing hustle and foiling the opposition”), and finally, end in a  scrum in front of the net where there is much shoving with opposing players where the player takes a spear to the midsection that the referee misses inducing anger (“I can’t stand that creep!”). Six different emotions within 45 seconds and each emotion will have the potential to help or hinder the player’s performance.

Effectively managing emotions then becomes an important skillset for every athlete. Emotion regulation means the use of strategies to initiate, maintain, modify, or display emotions (Gross & Thompson, 2007). This means that any attempt to change how long an emotion lasts, how intensely you feel the emotion, or what you are actually feeling is an attempt at emotion regulation. Further, emotion regulation isn’t just about changing how you feel, but can also involve changing the emotion’s action response (i.e., avoidance or confrontation) and physiological responses (e.g., facial expression or breathing patterns).

Emotion regulation: A family affair

There are literally hundreds of different emotion regulation strategies. James Gross (1998) has identified five families of emotion regulation. Each can be used in sport:

  • Situation Selection: An athlete can modify their emotions by selecting which situation to engage in. For example, a skier who is nervous about re-aggravating an injury might choose to skip a race in order to calm themselves. Goal-setting can act as a type of “situation selection” in that it can help ensure the athlete remains in desired and intended situations. 
  • Situation Modification: Once dedicated to the situation, the athlete can change some aspect of it to manage their emotions. For example, a figure skater who is nervous about a specific element might perform a modified version of the element at a lower difficulty in order to feel more confident about the whole performance. Consistently doing performance debriefs can help an athlete reflect on what potential tactics are available based on anticipated situations.
  • Attentional Deployment: An athlete can also choose what aspect of the situation to focus on (and/or ignore). For example, a volleyball player worried about the impending outcome of the game might choose to focus on specific aspects of the next serve-receive to shut out distracting thoughts about the outcome. Focus strategies that have primed the athlete about what is in, and out of, the athlete’s control can be an effective tool here.
  • Cognitive Change: An athlete can choose what meaning or perspective to have about any situation. For example, a basketball player who is happy with her performance in the first half of a game might remind herself that “there’s still another half to play” in order to maintain a high and focused intensity. Given the strong link between appraisals and emotions, self-talk (that is, the things we say to ourselves either out loud or in our head) is an essential tool for effective cognitive change.
  • Response Modulation (Suppression): After an athlete has experienced an emotion, he or she can try to alter the emotional response (behavioral, physical, or physiological). For example, a baseball player who strikes out can hide feelings of frustration by resisting the urge to curse or toss the bat. Having visualized potential “if-then” plans to employ based on anticipated emotional responses can be an effective tool in this circumstance.  

Each emotion has the potential to either help or hinder performance. Identifying which emotions do what in any given circumstance is the first step to learning how to manage emotions. Once this has been accomplished, athletes can begin to identify and practice emotion regulation strategies that are both effective and are likely to be employed based on the athlete’s ability and personality as well as the confines of the sport.

References
Gross, J. J. (1998). The emerging field of emotion regulation: an integrative review. Review of General Psychology, 2(3), 271-299. doi:10.1037/1089-2680.2.3.271
Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp.3–24). New York, NY: Guilford Press.

Published in: Coaches, Athletes, Performance Psychology, Mental Skills Training


Freaked-out Kids in Sports: Keys to Stress Reduction

Published August 23, 2016

Frank L. Smoll photo

By Frank L. Smoll
Department of Psychology, University of Washington

Frank L. Smoll is Professor of Psychology at the University of Washington. He received his Ph.D. from the University of Wisconsin. Dr. Smoll’s research focuses on coaching behaviors in youth sports and on the psychological effects of competition on children and adolescents. He has published more than 140 scientific articles and book chapters, and he is coauthor of 22 books and manuals on children’s athletics. Professor Smoll is a fellow of the American Psychological Association, the Association for Applied Sport Psychology (AASP), and the National Academy of Kinesiology. In 2002, he was the recipient of AASP’s Distinguished Professional Practice Award. Dr. Smoll has extensive experience in conducting psychologically oriented coaching clinics and workshops for parents of young athletes.

A 20-year trend in youth sports emphasizes teaching coaches how to create a healthy psychological environment for their athletes. However, there’s also an important need to educate parents, so they can support and supplement what trained coaches are trying to do.

How do parents unintentionally become a source of stress for young athletes?

All parents identify with their children to some extent and thus want them to do well. Unfortunately, in some cases, the degree of identification becomes excessive, and the child becomes an extension of the parent’s ego. When parents over-identify with their child’s sport performance, they begin to define their own self-worth in terms of their son’s or daughter’s successes or failures.

A father who is a “frustrated jock” may seek to experience through his child the success he never knew as an athlete. A parent who was a star may be resentful and rejecting if the child does not attain a similar level of achievement. Some parents thus become “winners” or “losers” through their children, and the pressure placed on the children can be extreme. The child must succeed, or the parent’s self-image is threatened. When parental love and approval depend on how well their children perform, sports are bound to be stressful.

What can adults do to help combat performance anxiety?

Coaches and parents are in an ideal position to help young athletes develop healthy attitudes about achievement and an ability to tolerate setbacks when they occur. In fact, a study conducted with my colleagues, indicates that by educating coaches and parents, they can effectively reduce athletes’ competitive anxiety (Smoll, Smith, & Cumming, 2007). Our research demonstrated the combined effectiveness of two adult-education programs.

What were the research methods?

The 151 participants were 84 boys and 67 girls, who played in two different basketball leagues. The average age of the athletes was 11.6 years. Coaches in one league (an experimental group) participated in a Mastery Approach to Coaching workshop that we developed. The workshop content emphasized skill development, achieving personal and team success, giving maximum effort, and having fun (see Smoll & Smith, 2015).

Additionally, parents of youngsters in the experimental league participated in a Mastery Approach to Parenting in Sports workshop (see Smoll & Smith, 2012). The program taught them how to apply mastery principles and how to reduce performance anxiety in their children. Coaches and parents in the second league (a control group) were not offered either of the workshops.

What were the results?

Pre-season questionnaires showed little difference in the levels of performance anxiety among the youngsters in the two leagues. However, by the end of the season, athletes playing for trained coaches and whose parents attended the Mastery Approach workshop reported that their levels of stress, worry, and concentration disruption on the court had decreased. Players in the other league reported that their anxiety had increased over the course of the season.

What was learned?

The evidence indicated that a combined education approach helped coaches and parents to create a mastery-oriented climate. In regard to this, we never ignore the importance of winning, because it’s an important objective in all sports. But with a Mastery Approach, winning is placed in a healthy perspective. As a result, young athletes exposed to the mastery climate had less worries about their performance, and they were better able to concentrate while playing.

A core component of the Mastery Approach is a conception of success as giving maximum effort and becoming the best one can be. Coaches and parents are thus encouraged to adopt a four-part philosophy of winning (Smoll & Smith, 2012, pp. 29-32):

  1. Winning isn’t everything, nor is it the only thing. Young athletes can’t get the most out of sports if they think that the only objective is to beat their opponents. As noted above, winning is an important goal, but it’s not the most important objective.
  2. Failure is not the same thing as losing. It’s important that athletes don’t view losing as a sign of failure or as a threat to their personal value.
  3. Success isn’t equivalent to winning. Neither success nor failure need depend on the outcome of a contest or on a won-loss record. Winning and losing pertain to the outcome of a contest, whereas success and failure do not.
  4. Athletes should be taught that success is found in striving for victory (that is, success is related to commitment and effort). Athletes should be taught that they are never “losers” if they give maximum effort.

Fear of failure is an athlete’s worst enemy, and sport competition can easily create this type of anxiety. The encouraging thing is that educational programs for coaches and parents can give them the tools for decreasing pressure and increasing enjoyment. And an added bonus is that athletes who are not afraid of failure typically perform better. When coaches and parents are taught stress-reduction principles, they can be a winning combination for kids.

How can you get online training in the Mastery Approach?

To facilitate distribution of the workshops, the research-based coach and parent programs have been converted to video format. To find out more about the Mastery Approach, go to the Youth Enrichment in Sports website (http://www.y-e-sports.org).

References
Smoll, F. L., & Smith, R. E. (2012). Parenting young athletes: Developing champions in sports and life. Lanham, MD: Rowman & Littlefield.
Smoll, F. L., & Smith, R. E. (2015). Conducting evidence based coach-training programs: A social-cognitive approach. In J. M. Williams & V. Krane (Eds.), Applied sport psychology: Personal growth to peak performance (7th ed., pp. 359-382). New York: McGraw-Hill.
Smoll, F. L., Smith, R. E., & Cumming, S. P. (2007, Summer). Effects of coach and parent training on performance anxiety in young athletes: A systemic approach. Journal of Youth Development, 2. Article 0701FA002. http://www.nae4ha.org/directory/jyd/index.html

Published in: Coaches, Athletes, Parents & Youth Sport



Follow Us:

social-btm social-btm social-btm