Time helps…Quality required when it comes to practice

Dr. K. Anders Ericsson has been the leading researcher on practice and mastery of skills in all domains of performance. Many people have heard his theory that it takes 10 years and 10,000 hours of deliberate practice to become an expert at anything. It’s clear that time is a critical factor in skill development; however, time is only one aspect of the theory. What defines practice as “deliberate” is possibly even more important than the time aspect, since the 10 year / 10,000 hour clock doesn’t really start ticking without it! There seem to be three important factors that dictate the quality of one’s practice time that coaches and athletes should strive to work toward. These factors might seem obvious, but there are not many athletes who train this way 100% of the time to maximize time and energy during practice sessions.

1)      Practice a task that is challenging. If the task is too easy to achieve, very little learning occurs because success is nearly automatic and eventually boredom sets in. If the task is too difficult to achieve, very little learning occurs because the individual is struggling so much that frustration typically leads to lack of effort. The designers of video games are masters at creating this first element of quality practice. They understand that if a game is too easy and the levels do not progress beyond one’s current ability, the player will get bored and quit playing the game. They also know that if they start a player at the hardest level right at the beginning without allowing them to slowly build skills and stretch their ability, the player will become extremely frustrated and quit because the challenge is too hard. In order to achieve element #1 of quality practice, practice drills and experiences should be challenging, without becoming overwhelming.

2)      Have an objective for every repetition. In golf, many players go out with a bucket of balls to the driving range and “just hit” or bring some balls to the putting green and “roll some putts”. While at the range, each ball should be directed at doing something specific (i.e., trying to hit a high draw at a target or working to feel the sensation in a specific part of your body while learning a new swing technique). While on the putting green setting up a specific drill or task to achieve will improve the quality of practice. While working on technique, training aids can assist the quality of practice, as long as the training aid is used with a specific purpose. This ensures that there is total attention and engagement in the activity. Since the mind runs the body, this is a critical element of learning and trains the body to feel the motion, rather than just making strokes with no real plan or purpose. This message clearly transfers to any sport or skill.

3)      Look for feedback from every repetition. Just to keep the golf example rolling – every shot hit at practice tells a story. If this information is ignored because of lack of attention, an emotional reaction, or any other distraction the learning curve is not advancing as quickly as it would from total engagement in the activity. Feedback allows for the recognition of patterns, immediate error correction from poorly executed shots, and positive reinforcement from well executed ones – all critical factors for effective learning and mastery of skills.

If an athlete follows these three principles of quality practice during sessions the individual is doing everything possible to reach their potential. Add 10 years and 10,000 hours to the equation and expert performance is likely to follow!

The Top 20th Percentile on January 15th

It’s January 15th. According to research, approxiomately 80 percent of the population who set a New Year’s Resolution has already admitted defeat. Self improvement is difficult and takes considerable discipline. These 3 keys can assist in attaining a new personal standard, regardless of the time of year or habit to be refined.

1. Choose the Right Challenge

Is the change truly worth the struggle about to be faced? If the change is worth it – where is the bar set for “successful” achievement? We know that a challenge set too low will become stale and boring. We also know that a challenge set too high will lead to frustration and quitting. Be thoughtful.

2. Work the Process

What are the daily actions required to reach the challenge? There are many aspects of life that are outside of one’s control. Working the process means that the individual acts upon a small, daily action that is fully under their own control. Small, daily action becomes significant, monthly action in 30 days.

3. Evaluate (#1 & #2)…and Revise if necessary

On a daily, weekly, and monthly basis - evaluate… (#1) whether the change is still important enough to struggle through & is the bar set at the appropriate level; and (#2) are the controllable, daily process goals being fulfilled to the appropriate level? If yes, continue to embrace the struggle to success. If no, choose whether a revision is more worthwhile than total defeat.

We all have the best intention for self improvement. It’s just a much more complicated process than we care to admit. For more insight on this topic please follow this link to a previous entry on our blog by Dr. Doug Gardner http://prosportpsychsym.wordpress.com/2011/01/04/april-fools-on-new-year%e2%80%99s-day/

 

 

 

Performance Cycle: The Key to Continuous Improvement

Athlete development is a long-term process. Although many gadgets, instruments, and training aids are sold as the ultimate “must-have” item, unfortunately there are no shortcuts or magic pills that allow an individual to reach their ultimate potential without time, energy, and introspection. It should be understood that the only way for an athlete to get where they want to be is through preparation, experience, and continuous learning through evaluation. I utilize the following model to ensure each one of my students gets the most from themselves and their training on a daily basis. This model assists athletes in their journey to reach their potential on and off the field by creating a mindset of continuous improvement.

 

The prepare stage of the performance cycle is the longest in duration for all athletes. These are the days, weeks, or months set aside for training between competitions. This time is used to develop the technical, tactical, physical, and mental skills required to compete at a high level. This stage of the performance cycle typically starts with a high percentage of instruction in order for the athlete to learn new skills and improve technique. As the cycle continues, the athlete engages in quality repetition of movement to create the feel and trust required to compete without excess technical thought as competition nears.

The compete stage is the time to execute and showcase the skills that were developed and improved during the prepare stage. This is not the ideal time to try something new or uncomfortable that has not been practiced. Competition is naturally a time of higher stress, so an athlete’s mind and body will automatically revert to doing what it currently knows best. This will allow the individual to see where their game actually stands. The compete stage is the opportunity for an athlete to measure their current potential and show how well they can manage the physical, tactical, and mental  aspects of performance in a public forum.

The evaluate & active rest stage of the performance cycle is often skimmed over or eliminated altogether because it may not show any immediate results. However, if the athlete does not have an opportunity to assess themself and take time for other off-the-field needs, long-term development suffers. Success in life is a continuous process of evaluating, learning, and developing; which takes a significant amount of time and energy. Without proper evaluation and rest, athletes typically lose perspective on their sport and life as a whole, which results in burnout and shorter, less fulfilling athletic careers. Once the evaluation is complete, it’s time to create the next training plan to increase overall potential by preparing once again.

This model is clearly the opposite of a “must-have” item or magic pill. It is a training plan that exhibits the time, energy, and evaluation required to excel in sport and life. After going through this cycle a few hundred times, elite performance and skill mastery might begin to show itself.

Advice for a Recent Sport Psych. Graduate

Here are my BIG 3 SUGGESTIONS for Stacey:

1) Define (and maintain) your Role – Sport psychology and it’s merits can be difficult to measure.  In the reality of the business world decisions are made by how much something is “worth” to customers.  So then, what exactly is sport psychology worth?  The answer…there is no answer!!?  It’s worth nothing and everything at the same time.  Mental success is difficult to define, much less measure, so good luck defining it’s “worth”.  So then, as a practitioner (especially a neophyte) what leverage do you have to convince someone to hire you?

My suggestion is to generate a firm and well founded philosophy that will become your product.  What do you truly believe enhances performance…and HOW will you put this philosophy/product to use with the population in question?  From there it may be effective to create a timetable of how much time and how many sessions will it take to educate the population on your product until they truly “get it”.  It’s one thing to get in the door, and another to stay in (which is a discussion for another post), but it is imperative to stay true to the mission established at the beginning.  I have heard too many disaster stories of recent graduates who end up filling “other roles” with the same population they are trying to do sport psychology work with.  Not only do you tend to lose credibility, but you also lose the ability to develop your sport psychology product and refine it to become successful in the long-term.

2) Maintain a High Standard of Ethics – It’s human nature to want people to like you.  Be aware of that and do not confuse high quality and effective work with the desire to be liked.  Yes, we are hired to listen to and support those around us, but there are professional boundaries that must be established.  As a young practitioner you will likely not be much older than (and you may actually be even younger than) the population you work with.  Be a professional first…and be a professional second.  Period.

3) Establish a Support System – You will need help.  After 5+ years of working with athletes on player development and the mental aspects of performance every day, I still rely very heavily and continue to develop a support system for myself.  Thanks mostly to my colleagues on this blog!!  But there are other local clinical psychologists, family members, and friends who support my professional and personal needs so I can stick my role (see #1) on a daily basis.

Like any other pursuit in life, developing a quality sport psychology product takes highly channeled effort.  Hopefully these BIG 3 SUGGESTIONS assist you to channel that effort effectively Stacey!!

The Proactive Athlete & Results

There are two very distinct ways to approach and respond to results in competition.  One approach is to be reactive, emotional, and helpless. The other is to be proactive, thoughtful, and open to introspection. Let’s use the example of a junior golfer who breaks 80 on a regular basis in practice. Today this player has posted a horrible score of 92 in a major junior tournament. The player is extremely upset and emotional walking off the course.  This is the natural response of any athlete who trains hard and cares about posting solid scores in competition, especially major competitions. After all, college coaches, peers, family members, and friends are all going to see the score and form an opinion about what happened out there.  This is the reality of competing and putting yourself on the line in tournaments. From this moment forward is what differentiates and defines the two types of athletes (the reactive and the proactive).  The reactive athlete will take one course of action and the proactive athlete will take another.  The choice is yours…

Reactive athlete – The reactive athlete allows results to define him or herself.  “If I play well…I am good, if I play bad…I am bad”.  The reactive athlete does not evaluate the round to identify what was done well and what are opportunities for improvement.  This athlete wants to forget about poor results and treats successful performance as though it should always be expected.  This type of person avoids the reality of the situation and simply hopes that tomorrow’s results will be better.

Proactive athlete – The proactive athlete may also show emotion to both successful and poor performances, but it doesn’t last for extended periods of time.  This person knows that a thorough evaluation must be done in order to draw from the experience to become even better moving forward.  A thorough and effective evaluation cannot be done in the heat of emotion, however, so this type of athlete likely sits down to cool off with a meal and some hydration to recover physically and mentally from the stress of competing.  This also means that any support team in attendance (coaches, family, friends, etc.)  respects that the athlete may need time and space to get out of the competitive mindset. Once the proactive athlete feels like they are back in “neutral” they assess their strengths and limitations from the day both physically and mentally.  Statistical measurements can be used to lead the physical evaluation (fairways/greens hit, number of putts, up and down percentage, etc.).  In order to do a mental evaluation, the proactive athlete grades him or herself on their preparation, effort, and ability to recover from adversity that day.  Once the assessment in complete, he or she takes action to maintain their current strengths and works diligently to improve their current limitations.  They make a simple plan to establish priorities moving forward and act upon those priorities to build effective habits. The proactive athlete is always learning, and therefore improving, from both success and failure.

In short, the reactive athlete has an emotional response to results while the proactive athlete uses results as feedback.  All athletes have both successes and failures throughout a career, throughout a year, and even throughout a single performance.  Over the course of a career, the proactive athlete will effectively deal with this reality and continuously improve as a result.  The reactive athlete will either stay the same or possibly get even worse. The choice is yours!  Do you intend to be a reactive or a proactive athlete this summer?

Harbour Town and Aristotle

The PGA TOUR is here in my backyard this week at Harbour Town Golf Links in Hilton Head Island, SC.  Harbour Town is an extremely unique venue.  The course is not long, the rough is not “rough”, and the greens are not heavily undulated.  The course is however, extremely tight with trouble lurking on every hole.  Magnificent trees form fairways that look like slender, yet meandering bowling lanes.  Approach shots into the greens require pinpoint accuracy as treacherous bunkers, water hazards (including the breathtaking Calibogue Sound) and even more outstretched tree limbs protect the smallest greens on the PGA TOUR.  A power game typically does not prevail.  This place is suited for golfers who manage their games and themselves with precision.

Golf is not a game that requires world-class physical conditioning to be successful.  It is, however, a game that requires a high level of mental and emotional conditioning to be successful.  Aristotle put it best in The Nichomachean Ethics by saying, “Anyone can become angry – that is easy.  But to be angry with the right person, to the right degree, at the right time, for the right purpose, and the right way – that is not easy”.  From a mental perspective, anger causes attention to narrow, which hinders decision-making.  From a physical perspective, anger causes tension and a lack of body awareness.  None of these qualities lend themslves to quality golf.  This course will bring about its fair share of anger from competitors who unexpectedly catch an outstretched tree limb, find a lingering hazard, or watch a ball deflect off of a railway tie that rests only feet from the one place the ball is intended to finish…the hole.  The victor will likely be the individual who manages himself and channels his anger in an appropriate way from the tree-lined chute on #1 tee to the expansive (yet typically wind-blown) 18th fairway.  On Sunday afternoon the tartan jacket will be placed on the shoulders of the man whose mind and body work in unison, allowing him to execute with precision under the stress of uncertainty and the challenge of adversity.

Leader of the Pack

Many people maintain the idea that leadership skills in sport are only required for owners, general managers, coaches, parents, or team captains.  However, leadership can (and should) show itself in many different ways and situations, as well as from a number of  different individuals from the top of an organization all the way down to the “rookie” or “towel boy”.  A few common ideals that great leaders tend to portray are…

1)      Great leaders unite people to work toward a common goal.

Does this mean the common goal or mission is determined completely by the leader and enforced by the leader alone? Absolutely not!  However, great leaders are those individuals who maintain the vision and passion to drive individuals toward the mission regardless of the ebbs, flows, and potential disasters of a long season.

2)      Great leaders handle and manage adversity in times of difficulty.

In short, effective leaders are self-aware.  Many people get caught up in the drama and emotions that come with the struggles of life in and out of sport.  On the other hand, great leaders manage their own thoughts, feelings, and actions before making any immediate judgments or decisions that will affect the team poorly in the long run.

3)      Great leaders manage conflict.

No two people are exactly the same.  Differences can create conflict.  An effective leader is someone who has strong negotiation skills to balance individual differences, allow all parties to feel heard, and finally establish a mutually agreeable resolution so all parties can move forward with a common goal in mind (see #1).

4)      Great leaders communicate consistently, frequently, and honestly in both word and action.

We all have different styles of verbal and non-verbal communication. Effective leaders are aware of their personal style and maintain consistency in the messages they send from the beginning of the season to the end.  The frequency of communication should also occur along the same lines.  Being a great leader doesn’t mean the individual should speak so frequently that no other voices or opinions are heard.  To the contrary, effective leaders are confident in their decisions, but sometimes do so by asking for help or guidance from others who may have a better pulse on the situation.  The frequency of communication should be enough to keep all parties informed, while also maintaining the feeling of trust and autonomy from those around him or her.  Honesty may be the most integral part of leadership.  In order to gain the acceptance, trust, and power to motivate any group of individuals, honesty must be at the forefront of any communication given to avoid potential contention or doubt within the group.

5)      Great leaders know when to stretch and when to support those around them.

Individuals thrive when they are challenged enough to extend outside of their individual “comfort zone”, but also know there is consistent support immediately following in case of emergency.  Effective leaders empower individuals by constantly being aware of when and how to stretch others while also having a heightened sense of when to come back to play a supporting role.

Great leadership can be found within all of us. The most effective leaders, however, are the individuals who make it a priority and continually work on improving these five ideals to separate themselves from everyone else who follows.  If you have the will and courage to become a leader within your team, there is no better time than now to start developing your role.

A common question…

Throughout the years I have received thousands of questions.  More than any other question, however, the one I receive most often is, “What exactly do you do for a living?”  The answer is simple and complicated at the same time…

I have designed and implement a mental training program to assist student-athletes in reaching their potential on and off the golf course.  Students are taught skills to assist them to maximize their potential through quality practice, self-management, and a mindset of continuous improvement.

It all starts with student-athletes creating a clear and specific mission they would like to achieve.  This mission provides purpose and the motivation required to continue learning on a daily basis in order to reach personal short and long-term goals.  An individual with a specific purpose will overcome potential obstacles and distractions that may draw attention away from the task at hand.  Once the student-athlete creates his or her own mission, and understands the importance of having a purpose for every action, they will begin to engage in quality practice.  Quality practice can only be achieved when the student knows what he/she is working on and holds him/herself accountable for it.  Hitting balls, chipping, or putting mindlessly (without purpose) does not maximize time and energy; and worse yet, might lead to overuse injuries.  The more engaged the practice, the more learning and improvement occurs during that time.  Quality practice has two major benefits.  First and foremost, it creates increased confidence that will allow the student-athlete to know they have done everything within their power to prepare for competition.  The second benefit of quality practice is that it will also allow for balance and quality time off the course.  If the student-athlete knows he/she has done everything possible to improve during practice time, there will be no regrets during free time away from the golf course either.

Competition is the time for athletes to showcase their skills and prove their merit.  During competition, there are many external distractions and pressures that athletes must learn to manage effectively in order to play to their potential.  How an athlete responds to these distractions and pressures has much to do with the mindset they take into competition.  There are two distinct mindsets that separate competitors.  One of them is an outcome orientation, which is the mindset of an athlete who is more concerned with the end result (scores, rankings, college scholarships, etc.) and how they might appear to other people.  This mindset leads to inconsistent performances from athletes who typically perform below their potential.  An athlete with a process orientation, on the other hand, is more focused on “playing one shot at a time”.  This mindset allows the athlete to focus on him/herself and the appropriate action to take in the present moment to be successful.  An athlete with a process orientation tends to maintain a consistent level of effort, regardless of the situation, and typically sees more consistent outcomes as a result.

Finally, following competition it is imperative for athletes to engage in active rest.  This is the time for the student-athlete to take a step back and give an honest assessment of his/her own tournament performance and training leading up to the event.  An effective evaluation includes strengths that emerged to continue developing; limitations that exist that may be holding the individual back from reaching their potential; and most importantly, an updated plan to create the next mission to move forward and continue improving with renewed purpose and energy.

Hopefully this piece clarifies, rather than complicates the question of what I do and how I work to assist my student-athletes on a daily basis.  Just as I encourage my athletes to evaluate themselves on a regular basis to reach their potential, I attempt to do the same for myself.  This is my philosophy today.  Only time and introspection will tell if this answer will be the same down the road.

The Push and Pull of Statistics

Numbers don’t lie.  Numbers can be a tremendous tool to assist athlete development.  But be careful, the slope can become a slippery one if the numbers are not used in the right way at the right time.  There is a fine line between numbers being used as an accurate measure to motivate and using numbers that inadvertently lead down the wrong path to demotivation.  Overall, when numbers and statistics are used in the right way, they are an asset in developing self-awareness by measuring strengths and limitations on the playing field.  Here are some ideas on how to maximize potential by using numbers and statistics in an efficient manner.

1. Not all numbers are created equal.  For example, in a round of golf a player has 30 putts for 18 holes.  That number alone can mean a multitude of things.  The player may have hit all 18 greens in regulation, with six realistic putts for birdie inside 10 feet.  If the player made each of those realistic putts and 2-putted every other green, that would be an outstanding putting day for a total score of 6-under par (66).  On the flip side, the player may have 30 putts after hitting only six of 18 greens in regulation.  If the player chips it close every time, yet 1-putts only six times and 2-putts the rest (same breakdown) the score is now 12-over par (84) and looks as though the player putted poorly.  So which one is it?  Are 30 putts good or bad for 18 holes?  The answer…it depends!

2. Conditions matter.  This time let’s talk greens in regulation.  On a sunny, calm, 75-degree day playing a golf course that measures 6,800 yards with every flagstick dead in the center of huge greens, a player hits 10 greens in regulation.  For a tour-caliber golfer that is well below average.  When playing in blustery, sub-40 degree driving rain on a course measuring 7,300 yards with every flagstick tucked in the corner of tiny amoeba-shaped greens a round with 10 greens in regulation might lead the field in a professional event.  So which one is it?  Are 10 greens in regulation good or bad for 18 holes?  The answer…it depends!

3. Change takes time.  A junior player and his father have been keeping close track of his driving statistics day-in and day-out.  He averages 6 of 14 fairways hit per round (his home course has four par-3s).  They decide for this junior to lower his scores he must hit more fairways.  First thing the next morning, he goes out and works diligently on his ball-striking and driver on the range, making some changes to his swing with his coach.  He goes out that afternoon and hits 6 of 14 fairways again.  This pattern continues for the next four days, which feels like an eternity for many young athletes and their parents.  Tension is on the rise as a major tournament is scheduled for the following day.  The player and his father have placed so much attention, effort, and pressure on the fact that his driving is weak that the junior is convinced there is no way he can compete without hitting more fairways.  He steps up to the first tee which is a long, tight par-4.  The player is so intently focused on making a precise swing that his hands are squeezing the grip so tight that his knuckles are dead white.  Upon impact, both father and son watch furiously as the ball squibs weakly to the right into the trees.

So, back to the question, are numbers and statistics helpful to developing athletes?  The answer…it depends!  If used in the right way, these measurements can maximize training time and energy by focusing on key areas of athletic development over an extended period of time.  When calculated and shown with little perspective in the short-term, statistics may actually reduce motivation and lead to decreased performance.  It is human nature to be more critical of our weaknesses than give credit for our strengths.  To reduce this internal bias, great athletes keep close track of their statistics by entering them on a daily or weekly basis, but only analyze and look for trends on a monthly or yearly basis to check for growth and improvement.  Good luck on your personal quest to sift through the right numbers at the right time!

Solid Foundations Make Strong Buildings

The same is true when developing great athletes.  An unstable foundation creates a weak base.  A weak base cannot support continued growth.  Without continued growth, an athletic career will never reach its true potential.  A solid foundation on the other hand, can support a great amount of growth, development, and skill acquisition.  A solid foundation built upon sound fundamentals will also remain stable in pressure situations.  Great coaches and athletes continuously monitor the fundamentals of their sport before moving on to more advanced areas of development, which lays the foundation for long, prosperous, and healthy careers.

fundamentals pic

This model of player development may seem elementary, but following through to physically put the model into action is not.  In the real world of sport and competition, coaches and players face constant criticism and doubt when growth, skill development, and wins do not add up quickly.  This criticism and doubt often comes from those closest to the coaches and athletes themselves (parents, friends, team owners/management, etc…).  The temptation to move on to more advanced and more creative skills quickly builds.  Let’s face it, working on fundamentals is typically not as much fun or challenging for coaches and athletes either.  This adds even greater pressure to abandon the patience and long-term vision required to stick to the basics .  Remember, however, that once the coach or athlete does give in to this temptation, there is no way to turn back the clock.  Before you know it, the model starts to look a bit more like this…

fundamentals2 pic

Which model best fits your philosophy?  Does that philosophy show itself in your everyday training?