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Asian Cricket Council: Seminar 24 - 29 September, 2003 Dhaka, Bangladesh MENTAL SKILLS TRAINING

Asian Cricket Council: Seminar 24 - 29 September, 2003 Dhaka, Bangladesh MENTAL SKILLS TRAINING. Dr. Sandy Gordon. Program. Creating cultures of success: Roles of Coaches Developing talent Developing emotional intelligence (EI) Mental Skills: Principles & Applications

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Asian Cricket Council: Seminar 24 - 29 September, 2003 Dhaka, Bangladesh MENTAL SKILLS TRAINING

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  1. Asian Cricket Council: Seminar24 - 29 September, 2003 Dhaka, Bangladesh MENTAL SKILLS TRAINING Dr. Sandy Gordon

  2. Program Creating cultures of success: Roles of Coaches Developing talent Developing emotional intelligence (EI) Mental Skills: Principles & Applications Mental Skill Drills: Practical Relaxation - PMR & Autogenics: Practical Workshop: Mental Toughness

  3. GEN X, Y & Z: 5 Groupings Veterans/Builders, 1920/30/40’s: (60+, execs) Baby Boomers, 40/50/60’s (40-60, managers) Generation X, 60/70/80’s (20-40, athletes/ staff) Generation Y, 82/00’s (0-20, athletes) Generation Z, 01/19 (‘twinkle in the eye’)

  4. Generation X (1963-81) • Witnessed inflation, political disenchantment, workplace instability, negative consequences of downsizing and its effect on the family • Focus on survival • Being independent from parents • Self reliant, free agents • Want work/life balance • Intent on keeping options open

  5. Gen Y – Alternative names • Millennials • Echo boomers • Gen N (Net) • Bridges (20 to 21st century) • Ritalin Generation • Dot Coms • Commas

  6. Millennials - Background • Witnessed only economic growth • no bad consequences • Central to family • treated as adults, value parents • Bred for success • need chance to achieve and shine • Unchurched • Material things equal success • Without boundaries • nothing to break away from • Educated but not so much theory • need relevance

  7. Characteristics • Self confident, optimistic • can seem arrogant or disrespectful • Quick decision makers • Interested in politics, but not to vote • Comfortable with both technology & tradition • Involve parents/grandparents - money trees! • High tech - High touch

  8. Characteristics (cont.) • Know they are customers & we need them • Like to be entertained • Multiple inputs • Short attention span • Concerned with self image - In line with fads • Entrepreneurial • Confirm chosen option

  9. Student (26yrs) on Gen Y • Lack of awareness of & respect for needs of others • Unreasonable demands and expectations • Don’t take personal responsibility – blame others.. • Can’t wait for a lecturer to slip up • Make derogatory comments based on superficial features • Arrogant, inflated egos, posturing, not genuine • Image obsession – either ‘in’ or ‘out’ • Limited attention span, lack of focus • Poor organisational ability • Appetite for nastiness

  10. Barriers to communication • Closed questions • Warnings • Accusatory (you) • Moralising • Judging • Stereotyping • Sympathising • Avoiding

  11. Communication Enhancers • Open-ended • Active listening • Accepting uniqueness • Accept errors (fallible) • Sharing (we) • Valuing • Genuine • Sensitivity

  12. ROLES OF THE CRICKET COACH 1. Senior Coach 2. Skills Coach 3. Game Coach

  13. 1. SENIOR Coach • Level 5 Hierarchy in Coaching/Leadership • Mission statements • Standards • Goals and Objectives • Activities and Initiatives

  14. Coaching as Leadership: 5 Levels Level 1 Highly capable individual: makes productive contributions through talent, knowledge, skills, and good work habits Level 2 Contributing team member: contributes to achievement of group objectives, works efficiently with others Level 3 Competent manager: organises people and resources efficiently towards objectives

  15. Leadership contd. • Level 4 Effective leader: commitment to and vigorous pursuit of clear/compelling vision, stimulates group to high performance standards • Level 5 Executive leader: builds enduring greatness through paradoxical combination of personal humility and professional will

  16. Level 5 Executive coaches: Attend to people first, strategy second “they get the right people on the bus, move the wrong people off the bus, usher the right people to the right seats - then they figure out where to drive the bus.” Create a culture of discipline “disciplined people, disciplined thought, disciplined action.”

  17. Level 5 Executive coaches contd. Personal Humility “shun public adulation, act with quiet calm determination, rely on standards to motivate, look in the mirror (not out the window) to apportion responsibility for results” Professional Will “unwavering resolve to do whatever needs doing to obtain LT results, clear catalyst for transition from good to great, look out the window (not in the mirror) to apportion credit for results”

  18. Level 5 CoachesSolution-Focused Approach Principle: “what you focus on GROWS” so…. • Focus on Solutions not Problems • See problems as Springboards not Potholes • Confront Systems not Personalities What do we/you want to happen? (vs not happen) What is the preferred future? How much do we have now? What would need to happen for more of that future to become reality? What resources do we/you have already? What do we/you need to do to move towards the ideal?

  19. Level 5 Exemplars

  20. Senior Coach: Functions 1. Results Function: long-term vision (2-5 year plan), group goals, measures, action plans, results; style of play, type of player, coaching infrastructure 2. Team Function: shared purpose, team - building, spirit, identity; group cohesion and commitment 3. Individual Function: each player has sense of personal growth and achievement with roles; facilitate individual needs, aspirations within cricket

  21. India Touring 2002

  22. ACB Mission Statement 2002-2004 To advance cricket as Australia’s national sport by: . growing participation in the game; . fostering the success of Australian teams; and . striving for commercial excellence.

  23. WACA WARRIORSMission Statement 2002-2003 “To be the hungriest and most courageous team in Australia” E.A.S.I. . Enjoyment . Act on it . Simplicity . Integrity YOUR Mission Statement?

  24. Standards: “Warrior Way” Basic philosophy: T.E.A.M. & P.R.I.D.E. On - field standards Off - field standards Training standards Changing/Viewing Room etiquette See Overhead YOUR standards?

  25. Goals and Objectives Examples: 1. Create a development program that achieves a representation level of 5 players in National/State Development squads in next three years. 2. At least three teams in the National/State Finals and all teams finish in the top half of their competitions.

  26. Activities and Initiatives Examples: (from Goals and Objectives) 1. Establish a talent identification and talent development program. 2. Specific skills coaching on a weekly basis and mentoring program with senior players.

  27. 2. SKILLS Coach 1. Cultures of success: “Cultures are created by the behaviour(s) of individuals within organisations/teams” 2. Practice plans: “Do practices resemble games”?

  28. Cultures of Success Skills coaches need to create a good learning atmosphere and environment for both individuals and teams. Must also create a social environment that promotes positive interactions among all participants (coaches, players, support staff, family).

  29. 3. GAME Coach Execution of competition plans: • Thorough preparation BEFORE games • Total effort DURING games

  30. EXECUTION OF PLANS Routines Coping Strategies Specific Training THOROUGH PREPARATION Trust Positive Risks Present Focus TOTAL EFFORT EVALUATION

  31. Peak Performance: TEAM 5 P’s rewarded in cricket: Patience (accepting results) Pressure (bat, ball, field) Partnerships (batting & bowling) Present focus (ball x ball focus) Positive mental momentum (anchor +ves only) If you have a Team Game Plan and seriously commit to executing it, you are always in control.

  32. Peak Performance:INDIVIDUAL Trust - play as well as you do, back yourself, no mechanics, “just play”, enjoy; Take Positive Risks - be definite, decisive, ruthless, play to win, “no regrets”; Task Awareness - constantly ask “what is it I have to do, right now?”, “positive doing”; Present Focus - totally absorb self in the moment and task at hand (with all your heart and soul).

  33. DEVELOPING TALENT Talent is God-given: BE HUMBLE Fame is Man-given: BE THANKFUL Conceit is Self-given: BE CAREFUL

  34. Two Points of View Talent is something you have/don’t have? • ‘If things don’t come easily, I’m not talented… so why bother trying?’ OR Talent is developed through hard work? • ‘I expect skill development to take time so I’ll persevere and not get highly frustrated when things get difficult.’

  35. On developing talent “We are not the same in all things, but we are all the same in having the opportunity to make the most of what we have, whatever our situation. The ultimate challenge for you is to make the attempt to improve fully and be your best in the existing condition.” John Wooden.

  36. On success “Success is peace of mind or self-satisfaction knowing you did your best to become the best you are capable of becoming.” John Wooden. “Is anyone here guilty of being the best you can be?” Wayne Bennett (ACB Camp, 2000)

  37. INGREDIENTS OF EXCELLENCE MENTAL SKILLS Emotional Intelligence ‘GREAT’ SIMULATION HEALTHHABITS WORK ETHIC TALENT ‘GOOD’

  38. Talent research: Lesson #1 Athlete. You can be good without working hard, but to be great you must work hard. • Talent is a job, not a gift! Coach. Praise the process, not the product. • ‘nice work’ vs. ‘nice catch’ • ‘terrific worker’ vs. ‘terrific talent’

  39. Lesson #2 Athlete. If you want to get better than your previous self, you may have to change the way you do things. Coach. Pay close attention to, and reinforce immediately, small successes achieved by these changes.

  40. Lesson #3 Athlete. Emotional Intelligence (EI) is yourresponsibility. • Work on it as much as the physical aspects of your game. Coach. Ask players to develop two responses to tough situations, one that helps and one that hurts performance. Ask players to make a choice, don’t do it for them.

  41. DEVELOPING EMOTIONAL INTELLIGENCE (EI) “out of control emotions can make smart people stupid” Goleman (1998) Three basic emotional competencies: self-awareness self-regulation motivation

  42. PERFORMANCE MANAGEMENT3-step process SELF-REGULATION SELF-MONITORING SELF-AWARENESS

  43. SELF-AWARENESS Performance Profiling Which qualities do you wish to improve? IZOF What makes you tick during games? IMPROVEMENT CONSISTENCY

  44. Performance Profiling • Ask players what skill areas [categories] they think are important to them; • List qualities [criteria] under each skill category (e. g., physical, attitudinal, mental, technical); • Players self-rate 1-10 on each quality: then you (coach) rate them and create a profile; • From profile discuss training priorities. • See Overheads

  45. Performance Profiling: EXAMPLE

  46. August 1998 Steve Waugh (green) Geoff Marsh (yellow)

  47. Individual Zone of Optimal Functioning: IZOF • Identify recent best performance; • List positive and negative helpful emotions; • List positive and negative unhelpful emotions; • Determine intensities of emotions. • See Overheads

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