🎾 Sport Tâm Lý Học For Coaches¶
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Sport Tâm Lý Học For Coaches — tài liệu 304 trang từ thư viện sách tennis.
Chủ đề chính: Psychology, Chuỗi động lực, Coach
Tóm tắt nội dung (trích từ tài liệu gốc): Sport Psychology for Coaches Damon Burton, PhD University of Idaho Thomas D. Raedeke, PhD East Carolina University Note: This e-book reproduces the text of the printed book, but it may not include images, tables, or figures that have restrictions on electronic distribution. Human Kinetics Library of Congress Cataloging-in-Publication Data Burton, Damon, 1949- Sport psychology for coaches / Damon Burton, Thomas D. Raedeke. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-7360-3986-4 (soft cover) ISBN-10: 0-7360-3986-4 (soft cover) 1. Sports--Psychological aspects. 2. Coachin
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Sport
Psychology
for Coaches
Damon Burton, PhD
University of Idaho
Thomas D. Raedeke, PhD
East Carolina University
Note: This e-book reproduces the text of the printed book, but it may not include
images, tables, or figures that have restrictions on electronic distribution.
Human Kinetics
Library of Congress Cataloging-in-Publication Data
Burton, Damon, 1949-
Sport psychology for coaches / Damon Burton, Thomas D. Raedeke.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-7360-3986-4 (soft cover)
ISBN-10: 0-7360-3986-4 (soft cover)
1. Sports--Psychological aspects. 2. Coaching (Athletics) I.
Raedeke, Thomas D., 1963- II. Title.
GV706.4.B85 2008
796.01--dc22
2007040652
ISBN-10: 0-7360-3986-4 (print) ISBN-10: 0-7360-9330-3 (Adobe PDF)
ISBN-13: 978-0-7360-3986-4 (print) ISBN-13: 978-0-7360-9330-9 (Adobe PDF)
Copyright � 2008 by Damon Burton and Thomas D. Raedeke
All rights reserved. Except for use in a review, the reproduction or utilization of this work in any form or by any electronic, mechanical,
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Notice: Permission to reproduce the following material is granted to instructors and agencies who have purchased Sport Psychology
for Coaches: pp. 62, 72-73, 88-89, 92, 95, 109, 111-112, 113-115, 116, 181, 215, 218, 219, 221, 222, 232, 233, 236, and 237. The
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To my parents, Nada and Don, who planted the seed and nurtured my love of sport,
my thirst for knowledge, and my desire to help others;
to my mentor, Rainer Martens, who helped me develop a passion for sport psychology,
refine my teaching, helping, and writing skills, and understand the "big picture" in
sport and life;
to my students and colleagues who have taught me so much and enriched my life with
their friendship;
and to my three sons--Drew, Frazer, and Price--who are my greatest joy and who
provide my inspiration to make sport a more positive experience for all.
Damon Burton
In memory of my brother Gary, who left this Earth way too soon.
Tom Raedeke
Contents
ASEP Silver Level Series Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Part I Creating a Solid Foundation 1
Chapter 1 Coaching Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . 3
Developing a Positive Coaching Philosophy 4
Understanding Competition and Using It Constructively 9
Chapter 2 Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
What Is Communication? 16
Sending Effective Messages 17
Attentive Listening 26
Conflicts and Confrontations 29
Chapter 3 Introduction to Mental Skills Training . . . . . . . . . . . . 35
Psychological Factors and Performance Excellence 36
Does MST Work? 38
The MST Approach 40
Roadblocks and Myths Surrounding MST 42
Developing MST 44
Part II Developing Mental Training Tools 49
Chapter 4 Goal Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
What Are Goals and Why Use Them? 52
Characteristics of Effective Goals 53
Making Goals Work: The Goal Implementation Process 59
Developing Athletes' Goal-Setting Skills 63
Chapter 5 Imagery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
What Is Imagery? 68
Factors Influencing the Effectiveness of Imagery 69
Using Imagery Effectively 70
Developing an Imagery Training Program 79
iv
Contents
Chapter 6 Relaxation and Energization . . . . . . . . . . . . . . . . . . 83
What Is Relaxation? 84
Relaxation Strategies 87
What Is Energization? 91
Energization Strategies 91
Developing Athletes' Relaxation and Energization Skills 94
Chapter 7 Self-Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
What Is Self-Talk? 102
How Self-Talk Works 102
Positive Versus Negative Thinking 103
Optimizing Self-Talk 107
Developing Athletes' Smart-Talk Skills 117
Part III Enhancing Mental Skills 121
Chapter 8 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
What Is Motivation? 124
Athletes' Needs and Intrinsic Motivation 125
Impact of Rewards 128
Handling Success and Failure 129
Creating a Mastery-Oriented Motivational Atmosphere 133
Chapter 9 Energy Management . . . . . . . . . . . . . . . . . . . . . . . 139
Understanding Energy Management 140
How Does Arousal Affect Performance? 141
Why Underarousal and Overarousal Impair Performance 142
Determining Optimal Energy Zones 143
Mental Side of Arousal 147
Developing Athletes' Energy Management Skills 151
Chapter 10 Attention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Understanding Attention 156
Attentional Capacity 158
Selective Attention 160
Sustaining Focus: Concentration 162
Implementing an Attentional Skills Program 165
Chapter 11 Stress Management . . . . . . . . . . . . . . . . . . . . . . . . 169
Understanding Stress 170
Stress Management 173
Developing Athletes' Stress Management Skills 179
Chapter 12 Self-Confidence . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Understanding Self-Confidence 188
Conceptualizing Self-Confidence 189
Boosting Self-Confidence 192
Developing Team Confidence 197
vi Contents
Developing and Maintaining Self-Confidence During Competition 198
Self-Fulfilling Prophecy: Confidence Booster or Deflator? 198
Developing Athletes' Self-Confidence 200
Final Thoughts: Developing Ultimate Confidence 201
Part IV Integrating Mental Training Tools and Skills 203
Chapter 13 Mental Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Understanding Mental Plans 206
Types of Mental Plans 208
Role of Triggers, Releases, and Cue Words 209
Developing Mental Plans 210
Developing Athletes' Mental Toughness Skills 224
Chapter 14 Mental Skills Training Programs . . . . . . . . . . . . . . 229
Getting Started 230
Components of Effective MST Programs 230
Implementing a Basic MST Program 238
Appendix A: Answers to Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Appendix B: Relaxation and Energization Scripts . . . . . . . . . . . . . . . . . . . . . . . . . 257
Appendix C: Test of Performance Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
References and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
ASEP Silver Level
Series Preface
The American Sport Education Program (ASEP) human performance in sport participation and to
Silver Level curriculum is a series of practical texts improve sport performance.
that provide coaches and students with an applied
approach to sport performance. The curriculum is Sport Psychology for Coaches--a practical discussion
designed for coaches and for college undergraduates of motivation, communication, stress management,
pursuing professions as coaches, physical education mental imagery, and other cutting-edge topics; this
teachers, and sport fitness practitioners. text is designed to enhance the coach�athlete
relationship and to stimulate improved sport
For instructors of undergraduate courses, the ASEP performance.
Silver Level curriculum provides an excellent alter-
native to other formal texts. In most undergraduate Sport Skill Instruction for Coaches--a practical
programs today, students complete basic courses approach for learning to teach sport skills, guided
in exercise physiology, mechanics, motor learning, by a practical understanding of the stages of
and sport psychology--courses that are focused on learning and performance, individual differences
research and theory. Many undergraduate students and their impact on skill acquisition, and the
are looking for ways to directly apply what they learn critical elements required to create a learning
in the classroom to what they can teach or coach on environment that enhances optimal sport skill
the court or playing field. ASEP's Silver Level series development and performance.
addresses this need by making the fundamentals
of sport science easy to understand and apply to A variety of educational elements make these texts
enhance sport performance. The Silver Level series is student- and instructor-friendly:
specifically designed to introduce these sport science
topics to students in an applied manner. Students will � Learning objectives introduce each chapter.
find the information and examples user friendly and
easy to apply in the sport setting. � Sidebars illustrate sport-specific applications of
key concepts and principles.
The ASEP Silver Level sport science curriculum
includes the following: � Chapter summaries review the key points cov-
ered in the chapter and are linked to the chapter
Sport Mechanics for Coaches--an explanation of objectives by content and sequence.
the mechanical concepts underlying performance
techniques; designed to enable coaches and � Key terms at the end of most chapters list the
students to observe, analyze, develop, and correct terms introduced in that chapter and remind
the mechanics of sport technique for better athletic coaches and students, "These are words you
performance. should know." The first occurrence of the word
in the chapter is boldfaced, and the words also
Sport Physiology for Coaches--an applied approach appear in the glossary.
to exercise physiology; designed to enable coaches
and students to assess, initiate, enhance, and refine � Chapter review questions at the end of each
chapter allow coaches and students to check
their comprehension of the chapter's contents.
vii
viii ASEP Silver Level Series Preface
Answers to questions appear in the back of the � A bibliography section at the end of the book
book. serves as a resource for additional reading and
research.
� Real-world application scenarios called prac-
tical activities follow the review questions. � A general index lists subjects covered in the
These scenarios provide problem situations book.
for readers to solve. The solutions require
readers to describe how the concepts discussed These texts are also the basis for a series of Silver
in the chapter can be applied in real-world Level online courses to be developed by Human
scenarios. Sample solutions appear in the Kinetics. These courses will be offered through ASEP's
back of the book. Online Education Center for coaches and students
who wish to increase their knowledge through practi-
� A glossary defines all of the key terms covered cal and applied study of the sport sciences.
in the book.
Preface
Coaches increasingly recognize the importance of Chapter 4 illustrates the importance of goals, identi-
sport psychology and their role in helping athletes fies how they work, outlines the most effective types
learn how to master the mental game. This book is of goals, and specifies the keys steps for implementing
aimed at helping coaches understand the mental side an effective goal-setting program. Chapter 5 provides
of sport and how athletes act, think, and feel when you with an understanding of basic imagery concepts,
they practice and compete. More important, it also information on how to help athletes develop their
provides critical information coaches can use to help imagery skills, and a blueprint for using imagery
athletes develop the mental training tools and skills effectively. Chapter 6 on relaxation and energization
necessary to enhance their mental toughness and focuses on helping you develop an understanding
achieve excellence in sport and life. Sport Psychology of these two companion mental training tools and
for Coaches is one in a series of texts comprising the teaches you how to help your athletes learn to relax
American Sport Education Program's (ASEP) Silver or energize when needed. The final chapter in this
Level curriculum for aspiring and experienced coaches section, chapter 7, explains what self-talk is and how
who want to develop a more in-depth understanding it works, identifies the dangers of negative thoughts,
of sport science to enhance their coaching success. and shows how to reprogram thinking patterns and
counter negative thoughts.
This book helps you, as a coach, gain a better grasp
of sport psychology by presenting a clear, understand- Part III is made up of five chapters designed
able roadmap for teaching and implementing mental to guide you through the process of developing
training. Sport Psychology for Coaches is organized into the mental skills necessary to increase enjoyment,
four parts. Part I contains three chapters designed to improve life skills, and enhance performance. Chap-
provide you with a solid foundation for conducting ter 8 teaches you the critical aspects of motivation
mental training. Chapter 1 highlights the importance and how to build and sustain intrinsic motivation
of developing a coaching philosophy and presents during times of success and adversity. The ninth
information on how to construct and fine-tune your chapter of the book, on energy management, pro-
own philosophy. Strong communication skills are vides you with an understanding of arousal and its
essential to coaching success, and Chapter 2 helps impact on performance and shows you how to teach
you understand the communication process and how athletes to control their arousal. Chapter 10 helps
to become a more effective communicator. The third you understand the attentional challenges athletes
chapter provides an introduction to mental skills face and how to help athletes learn to focus on the
training and is designed to teach you the importance task at hand, block out distractors, and sustain their
of mental training and provide a systematic process focus using a systematic program for developing
for using mental training techniques to develop athletes' attentional skills. The eleventh chapter
mental skills. explains what causes your athletes to become
stressed and how to help them develop stress
The four chapters in Part II teach you how to help management skills. Chapter 12 on self-confidence
athletes master four important mental training tools provides you with a basic understanding of the
and use them to build their mental training program.
ix
Preface
nature of this important mental skill, how it impacts Sport Psychology for Coaches is designed to be easy
performance, and how to systematically enhance to read, understand, and use. Each of the chapters in
your athletes' confidence. the first three parts of the book includes foundational
information about a critical part of the mental game
Integrating Mental Training Tools and Skills, the and describes how coaches can develop an essential
final part of the book, contains two chapters that mental training tool or skill. Chapters preview each
demonstrate how to combine mental training tools topic by providing a list of learning objectives and
and skills into mental plans and training programs conclude with a summary of key points and a list of
that maximize mental toughness and help ensure top key terms. Review questions are provided to check
performance. Chapter 13 shows you how to integrate your comprehension of chapter content and your
mental training tools and skills into mental plans that ability to apply the information effectively. The book
will help athletes attain and maintain an ideal mind- concludes with a complete glossary of terms, a list of
set that enables them perform their best. Finally, references and resources, an index, and other useful
Chapter 14 presents a master plan and systematic resources to help you successfully implement mental
strategies to help you construct and implement training programs for your athletes.
mental skills training programs successfully.
Acknowledgments
Sport Psychology for Coaches is a revision of Rainer Marten's classic text, Coaches Guide
to Sport Psychology, arguably the best sport psychology text ever written. Thus, we'd like
to acknowledge Rainer's numerous contributions to this book through his develop-
ment of the mental skills approach, his pioneering conceptualization of a number of
mental training tools and skills, and his ability to distill these concepts into a format
coaches can readily understand and use. We hope that this book is a worthy follow-up
to its predecessor and that it will prove to be a valuable resource that will help coaches
develop mental training knowledge and skills to guide their use of MST programs with
their athletes and teams.
xi
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P art I
Creating a Solid
Foundation
This first section comprises three chapters designed to help you develop a solid
foundation for conducting mental training. Chapter 1, Coaching Philosophy, helps
you understand the importance of having and regularly utilizing a coaching phi-
losophy to guide your coaching. The chapter also takes you through the process of
developing and fine-tuning your personal coaching philosophy. Chapter 2, Com-
munication, is based on the premise that effective communication is essential to
successful coaching. This chapter helps you understand the basics of communication
and provides guidance on developing good communication skills and determin-
ing when and how to use these skills to be a more effective coach. Chapter 3,
Introduction to Mental Skills Training, teaches the importance of mental training;
provides a systematic format for developing mental training tools, skills, and plans;
and provides guidelines for implementing mental skills training programs.
This page intentionally left blank.
1
Coaching Philosophy
After reading this chapter you should be able to
� explain the importance of developing a sound coaching philosophy;
� understand the process for developing a coaching philosophy;
� understand competition and how it helps shape effective coaching philosophies; and
� describe how to use competition to motivate athletes, improve the quality of performance, develop
positive character traits, and teach athletes to cooperate.
Sport psychology for coaches
Like most coaches, I (Damon Burton) have ing philosophy. This chapter will help you develop a
several regrets about my coaching experience, coaching philosophy to meet the needs of your ath-
including a few big games that we let get away letes and the demands of competitive situations.
and a handful of athletes I didn't reach who could
have developed into good players. However, my big- Developing a Positive
gest regrets are the few times that I overreacted and Coaching Philosophy
did or said things that damaged my relationship
with a player. I found these situations particularly The word philosophy turns many people off, and we
frustrating because my relationships with my athletes certainly used to be in that category. What could be
were the most rewarding aspect of coaching. One of more impractical than philosophy, especially for
my biggest regrets involves Randy, a bright, talented eminently practical people like coaches? But the more
player who had the potential to be an excellent point we've learned about philosophy, the more we under-
guard. Randy was a rebel, with a desire to display his stand that nothing is as practical as a well-developed
independence by being different in whatever he did, philosophy, both for competition and for life. Our
from how he dressed to how he practiced and played. philosophy guides us every day. It helps us interpret
Randy was often a distraction because he insisted on the events in our lives, and it gives direction to how
doing things his way--an attitude that is problematic we live each day.
in a sport like basketball, where teamwork is critical.
Nevertheless, he was well liked by his teammates, and To us, developing a coaching philosophy means
his talent was a great asset to the team. pursuing personal wisdom. Philosophy helps us
answer fundamental questions about what, why,
One day at practice, I completely lost my patience and how things work. Our philosophy is a set of
with Randy. It had been a horrible day, and I had not beliefs that dictate the way we view experiences in
done a good job of setting aside my personal prob- our lives; it's the way we perceive people and our
lems before coming to practice. After sparring with relationships with them. Most of all, our philosophy
Randy several times early on, I finally lost my cool reflects the values we hold in life. The key to devel-
when he did a bad job of getting us into the right oping a philosophy of coaching and life is learning
play to exploit the defense, then compounded that to know yourself and prioritizing your competitive
mistake by making a bad pass. I went off on Randy for objectives. In the next two sections, you are asked to
perhaps 30 seconds. I can't remember most of what seriously consider why you should develop a coach-
I said, but I ended with this: "Everything has to be ing philosophy, and we explain how to start the
about you and on your terms. Teams can't function process of doing so.
when key players put themselves above the team and
play only for themselves. When are you going to quit Why Develop a Coaching Philosophy?
being so selfish and self-centered? It's about time that
you put the team first." How can a coaching philosophy help you be a better
coach? Your coaching philosophy is a set of beliefs
I had gone too far, and I knew it immediately from and principles that guide your behavior. It helps
Randy's reaction. I pulled him aside after practice you remain true to your values while handling the
and apologized, and I worked conscientiously to hundreds of choices you must make as a coach. Each
mend our relationship. But it was never the same. time you are confronted with a difficult choice, your
Coaching is about creating and utilizing relation- philosophy should make your decision quicker and
ships to foster an athlete's development, but those easier, because your decision must be consistent with
relationships are fragile, and when they are dam- your principles.
aged they are often virtually impossible to put back
together. It doesn't matter why we do those things we To develop a coaching philosophy, you will need
later regret, or how many extenuating circumstances to prioritize what's most important to you. Life and
were involved. We all have bad days, or other things competition are full of choices. Some are easy, such as
on our minds. Once the damage has been done, it what play to call or what defense to run, but others can
often cannot be undone, and, more important, our be extremely difficult, such as whether to discipline
ability to make a difference in that athlete's life is players who are breaking training rules--or whether
irrevocably damaged. to cheat and win, or follow the rules and lose. Most of
us handle the easy choices in life with little problem,
What can coaches do to reduce the chance that but the difficult decisions can test our character. When
they'll lose their composure and do or say something you develop a coaching philosophy, you decide what is
that damages their credibility? We believe the answer important so that you can make the right decisions.
is to develop and implement a well-designed coach-
Coaching Philosophy
Most of us find that we make better decisions heighten the speed and success at which you and your
when we take time to think through problems in athletes learn and perform the skills discussed in this
a thorough, relaxed, and thoughtful fashion rather book. In addition, the philosophy you develop will
than reacting in the heat of the moment. Thus we give you direction as you implement these mental
can make systematic decisions that are based on facts skills. You already have a philosophy about life and
and sound reasoning rather than knee-jerk reactions probably about coaching. Your philosophy may or
driven more by emotions than logic. The fast-paced may not be well developed. You may be conscious of
action during practice and competition often doesn't your perspective on life, or it may reside more at an
lend itself to thoughtful decision making. That's why unconscious level. Even if you have a well-developed
you need to take time away from your sport to develop philosophy, remember that it is a work in progress and
your philosophy. Then it will be ready when you need that it should be continually modified throughout
it--ready to help you make split-second decisions that your career.
you can live with and feel good about later on.
We recommend that you enhance self-awareness
A good coaching philosophy doesn't provide spe- related to your philosophy in two ways. First, think
cific answers to each problem you may encounter. about your values and monitor your thoughts and
Rather, it provides a set of principles to guide your actions regularly. How true do you remain to your
decision making. It reduces uncertainty in handling beliefs and values when you coach? What factors
problems related to training rules, team discipline, keep your actions consistent with your beliefs or push
conflicts with your athletes or team, codes of con- you off course? Careful scrutiny of your thoughts and
duct, off-season conditioning programs, athletes' actions will help you identify key patterns. Maybe you
outlooks on competition, short- and long-term have trouble remaining true to your beliefs and values
objectives, success and failure, and many other facets when you're playing an archrival, have a lot riding
of competition. If you invest time in developing and on the outcome of a contest, are playing in front of a
maintaining a coaching philosophy, it will help you large crowd, or have a number of people you want to
focus more keenly, reduce stress, purposefully push impress. Once you are aware of these tendencies, you
your limits further, find greater enjoyment, and, can develop effective strategies to overcome them.
above all, coach better.
Second, get feedback from people you trust to help
How to Develop a Coaching you better understand whether your perceptions of
Philosophy your behaviors during competition are consistent
with others' observations. Occasionally, our judg-
This is not a one-time process but an ongoing jour- ment gets clouded by the heat of the moment or by
ney that requires frequent reflection and systematic our personal blind spots. Friends can provide us with
updating. A coaching philosophy should always be emotional mirrors: They can give us accurate feedback
a work in progress. Your philosophy has to be per- that breaks down our defenses and encourages us to
sonalized to fit your experience, attitudes, values, address personal deficiencies constructively. These
and beliefs, but it must also fit with the norms of two approaches will help you determine what is truly
the society in which you live. If your coaching phi- important to you and develop strategies for remain-
losophy conflicts with society's values, you are sure ing true to those values when you coach.
to invite problems. At the same time, you cannot
simply acquire a philosophy by reading this book Prioritizing Coaching Objectives
or adopting one from a coach you admire--or from
any single source. It is something you develop out As a second step toward developing your personal
of varied experiences in your life, and it is useless coaching philosophy, prioritize your competitive
unless you embrace and nurture it. It is continually objectives and develop clear strategies for achieving
cultivated and refined to enable positive competitive them. In Coaches Guide to Sport Psychology (1987),
experiences for your athletes. Developing a coaching Rainer Martens identifies two broad coaching objec-
philosophy requires you to develop clear awareness tives: to win, and to help athletes develop physically,
of what you value and to prioritize your competitive psychologically, and socially. No other decision you
objectives based on those values. make about your coaching philosophy will be as
important as the one you make about the emphasis
Developing Self-Awareness you give to each of these objectives. It will form the
foundation of your coaching philosophy.
To understand what your coaching philosophy should
be, you need to know yourself. Self-awareness will Striving to win is an important objective to pursue
in sport; it is, in fact, a founding premise of sport. But
at what costs are you willing to pursue the goal of
Sport psychology for coaches
winning? Are you willing to risk your athletes' health tent and that you will have ups and downs. Evaluate
or the health of their opponents? Do you put winning your current coaching philosophy in terms of these
ahead of personal development, ahead of friends and philosophical guidelines. Then decide whether you
family? What is a proper perspective on winning? want to make any changes in your philosophy.
These are important and difficult questions, but you
will have to answer them every day that you coach. The philosophy encapsulated in the motto "Per-
Phil Niekro, the famed knuckleball pitcher, had an sonal excellence--the foundation for success!" means
interesting perspective on how to prioritize winning that your first priority in every decision you make
and development. Niekro came into his own as a is to develop your athletes' skills and enable their
pitcher in his early 30s. Why did success take so long? personal growth as fully as possible. This pursuit of
Niekro reports that he spent much of the early part of personal excellence should also increase their chances
his career letting his ego get in the way. He worried of winning, but it approaches winning as secondary
about how much he pitched, what spot he occupied to maximizing athletes' physical, psychological, and
in the rotation, and, most of all, whether he got the social development. These two objectives--winning
win. Then, when he was 32, a funny thing happened: and development--actually fall on a continuum. The
Niekro stopped worrying about winning and started extreme excellence-centered competitor always con-
just pitching the best he could. Success followed his siders what is best for personal development with no
insightful change in priorities (Martens 1987). concern for winning. On the other extreme, the win-
centered competitor worries about development only
The challenge of reprioritizing winning--Why do to the extent that it affects winning. Excellence-centered
coaches and athletes become win centered? Perhaps coaches see sport as existing to help athletes learn and
they succumb to pressure exerted by the media, develop their skills, whereas win-centered coaches see
parents, booster clubs, administrators, or even them- development as a prerequisite to winning.
selves. Some coaches live vicariously through their
athletes, while others model their coaching after pro- Look at the continuum shown in figure 1.1. Where
fessional, win-oriented coaches. For still others, it's do you place Bobby Knight on the continuum? Put a
simply easier to evaluate success based on wins and BK where you think Knight belongs. Where do you
losses and focus on the short-term goal of winning place John Wooden? Put his initials in an appropriate
rather than the long-term goal of athletes' develop- place. How about Michael Jordan or J�rgen Klins-
ment. More than likely, however, coaches and athletes mann? Add their initials. Do the same for other coaches
become win centered because they associate their or athletes you are familiar with. Now, where do you
self-worth with wins and losses. Winning becomes place yourself on this continuum? Insert your initials.
all-important, and losing becomes a threat to their Then put a C where you think your assistant coaches or
self-worth, one to be avoided at any cost. When supervisor would put you and an A where your athletes
competitors link their self-worth to winning and would likely put you. Think about your position for a
losing, their goals are self-centered: They no longer few moments. Would you like to see it change?
care about what they can do for others--only what
others can do for them. Do you coach to win for any Excellence- Neutral Win-
of these reasons? Has coaching become a personal centered centered
ego trip? Do you link your worth as a person to wins
and losses? Or do you understand what Phil Niekro Figure 1.1 Continuum of excellence-centered and
learned after years of professional baseball? win-centered philosophies.
Rainer Martens coined the motto "Athletes first, As you think about what coaching philosophy to
winning second!" to help guide coaches to a more adopt, you might consider that of John Wooden, the
appropriate coaching philosophy. This athlete- leEge2n52d7a/rByuUrtoCnL/AFigb.a0s1k.e0t1b/2al9l7c5o6a9c/Lhinwehwoorekms/Rp4h-aaslwized
centered philosophy places the highest priority on learning and development over winning. Coach
the people being coached, whereas a win-centered Wooden's philosophy represents his cumulative
philosophy places greatest importance on the out- wisdom over a lifetime of playing and coaching.
come of competition. We propose a slightly broader He did not begin coaching with the philosophy he
motto that can be applied to competition and to life. espoused at the end of his career, nor should you
Our motto is "Personal excellence--the foundation expect to have all the answers immediately. Keep an
for success!" This philosophy emphasizes that striving open mind, examine your beliefs and values from
to learn and improve should be coaches' and athletes' time to time, and benefit from the experience of wise
highest priority, with winning a natural by-product of coaches such as John Wooden.
this enhanced personal development. As you strive to
improve, you recognize that progress will be inconsis-
John Wooden's Competitive Philosophy
Few will dispute that John Wooden was a master coach. The Wizard of Westwood guided the UCLA
Bruins to 10 NCAA Men's Basketball Championships in 12 years and won 88 consecutive games,
including 38 straight NCAA tournament games, all while turning out numerous college All-Americans
and NBA All-Stars. Wooden has become a coaching icon not only for his amazing success but also for
how he achieved it. His competitive philosophy is illustrated by his famous Pyramid of Success, which
defines success in terms of striving for excellence (see figure 1.2).
Without question, Wooden valued development ahead of winning. He believed in preparation and
viewed success as a journey. His former players report that he never talked about winning, only about
playing to the best of their ability. Wooden's pyramid has 14 building blocks of competitive greatness
that reflect his belief in developing talent through hard work and perseverance: industriousness, friend-
ship, loyalty, cooperation, enthusiasm, self-control, alertness, initiative, intentness, condition, skill, team
spirit, poise, and confidence. Wooden considered himself an optimist and thought optimism was based
on proper preparation and attention to detail. At the same time, he enjoyed competition and found it
brought out the best in people. Wooden felt there was great joy and satisfaction in competing against
Due to rights limitations, this item has been removed. The material can be found in its original source.
From Wooden on Leadership (McGraw-Hill) and www.CoachWooden.com.
Figure 1.2 John Wooden's Pyramid of Success.
(continued)
Sport psychology for coaches
(continued)
an opponent who forces you to dig deep and produce your best effort. The worthy opponent is the only
one who can bring out the very best in each of us.
Wooden acknowledged making many mistakes but never failing. He believed that no one failed if
they played to the best of their ability. He also believed that mistakes were prerequisites for success,
and he often repeated a slogan from his college coach at Purdue, Piggy Lambert: "The team that makes
the most mistakes will probably win." The truth is that the doer makes mistakes, and mistakes come from
doing--but so does success. The player who is mistake free is also probably the one who is doing
nothing to guarantee success, which may the biggest mistake of all.
Finally, John Wooden's competitive philosophy focused on team play. He wanted each player to
make the effort to contribute to the best of his ability based on his individual talents. Wooden wanted
players who would lose themselves in the team for the good of the team.
The True Competitor--We believe that excellent need for competitors to push each other maximally
coaches are true competitors who have prioritized if excellence is to be pursued fully. We hope your
their competitive objectives appropriately. True coaching philosophy will remain congruent with the
competitors recognize that striving to win is much principles of being a true competitor.
more important than actually winning, and they
understand that when they achieve their goals they From Principle to Practice
will increase their opportunities for victory. They also
realize that the pursuit of excellence is never linear "Personal excellence--the foundation for success!"
but has a series of peaks and valleys that will test their is a simple, straightforward philosophy, and we have
tenacity and resolve. True competitors view success as met few coaches who disagree with it. We have also
a journey rather than a destination. Coach Bill Snyder, met few who consistently put this philosophy into
who transformed Kansas State from one of college practice because many of us overemphasize winning.
football's worst teams to one of its best, emphasized Remember, a philosophy is not the principles you
that success is not about winning but about improv- preach; it's the values you live by. When confronted
ing as athletes, students, and people. Snyder evaluated with the question of prioritizing winning and devel-
success based on athletes' enthusiasm for the game, opment, many coaches contend that they coach to
life-skill development, graduation rates, future career achieve both, rightfully pointing out that winning can
success, and character development (Shoop & Scott, help athletes develop by giving them self-confidence
1999). This is a model that other coaches might do and earning them many attractive rewards. But at
well to emulate. times you will have to choose one over the other.
Consider the following two real-life examples. What
True competitors also understand that competition would you do?
is best when both sides compete on a level playing
field. Thus they play within the spirit, as well as the A favored team's star player received an unwar-
letter, of the rules. When ideal competition occurs, ranted technical foul early in a semifinal game of
both competitors flourish. For example, world-record the state basketball tournament. Team rules dictated
holder Jesse Owens was on the verge of elimination that any player receiving a technical foul must sit out
from the long jump competition at the 1936 Berlin the remainder of the game. Did the coach follow his
Olympics after fouling on his first two attempts. philosophy and bench his star? He did. Even though
Owens got a tip from his most talented rival, the he knew the player had not deserved the technical,
German Lutz Long, to move his mark back 6 inches he sat him for the remaining 28 minutes, sharply
(15 cm) to avoid fouling on his third attempt. The reducing his team's chance of winning. Fortunately,
suggestion worked, and Owens won the gold medal. several other players stepped up to compensate for
Pushed by Owens' outstanding performance, Long the loss, and the team won. The benched player later
jumped a personal best. Both competitors were over- wrote a letter to the editor about the valuable lesson
joyed and they left the stadium arm in arm, much to he learned from the experience and the admiration
the dismay of Adolf Hitler. True competitors under- he felt for his coach's integrity. He concluded that
stand the cooperative nature of competition and the the experience would make him a better person--the
---
[Cuối tài liệu]
Index 287
sensory awareness 71, 76 team climate
shaping 22 goal setting and 52
shark behavior 29, 30 mastery-oriented 133-136, 134t
short-term goals 58 motivation and 126-127
simulations
team confidence 197-198
concentration 162 team goals 58-59
mental plans 225 teddy bear behavior 29, 30
in MST program 242 TEMPs 177-179, 178f
self-confidence 201 Test of Performance Strategies (TOPS) 234, 263
skill automaticity. See automatic processing thinking, excessive 163
skills training 160 thought stopping 115
sleep 86 threats, versus challenges 104, 171
smart-talk. See also self-talk threshold level, of stress 95, 96f
commandments 104-105 time constraints 42
scripts 110-112, 111f-115f, 118 Tomjanovich, Rudy 25
Snyder, Bill 8, 62 TOPS 234, 263
social approval 107 total emotion management packages (TEMPs) 177-179,
social comparison 107
social evaluation, in competition 9 178f
social loafing 59 total energization strategies 91-93
social skills, in athletes 22 total immersion 178-179
social support systems 64 total relaxation
sport differences, and optimal energy zone 144-145,
benefits of 86
145f in development model 85t
sport strategies 77, 78 versus rapid relaxation 84-85
staircase approach, to goal setting 57-58, 58f strategies for 87-90, 90t
standard mental performance plans 208-209, 216 training athletes in 96
stress triggers 164-165, 209-210
true competitors 8. See also competition
causes and effects of 170 trust 87, 163-164
defined 170 turtle behavior 29, 30
Lazarus' model of 171-173, 172f
symptoms of 180t U
stress management
assessment form for 179-180, 181f uncertainty, reducing 173-174, 174t
case study in 182-183 underarousal 142. See also arousal
concentration and 165
defined 173 V
guidelines for coaches 184f
imagery for 78 values, in coaching philosophy 5, 8-9
as mental skill 38 Van Dyken, Amy 68
relaxation for 86-87 verbal persuasion 195
strategies for 173-179, 174t, 175t vicarious experience 193-195
tension level and 95, 96f video training 159, 161
training athletes in 179-183, 184f vision, in goal setting 59
subjective performance measures 56 visualization, versus imagery 68-69
success vivid cues 76
mastery-oriented view of 135
need for 127-128 W
as replicable 105
spiral of 190f warm-up, in preparation plan 211-216
Wooden's view of 133 Weder, Gustav 76
success seekers 130t, 131-132 winning
Summit, Pat 26
character development and 12
T in coaching philosophy 5-6, 6f
self-confidence and 54
TARGET concept 135-136 Wooden, John
task differences, and optimal energy zone 144-145, coaching philosophy of 6, 7f
communication skills of 17, 26
145f, 146f on mistakes 106
on success 133
Woods, Tiger 134
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About the Authors Photo courtesy of Joe Pallen, University of Idaho Photographic Services
Damon Burton is a professor of sport psychology at
the University of Idaho and has taught undergradu-
ate and graduate applied sport psychology courses
since 1983. At Idaho, Burton created master's and
doctoral programs to develop sport psychology
consultants with strong backgrounds in both coun-
seling and performance enhancement. A fellow and
former president of the Association for Applied
Sport Psychology (AASP), he is an AASP-certified
consultant and past chair of the certification com-
mittee. A former athlete and coach who has worked
extensively in coaching education for almost 30
years, educating over 4,500 coaches, Burton has
consulted with coaches and athletes from youth
sport to Olympic and professional levels on the
development of mental skills in both individual and
team settings. He coauthored Competitive Anxiety in
Sport, authored or coauthored numerous research studies evaluating the effectiveness of
mental skills training programs, and supervised or mentored many master's and doctoral
students in their work helping coaches and athletes develop mental skills. Burton is past
chair of the American Alliance for Health, Physical Education, Recreation and Dance
(AAHPERD) Sport Psychology Academy and a longtime member of the North Ameri-
can Society for the Psychology of Sport and Physical Activity (NASPSPA). He earned a
master's degree in sport psychology from the University of Wisconsin at Madison and
a PhD in sport psychology from the University of Illinois, specializing in applied sport
psychology and coaching education.
289
290 About the Authors
Thomas D. Raedeke is associate professor of sport Photo courtesy of the author
and exercise psychology at East Carolina Univer-
sity. Since 1993, Raedeke has taught graduate and
undergraduate applied sport psychology courses
focusing on coaching education and mental skills
training at the University of Oregon, University of
Colorado, and East Carolina University, earning the
University of North Carolina's Board of Governor
Distinguished Professor for Teaching Award in
2007. A research expert on motivation, stress, and
burnout, Raedeke has worked with athletes and
coaches from a variety of sport types and skill levels.
He is a certified consultant through the Associa-
tion of Applied Sport Psychology (AASP), where
he is chair of the Health and Exercise Psychology
Committee. He is also a member of the North
American Society for the Psychology of Sport and
Physical Activity (NASPSPA) and the American Alliance for Health, Physical Education,
Recreation and Dance (AAHPERD). Raedeke is past chair of the National Association
for Sport and Physical Education (NASPE) Sport and Exercise Psychology Academy. A
former collegiate wrestler, Dr. Raedeke earned his master's degree from the University
of Idaho and a PhD from the University of Oregon, with a focus on sport and exercise
psychology. He has also served as a research assistant in sport psychology at the United
States Olympic Training Center in Colorado Springs and as an instructor for American
Sport Education Program (ASEP) coaching courses.
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