ccgs-cricket-mental-toughness-workbook.pdf

Cricket Mental Toughness Workbook Sandy Gordon, PhD, FAPS Introduction Questionnaire Mental toughness is probably one of the most used but least understood terms used by the global cricket community. It is also, arguably, one of the most important psychological attributes in achieving performance excellence in any sport, and especially cricket. Sport psychology research that addressed both definitional and development issues related to mental toughness (Bull, Shambrook, James, & Brooks, 2003; Gould, Dieffenbach, & Moffett, 2002; Jones, Hanton, & Connaughton, 2002; Middleton, Marsh, Martin, Richards, & Perry, 2004; Tobin & Gordon, 2003) guided recent research funded by the BCCI (Gordon & Sridhar, 2004). An important objective and Cricket  Mental Toughness Training Workbook, outcome of that research was the creation of this Cricket  Mental which represents a curriculum of topics and activities specifically designed to facilitate the development of mental toughness among cricketers of all ability and age ranges.

How to use the workbook 1. It is recommended that coaches and players first carefully read the definitional statements and theory regarding each topic before attempting the exercises. The best environment to do this is in a quiet setting. 2. All exercises should be completed honestly and truthfully. 3. Each of the seven topics in this workbook -  Motivation & Commitment; Resilience; Self-Belief & Optimism; Positive Perfectionism; Focus; Handling Pressure; and Sport Intelligence - begins with a working definition of the area, followed by theoretical principles and applications that are illustrated and/or supported by practical exercises. Full understanding of each topic is best achieved through learning/reading the theory (principles) followed by practice (completing the exercises). All supplementary reading material associated with each topic, should be obtained and made available in a designated Sport Psychology area within a Club/Association Sports Science library. References Bull, S. J., Shambrook, C. J., James, W. & Brooks, J. E. (2003, February). Towards an understanding of mental toughness in elite English cricketers. In R. A. Stretch, T. D. Noakes, & C. L. Vaughan (eds.) Science and  Medicine in Cricket: A collection of pa pers from the Second World Co ngress of Science and Medicine in Cricket Capetown Cricket Capetown  (pp. 172-174). University of Port Elizabeth. Gordon, S. & Sridhar, C. (2004 ). Identification and development of mental toughness amo ng Indian cricketers: Final report, BCCI National Cricket Academy, Bangalore Gould, D., Dieffenbach, K., & Moffett, A. (2002). Psychological characteristics and their development in Olympic champions,  Journal of Applied Sport Psychology, 14  (3), 172-204. Jones, G., Hanton, S., & Connaughton, D. (2002). What is this thing called mental toughness? An investigation of elite sport performers , Journal of Applied Sport Ps ychology, 14  (3), 205-218. Middleton, S.C., Marsh, H.M., Martin, A.J., Richards, G.E., Perry, C., (2004b). Mental Toughness: Is the mental toughness test tough enough? Int. J. Sport and Exercise S cience. 35, 91-108. Tobin, M. & Gordon, S. (2003). The design, implementation and evaluation of a mental skills training programme for

youth-aged cricketers. cricketers. In R. A. S tretch, T. D. Noakes, & C. L. Vaughan (eds.) Science and Medicine in Cricket: A collection collection of papers from the Second World Congress of Science and Medicine in Cricket Capetown (pp. 174-175). University University of Port Elizabeth. Elizabeth.

Topics

1. Motivation & Commitment ……………………………………………………… …… …………………………………………………

3

2. Resilience Resilience ............................... ............................................... ................................ ................................. ................................. ............................. .............

1

3. Self-Belief Self-Belief & Optimism Optimism ............................ ............................................. ................................. ................................ .......................... ..........

16

4. Positive Positive Perfectionism Perfectionism ................................. .................................................. ................................. ................................. ....................... ......

20

5. Focus...................................... Focus....................................................... .................................. ................................. ................................. ............................. ............

26

6. Handling Handling Pressure Pressure ............................... ................................................ .................................. ................................. ............................... ...............

31

7. Sport Sport Intelligence Intelligence ................................ ................................................. ................................. ................................. ................................ ...............

38

Supplementary Supplementary Readings Readings ............................... ............................................... ................................ ................................ .......................... ..........

44

2

Topics

1. Motivation & Commitment ……………………………………………………… …… …………………………………………………

3

2. Resilience Resilience ............................... ............................................... ................................ ................................. ................................. ............................. .............

1

3. Self-Belief Self-Belief & Optimism Optimism ............................ ............................................. ................................. ................................ .......................... ..........

16

4. Positive Positive Perfectionism Perfectionism ................................. .................................................. ................................. ................................. ....................... ......

20

5. Focus...................................... Focus....................................................... .................................. ................................. ................................. ............................. ............

26

6. Handling Handling Pressure Pressure ............................... ................................................ .................................. ................................. ............................... ...............

31

7. Sport Sport Intelligence Intelligence ................................ ................................................. ................................. ................................. ................................ ...............

38

Supplementary Supplementary Readings Readings ............................... ............................................... ................................ ................................ .......................... ..........

44

2

1. Motivation and Commitment Definition: “insatiable internal desire to be the best you can be” “concerns “c oncerns both the direction and intensity of effort expended in the pursuit of excel lence”

Motivation (from “movere” Latin meaning “to move”) involves having an ongoing objective or intention in mind. This could refer to the road you wish (choose) to travel in life and consideration of the type of person you want to be – your personal mission statement. The best source of motivation, therefore, does not lie external to the self – e . g., getting approval from others, having material wealth, winning awards etc. – it lies within. Its called  personal pride, and is reflected in the following poem: Man in the Glass Dale Wimbrow

When you get what you want in your struggle for self and the world makes you king for a day, then go to the mirror and look at yourself and see what that man has to say. For it isn’t a man’s father, mother or wife whose judgment upon him must pass, the fellow whose verdict counts most in his life is the man staring back from the glass.  He is the fellow to please, never mind the rest, for he’s with you clear up to the end.  And you’ve passed pa ssed your most dangerous, difficult di fficult test if the man in the glass is your yo ur friend. You can fool the whole world down the pathway of years, and get pats on your back as you pass.  But your final reward will be heartache h eartache and tears if you’ve cheated the man in the glass.

1. Principles of Goal Setting “without goals you can’t score!” The best means of structuring motivation and organising effort in the desired direction and with sufficient intensity, is by using goal setting (GS). The following GS principles are listed for both individual and team goal setting purposes. Individual Goal Setting Set:

. specific goals in measurable and behavioural terms . difficult but realistic goals . short and long range goals . goals for practice and for competition . positively worded, as opposed to negatively worded, goals

Identify:

. individual personality and motivational differences . goal achievement strategies . target dates for goal attainment

Record goals:

. write goals in a diary or log book "ink it … don't just think it"

Provide:

. means for goal evaluation . support for goals

3

Team Goal Setting Establish:

. long-term goals . short-term goals (paths to long-term goals)

Involve:

. all members of the team (coaches, support staff)

Monitor:

. progress toward goals

Reward:

. progress toward goals

Foster:

. team confidence related to team goal achievement

The GS exercises that follow use the above principles, to which both coaches and players should  become avid devotees. It is important to remember that, in psychology, if you want change or improvement you must measure it – otherwise how will you know change is occurring? That’s how GS works and why GS “motivates”.

2. Commitment “… is the difference between a dream and a fantasy” “the ability to stick with a  program, method, or philosophy and apply it daily over a long period and especially in times of adversity”. Commitment is an attitude, and its attitude, not aptitude, that determines altitude. In team settings, attitude is i s contagious – is yours worth catching?

Attitudes that Sabotage Commitment 1.  Impatience with improvement . Cricketers always want a quick fix, something that works immediately, and if it does not work fast, they are prone to throw it away and not try it again. This may be true of both the mental and technical parts of the game.  Rationalisatio ns. Rationalisations are excuses cricketers use to avoid doing something e. g., why 2. Rationalisations. they should not go to the nets or work on their mental game. Some players think they will be ready to improve mentally when they are finished working on their technique - when are cricketers ever finished with their technique? 3. Fear of trying and not succeeding.  Players are often afraid of going after their dream and not succeeding? There are of course no guarantees that if you work harder and put all your energy into getting better your performance will improve. However, some cricketers can't stomach the fear of not reaching their goals if they give it their all. b y others. “Others” often distract players and teams from their mission. For example, 4.  Distracted by “friends” ask players to party every night; “experts” give advice that contradicts what you are trying to do on tour/during a series. 5. Over-load syndrome.  Some teams and players sabotage their commitment to getting better by listening to every “expert” or outside resource and trying to integrate everything anyone has ever said. This often leads to confusion rather than commitment. 6. Over-training syndrome. Training too much can also cause players to spin wheels because they  become mentally and physically exhausted and bothered by nagging injuries. Working hours a day on technique will not lead to success. The body needs rest, the mind needs a break. 7. Know-it-all syndrome.  If players "know it all," then others, even experts, can't help them get  better. The "know-it-all" is not coachable. So the fist step in making positive changes is to identify dysfunctional and unhelpful selfsabotaging beliefs, rationalisations, and behaviours. Then you will be more likely to improve and sustain commitment. 4

Exercise 1. General and cricket-specific goals. General Life Goals 1.

What are your LONG RANGE LIFE GOALS? (7 or 8 years from now what do you want to  be doing with whom and where?)

2.

What are your MEDIUM RANGE GOALS? (5 years from now)

3.

SHORT RANGE GOALS (6 months - 1 year)

4.

MINI RANGE GOALS (1 - 6 months)

5.

MICRO GOALS (1 week - 1 month)

Cricket Goals 1.

DREAM GOAL (LONG RANGE) (what is potentially possible for you if you extend yourself to your absolute limits?)

2.

DREAM GOAL (THIS YEAR/SEASON)

3.

REALISTIC LONG RANGE GOAL THIS YEAR

4.

REALISTIC SHORT RANGE GOALS in 6 performance areas:

5.

Physical

Psychological

Technical

Behavioural

Tactical

Environmental

If you do not meet your desired REALISTIC SHORT AND LONG RANGE GOALS this year, to what extent will you still be able to accept yourself as a worthy person? (circle one number) Complete Self-rejection

1

2

3

4

5

6

5

7

8

9

10

Complete self-acceptance

Table 1. Examples of long-term objectives and short-term goals in six goal areas for a bowler. Goal area

Long-term objective

Short-term goal*

Technical goals (performancerelated goals)

To improve and sustain my strike rate

1. Execute my stock ball and at least one other type of ball, on demand 2. Maintain line and length consistently well

Tactical goals (strategy concerns)

To pre-plan my  performance against opposition batsmen

1. Determine and record (in a diary) observations of opposing batsmen (weaknesses/strengths) 2. Prepare (with captain) to expose weaknesses of the opposing batsmen

Physical goals (fitness and health goals)

To improve and sustain my endurance, flexibility and strength

1. Improve timed runs on fixed distances

Mental goals (e.g. concentration and visualisation skills)

To improve my concentration and technique through visualisation

1. Obtain video recordings of my performance to enhance my external imagery ability

To improve my levels of enthusiasm and determination throughout the tour

1. Record (in a diary) negative body language characteristics 'communicated' during entire games

Behavioural goals (e.g. observable individual and group  behaviour)

2. Develop and maintain a daily flexibility and strength programme

2. Develop written scripts of kinaesthetic cues for performance to enhance my internal imagery ability

2. Modify body language through active  practice at nets and games Environmental goals (e.g. personal and domestic concerns)

To structure effective time with my wife and family each day  before and during the tour

1. Prioritise my activities for periods in each day and include scheduled family time 2. Accommodate team responsibilities and commitments without compromising family time each day

* Only two goals are presented as examples.

6

Exercise 2. In-season goal setting. Outcome Goals. What do you realistically expect to achieve this season? [Runs, wickets, catches, run outs etc.]

School Cricket

Representative Cricket

Club Cricket

Process Goals. To achieve the above outcome goals please indicate (circle or write) the specific areas you consider are your  priorities for improvement .

Mental confidence emotional control body language cope with injury other(s)?

concentration visualisation mental toughness cope with slumps

goal setting cope with pressure cope with errors time management

relaxation self-talk patience consistency

determined positive ‘take on anybody’

dedicated single minded enthusiastic

aggressive competitive punctual

flexibility endurance sleep

power coordination energising/recovery

speed reaction time nutrition

Attitude disciplined balanced life cooperative other(s)?

Physical strength balance weight control other(s)?

Technical  Batting

WK

 Bowling

Fielding

7

Exercise 3. General goal setting sheet. MY GOAL IS: (To Improve…..) TYPE OF GOAL:

DATE SET: DATE ACHIEVED:

TO ACHIEVE THIS GOAL (answer all 6 questions below) 1. WHAT DO I HAVE TO DO? (to improve….)

2. HOW AM I GOING TO DO THIS?

3. HOW CAN I MEASURE IMPROVEMENT?

4. WHO CAN HELP ME ACHIEVE THIS GOAL?

5. HOW WILL I KNOW I HAVE ACHIEVED THIS GOAL?

6. WHAT EXCUSES WILL I USE TO PREVENT MYSELF FROM ACHIEVING THIS GOAL?

8

Exercise 4. Time management: Things to do today . Appointments to Keep

Tasks to Complete A = Must do B = Should do C = Nice to do

Done (tick)

7:00 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 P = Phone calls to make E = Emails to send

4:00

Done

L = Letters to write F= Facsimiles to send

5:00 6:00 7:00 People to see

8:00 9:00 10:00

9

Done

2. Resilience Definition: “a dynamic process that occurs when a severe adversity develops and the result is a  positive adaptation to the adversity” “the individual ability to bounce back from adversity, which may include injury, performance slumps, setbacks, failure or any other pressure that an individual faces”

Resilience is the attribute and quality that has helped many dominant sporting legends return to the top of their sport. When faced with extreme challenges, resilient individuals possess and exhibit extremely effective coping skills that allow them to adapt to hardship or loss. Many factors are thought to contribute to an individual’s resilience and some of these include their level of optimism, their temperament and most importantly, their ability to persist with given tasks. It is this ability to  persist against the odds or challenging situations that often result in resilient individuals bouncing  back. Principles There are several principles of resilience that are often displayed as personal qualities by resilient athletes. It is thought that these principles are ‘caught’ by athletes, not taught and in catching them they enhance their resilience. The principles of resilience include:

The ability to: o  bounce back from failure o  persist with tasks despite continual pressure to succeed overcome failure (slumps) through the dedication and persistence to a goal o act independently of others and exert some control over their environment o create alternative solutions when faced with mental, physical, tactical, technical or social o challenges turn to a strong social support network when experiencing adversity o Possession of characteristics which allow them to care for and communicate well with others. Capacity to adapt to a negative situation in order to experience positive change. Persistence  Mental toughness is about never giving into yourself, never taking the easy option – Steve Waugh  Never! Never! Never! Never! give up – Winston Churchill  Nothing can take the place of persistence. Talent will not. Nothing is more common than unsuccessful men with great talent. Genius will not. Unrewarded genius is almost a proverb.  Education will not. The world is full of educated derelicts. Persistence and determination alone are omnipotent – Anon.  Every individual goes through periods when he does a lot of the right things – practicing efficiently, thinking well – and gets no immediate tangible results. This is the point at which successful people bring to bear the powers of faith, patience, persistence, and will. Faith is the ability to believe without any tangible evidence - Bob Rotella

The ability to persist and bounce back from setbacks speaks volumes about who you are.

10

Overcoming performance slumps

There are 2 incontrovertible facts about slumps in cricket: 1. they happen 2. they pass Resilience is about how you react to slumps when they happen, what you say to yourself, what you do about the situation. These matters are all a matter of choice. Slump-busting is always controllable. A slump is "an unexplained drop in performance that extends beyond the normal ups and downs of competition" Question: Are you actually experiencing a slump or j ust a natural drop in the performance cycle? Possible Causes: 1. physical e. g., fatigue, injury, lingering illness 2. technical e. g., subtle changes in execution of skill, or timing of movement 3. equipment e. g., preciseness in weight/balance of bats, change in footwear 4. psychological e. g., external non-cricket related factors independent of athletic performance? appropriateness of coping strategies employed? Prevention: "are you contributing to the maintenance of your slump, or to its resolution?" monitor your physical state "listen to your body" schedule rest as part of training "train hard, rest hard" reduce quantity, increase quality of training  plan a responsible competition schedule (take a break - if possible) technical causes of slumps require "sound technique" - video, simulated competition conditions (is there a pattern in your perceived failures?) maintain equipment "tools of your trade"  build a resiliency plan to combat negative psychological effects of periodic poor performances – control the controllables (your reactions) • • • • •

• •

Slump-busting principles Consider a brief time out (if possible) Rule out their non-mental causes: are the causes physical, technical, tactical? Develop an awareness of the role you play in feeding the slump and re-establish self-control: what is your inner dialogue like – your self-talk? Keep yourself focused on what’s important – block everything else out Take action to defeat any fears Learn to expect success and believe in  yourself  Develop the ability to mentally see what you want to happen before it does Set slump-busting goals and create a big-enough ‘why’ to help you persevere Build your self-confidence - contrive success at practice if necessary Bolster your mental toughness by developing the ability to quickly rebound from setbacks and adversity: get task aware – and stay there • • •

• • • • • • •

11

Exercise 1. Choose your favourite ‘persister’ (non-sport or sport). •

•

•

•

 Name and age: Describe the early years of this person. What was their childhood like? What sort of teenager were they? What sort of adult life do/did they have? What makes this person special to you? How have they shown persistence in reaching their goals? Did they overcome hurdles or obstacles? Were there odds against them in anyway?

Exercise 2. Song lyrics on persistence •

Song title, artist(s), writer?

•

Background/theme of the song - hope, not giving up, trying your best etc.?

•

Metaphors, similies, imagery used in the song?

•

Impact of the song on you – inspire, provoke change, encourage etc.?

Exercise 3. News item(s) that illustrates persistence. •

What was the problem that needed overcoming?

•

What motivated those involved to be persistent?

•

Who helped them achieve their goal?

•

How did they feel after they achieved their goals?

Exercise 4. Motivational memo to yourself. Provide information concerning a task(s) you are not doing but would like to accomplish this week. Identify how you will persist to overcome this situation. What I’m not doing: •

•

Why doing it would be a good thing (long term benefit of doing it):

•

Why I’m not doing it – my reasons and excuses: 12

•

What I can and will change this week:

Exercise 5. About yourself………… Consider situations in the past when YOU showed an ability to overcome self-doubt showed an ability to bounce back from setbacks remained focused during adversity and high pressure showed high pain tolerance both physically and emotionally during adverse situations • • • •

 How did you achieve the above? What techniques can you remember using? Did you use goal setting? What else? Why did you achieve the above? Why did you decide not to give in and bounce back? What were you thinking about? What were you saying to yourself? What or who inspired this thinking and attitude?

Exercise 6. Net/practice sessions: Resilience tests Batting in certain frames of mind to regain selection (overcoming slump) to chase a big total how you would bat when in form What would you think about? What’s the difference?   

Bowling in certain frames of mind to regain selection (overcoming slump) to take wickets to win game how would you bowl when in form What would you think about? What’s the difference?   

Fielding in certain frames of mind to regain selection (overcoming slump) to prevent runs being scored how would you field when in form What would you think about? What’s the difference?   

13

3. Self-Belief & Optimism Definition: “The belief individuals have in their capability to perform a particular task.” “A subjective judgement of ability to meet certain environmental demands.” “Individual and collective efficacy reflects what the player or team believes will happen, rather than what should happen”.

Self- confidence elicits positive emotions, improves concentration, affects the setting & pursuit of challenging goals, increases effort and persistence, affects game strategies (play to win versus play to lose), and affects psychological momentum. Principles

There are four antecedents to increased confidence or self-belief: 1.  performance accomplishments - success in a specific task, particularly if the task is difficult or if lots of effort has been expended 2. vicarious experience - seeing somebody else perform the task successfully or watching yourself perform the task successfully 3. verbal persuasion (encouragement) - most effective if the person presenting it is perceived to  be trustworthy and credible 4.  physiological state – refers to an athlete’s interpretation of their physiological arousal – self belief can be enhanced if physical sensations are interpreted as a signal that the body has  been activated and the athlete is therefore ready to perform optimally. Interventions can be designed to increase self-efficacy by impacting on the four proposed antecedents above. The most effective involve cognitive (thought based) techniques some of which are illustrated in the exercises that follow. The main message is choice.  Noone can make you feel inferior, without your consent – Eleanor Roosevelt  Everyday you have 2 choices: you can choose to feel good about yourself, or you can choose to feel lousy – Anon.

Self-belief The best source of motivation in cricket is personal pride – PRIDE = personal, responsibility, in developing (or delivering) excellence. Look around at the great players today and you’ll notice a common sense of humility and pride in getting better than their previous selves. No fanfare just quiet determination that results in low profile/high impact on Indian cricket. Optimism Optimism is closely related to and highly influenced by self-belief. Optimism is reflected in the way we characteristically react to whatever happens to us and how we regard the future. How we interpret situations or events affects both current and future performances, and is called explanatory style. There 3 dimensions:  permanence, pervasiveness and locus of control. Optimistic cricketers interpret success as permanent (‘I usually succeed’’), general (‘I’m a good player’) and internal (‘I earned it’) and failure as temporary (‘missed out this time’), specific (‘I did not bowl well today’) and external (‘I didn’t know enough about the batsmen’). Pessimists interpret success as temporary (‘I was lucky’), specific (‘It was easy today’) and external (‘the batsmen were poor’) and failure as  permanent (‘I always bowl poorly’), general (‘nothing ever works’) and internal (‘I’m no good’).

14

Mental Momentum: Building it….. and Keeping it

You can’t play your best without it. It begins (and ends) with the last thing you did. It can hit you all of a sudden and leave you just as quickly. One minute you are walking on air, after stroking a boundary to the fence or taking a wicket, next minute you are gasping in disbelief at your own incompetence! It’s called momentum and its psychological. To catch a wave of momentum and ride it all the way to the beach: 1. Prepare yourself mentally by believing you can play well. Prime your self-beleif by recalling  past successes. Picturing yourself playing well in one or two games in the past can kick start your confidence in the present. 2. Avoid unrealistic expectations of yourself. Expect to “play as well as you do”. This is much more realistic and often all that is required. 3. Develop a game plan. Focus on executing your strengths. 4. Avoid concerns with poor warm-ups or net performances. Focus instead on getting loose and relaxed for the beginning of games or sessions. 5. Focus on the first over. Rather than outcomes (runs, wickets, catches etc.), think about what you need to do in the first over. Pot reds first then the colours….. 6. Focus on the process. Focus on execution with each delivery. Such ‘task awareness’ will nullify  preoccupation with performing poorly. 7. Anchor only positives. Use the advantage of good performances to get onto that wave e. g., “good rhythm”, “well left”. Use each early success as a sign of even better things to come. Talk to yourself in a nurturing way. 8. Dismiss concerns with the past. The opposition, ground, and conditions may not have been kind to you in the past. However, history seldom has much to do with the present, unless you decide differently. Stay in the present. 9. Be patient with a shakey start. Never assume a poor start is a bad omen for the rest of the game. You can turn bad starts around by considering the next   delivery as the opportunity to kick start momentum. Regaining lost momentum 1.  Never give up, tank, or sulk. You can never know when the powers of momentum will  jumpstart your performance. And you can’t continue with that monkey on your back, so start somewhere! 2. “Bad breaks” occur but they are flukes, not a bad omen. So don’t talk  yourself   into having a lousy day. Write off each bad break and get on with preparing for the next delivery. 3. “Always look on the bright side of life”. Pick out the good things from every delivery. Did you watch the ball? Did you pick and hit the correct target? Did you execute well? In Summary: Momentum states in cricket – negative, neutral, positive – are psychological. Negative momentum will ruin your day and render you miserable. In neutral you wait for others to determine your attitude and to make things happen. Look on the bright side and you will always  be a formidable competitor and enjoy what you are doing. Momentum is psychological – its always a matter of choice. “You may not be able to win a match with the next delivery, but you can make the journey shorter”. Never, ever quit on yourself or the team.

15

Solution-focused approach

Whatever you focus on grows. Focus on problems and they will grow. Focus on solutions to those  problems and they too grow. Optimistic Solution-Focused Approach: Basic Principles 

 



   

Focusing on solutions (v.s problems) means you use the solutions that are happening anyway. Start with small changes and build on these successes Problems are simply a “set of circumstances” that can be changed. Simply reframe  problems. Explore the past but only to help provide possible solutions for pre sent problems and to enhance your future. There is always a better way If it works, keep doing it. Do less of what doesn’t work. There is no failure, only feedback.  Encourage, praise, compliment and acknowledge each other.

Solution focused approach: You need to: Clarify your goals

Decide what you want to change See the problem as something you have (not are) Focus on times when you have coped

Clarify central goal or issue

Also means that: Instead of dwelling on the problem, look for the solution May need to try many solutions till you find one that is right for you  Need to find and use resources that can help build solutions Need to find past encounters with similar  problems and how you dealt with them successfully Simplify the problem and break them down into component parts

16

Exercise 1. Thought Stoppage The technique of thought stoppage provides one very effective method for eliminating negative or counterproductive thoughts. It involves concentrating on the undesired thought briefly and then using a cue or trigger to stop the thought and clear you mind. Thus, it is an effective method for eliminating negative thoughts and restoring self-belief. The steps are: •

Identify negative or destructive self-talk

•

Use a trigger to disrupt or stop the undesirable thought

•

The trigger can be a word such as “stop” or “focus”, or it can be a physical action.

•

•

The trigger utilised must be natural and meaningful to the individual and must be used consistently Replace the negative self-talk with more productive alternatives.

Exercise 2. Changing negative thoughts to performance enhancing thoughts An alternative to stopping negative thoughts altogether is to lear n to couple any negative thought with a positive thought. 1. Choose an area of your game in which you are aware that you participate in negative selftalk. 2. List the typical self-defeating things that you indulge in and would like to change 3. Substitute the identified negative self-talk with a more positive and beneficial thought by looking at it from a different point of view.  Negative self-statement

Reframed positive statement

Playing at 60% today!

Maybe, but I’ll give 100% of 60%!

Exercise 3: Affirmations Affirmations (self-talk) develop confidence, assist with skill acquisition, create and change mood (affect), control effort, and focus attention and concentration. Cricket Situations Physical training  Net practice Opening innings/bowling Dealing with errors Dealing with pressures Dealing with slumps Coping with injury

Affirmation Statement(s) e. g., “I love training and its rewards”

• • • • • • •

17

4. Positive Perfectionism Definition: Perfection is what you are striving for, but perfection is impossibility. However, striving for perfection is not impossibility. Doing the best you can under the conditions that exist. That is what counts. – John Wooden Principles: The best cricketers: • Set high standards for themselves and others • Experience few doubts about their abilities • Like to be organised and prepared •  Not overly concerned with making mistakes or the opinions of others • Pursue perfection but settle for excellence • Practice creating and sustaining their “zone”.

Mental preparation routines  are like funnels that channel thoughts and actions before training - or a game or an innings or a delivery - to where they need to be. They set conditions or standards that give you the best chance of having a peak performance. Think of your routines as checklists of things to do before you perform, like pilots who use a checklist each flight before taking off for a safe journey. For example:  Before going to the ground 1. 2. 3.

give yourself a steady diet of positive thoughts think about playing well which helps build trust in your technique(s) spend 10 minutes quietly with yourself and do some relaxation and imagery e.g., visualise yourself performing successfully (see it and feel it actually happening)

 At the ground 1.

choose a time that signifies leaving all the other roles you play in life behind, to become the  professional cricketer (e.g., when changing into your warm up gear) 2. familiarise yourself with the environment (the field, square, wicket) 3. choose your focal point - that ‘something’ you can focus on, in or beyond the playing area, when you need to slow down and collect/compose yourself, and get back in control (e.g., signage, a tree, a car in the car park) 4. set your mission or plan or purpose for the day - “what I want to do today is….”, “this is going to  be a good one”

Team stretch/warm-up 1. 2. 3. 4.

check on how you are feeling during the chatting/razzing/banter stage discipline yourself for at least a few moments to focus on some mental preparation ask yourself: am I where I want to be mentally right now? too tight? too relaxed? is my head in the game or am I thinking about other concerns outside cricket? use your breathing: slow, steady, focused breathing gets you into the present moment and helps you check in on yourself as well as enhance the quality of your stretches 18

 At training Practice does NOT make perfect. Practice makes permanent. Only perfect practice makes perfect. The quality of your practice is YOUR responsibility.

2 Basic ideas: Have a purpose or mission: What is the purpose of today/tonight? Avoid “let’s see what happens”, “up to the trainer/coach”. Don’t give away training/practice time by going through the motions - like you sometimes “give away” runs or “give away” your wicket? Have a present moment focus: One repetition of weights at a time (one set, one stretch etc.) like one delivery/over at a time in a game - make practice like a game, so you can make games like  practice, as the adage goes “train hard, win easy”. •

•

Specific Mental Preparation for Training/Practice 1.

Look forward to practice - visualise accomplishing things you want done well. 2. Pick a time when training starts - set a moment that you become an athlete/cricketer e.g., getting into your car to go to training. Leave all other concerns behind - they will be there when practice is over. 3. Set a mission or two for each day - could be technical, physical or mental/attitudinal (e.g.,  becoming known as a hard worker). 4. Take one repetition or drill at a time - keep your mind in the muscle(s) or technique you are working on. 5. Use your breathing to psych up or relax you same as you would in a game. 6. Stretch to prepare for lifting/exercise and to relieve tension - as you would in a game.

When NOT training, work on your concentration skills 1. Practice switching channels of concentration from channel 1 (point of delivery concentration) to channel 2 (between deliveries) then back to channel 1 2. During yoga use channel 1 during stretches, channel 2 between stretches, and channel 3 (off) during meditation 3. When driving gaze at each traffic sign in turn briefly but intensely (channel 1) on your journey to/from training - switch down between signs 4. Playing other sport (e.g., golf, football, squash) practice switching channels of concentration during critical moments. What are the critical cues at those critical moments?

19

Exercise 1. Pre-Game Routines  How well you perform is very often decided before you play. The will to win is important, but the will to prepare to win is essential.

1. Day and Night Before a Game Activities (things to do) (exercise, diet, hydration, rest/sleep?)

Emotions (feelings, attitude) (good thinking, self-talk?)

TIME (timetable the day to bedtime)

2. Morning of a Game Activities (things to do) (exercise, diet, hydration, relaxation?)

Emotions (feelings, attitude) (good thinking, self-talk?)

TIME (3 hrs, 2 hrs before etc.)

3. At the Ground Activities (things to do) (exercise, diet, hydration, energising?)

Emotions (feelings, attitude) (good thinking, self-talk?)

TIME (2 hrs, 1 hr before etc.)

20

Exercise 2. Creating the Individual Zone of Optimal Functioning (IZOF) Step 1: Identify Best Ever and Worst Ever cricket performances. a. Concentrate on your own previous best and worst performances in Cricket. Indicate your BEST EVER performance or game (date, place, figures, opposition). Provide any important details about this game/performance.  b. Indicate your WORST EVER performance or game (date, place, figures, opposition). Provide any important details about this game/performance.

Step 2: Identify HELPFUL positive and HELPFUL negative emotions. Go to the list of HELPFUL positive (pleasant) emotions and select from the list up to five (5) words that describe the emotions you felt during your best ever game. Each line in the list consists of several synonyms. You can select only one word on the same line. Circle the words that you selected. If you don't find a word describing an emotion that is important to you, you may add your own word at the end of the list. Follow the same procedure f or HELPFUL negative (unpleasant) emotions. HELPFUL POSITIVE EMOTIONS (P+): active, dynamic, energetic, vigorous relaxed, comfortable, easy calm, peaceful, unhurried, quiet cheerful, merry, happy confident, certain, sure delighted, overjoyed, exhilarated determined, set, settled, resolute excited, thrilled  brave, bold, daring, dashing glad, pleased, satisfied, contented inspired, motivated, stimulated light hearted, carefree nice, pleasant, agreeable quick, rapid, fast, alert Your own emotion(s): ....................................................................................... HELPFUL NEGATIVE EMOTIONS (N+): afraid, fearful, scared, panicky angry, aggressive, furious, violent annoyed, irritated, distressed anxious, apprehensive, worried concerned, alarmed, disturbed, dissatisfied discouraged, dispirited, depressed doubtful, uncertain, indecisive, irresolute helpless, unsafe, insecure inactive, sluggish, lazy intense, fierce  jittery, nervous, uneasy, restless sorry, unhappy, regretful, sad, cheerless tense, strained, tight, rigid tired, weary, exhausted, worn out Your own emotion(s): ............................................................................................... 21

Step 3: Identify HARMFUL negative and HARMFUL positive emotions. Follow the same procedure as for step 2, selecting up to five (5) words to describe the HARMFUL negative and HARMFUL positive emotions you felt before your best ever game. These are likely to  be the emotions you were aware of but which you kept under control (minimised). Circle the words that you selected. Again, you can add words of your own to the ends of the lists. HARMFUL - NEGATIVE EMOTIONS (N-): afraid, fearful, scared, panicky angry, aggressive, furious, violent annoyed, irritated, distressed anxious, apprehensive, worried concerned, alarmed, disturbed, dissatisfied discouraged, dispirited, depressed doubtful, uncertain, indecisive, irresolute helpless, unsafe, insecure inactive, sluggish, lazy intense, fierce  jittery, nervous, uneasy, restless sorry, unhappy, regretful, sad, cheerless tense, strained, tight, rigid tired, weary, exhausted, worn out Your own emotion(s): ............................................................................................... HARMFUL - POSITIVE EMOTIONS (P-): active, dynamic, energetic, vigorous relaxed, comfortable, easy calm, peaceful, unhurried, quiet cheerful, merry, happy confident, certain, sure delighted, overjoyed, exhilarated determined, set, settled, resolute excited, thrilled  brave, bold, daring, dashing glad, pleased, satisfied, contented inspired, motivated, stimulated lighthearted, carefree nice, pleasant, agreeable quick, rapid, fast, alert Your own emotion(s): ............................................................................................

22

Step 4: Emotion Intensity in your BEST EVER game On Table 1, entitled “Emotions in your BEST EVER game”, write the words you chose as helpful (P+N+) and harmful (N-P-). Make sure that emotions in each category are entered correctly under the appropriate subheadings: helpful-positive (P+), helpful-negative (N+), har mful-negative (N-), and harmful-positive (P-). This is your individualised scale with the content of emotions important for your  performance. Then circle the number from 1 to 13 to the intensity of your emotions.

Table 1. Emotions in your BEST EVER Game 1=no emotion, 3=very little, 5=moderate, 7=much, 9=very much, 11=very, very much, 13=max.

(P+) (P+) (P+) (P+) (P+)

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

6 6 6 6 6

7 7 7 7 7

8 8 8 8 8

9 9 9 9 9

10 10 10 10 10

11 11 11 11 11

12 12 12 12 12

13 13 13 13 13

(N+) (N+) (N+) (N+) (N+)

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

6 6 6 6 6

7 7 7 7 7

8 8 8 8 8

9 9 9 9 9

10 10 10 10 10

11 11 11 11 11

12 12 12 12 12

13 13 13 13 13

(N-) (N-) (N-) (N-) (N-)

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

6 6 6 6 6

7 7 7 7 7

8 8 8 8 8

9 9 9 9 9

10 10 10 10 10

11 11 11 11 11

12 12 12 12 12

13 13 13 13 13

(P-) (P-) (P-) (P-) (P-)

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

6 6 6 6 6

7 7 7 7 7

8 8 8 8 8

9 9 9 9 9

10 10 10 10 10

11 11 11 11 11

12 12 12 12 12

13 13 13 13 13

Identifying, re-creating and sustaining effective routines that facilitate your “zone” does not guarantee that you will perform well again……. But it does guarantee that you have prepared to  perform well again – Yuri Hanin.

23

5. Focus Definition: “Paying attention to the right things at the right time” “Selectively attending to certain cues, thoughts or behaviours whilst disregarding others” Principles: 1. Selective attention is the ability to block out irrelevant information and attend to important information. Selective attention is one of the most important cognitive characteristics of mentally tough players. Cricket contains critical “cues” that must be attended to. 2. Selective attention is a skill that can be learned. Coaches, players and sport psychologists should identify critical cues that should be attended to at critical moments. Drills can then  be provided that require the athlete to selectively attend to these cues. 3. There are a number of different types of focus. Most people associate focus with an external focus such as a target, team-mate or opponent. However, this is only one type of focus. We can also focus our attention on internal cues (e.g. thoughts, feelings, kinaesthetic sensations). These types of focus can be broad (where you are actually attending to many things at one time) or narrow (when you focus on only one thing). Therefore, there are a  possible  four types of attention. Cricket requires certain attentional demands. Performers should develop different types of attentional focus and be able to effectively match their type of focus of attention with the attentional requirements of a particular situation. Coaches can assist athletes to identify the appropriate cues required for successful performance and to design drills to enhance the athletes capacity to utilise this attentional focus. 4. Cricketers must learn to keep a  present focus while playing. The next moment in time is all that is controllable. 5.  Nobody can focus or concentrate for long periods of time without fatiguing mentally. Cricketers have to learn how to switch channels of concentration at critical moments (e. g.,  point of delivery) to up (channel 1), down (channel 2, between deliveries) and off (channel 3, lunch/tea). 6. Best techniques to optimise focus at critical moments are  pre- and post-performance routines. Routines instil confidence and composure as well as full attention during pressure situations. 7. Finally, cricketers must expect and anticipate surprises and distractions. This is not negative thinking, its thinking ahead. Anything that could possibly disrupt focus concentration should be prepared for and, most importantly, practiced. What can cause poor focus in cricket? You overload your focus. When you bat you think about your grip, stance, type of bowler • that you're facing, the score, field settings, last shot you played. Similarly, when bowling, you might get overloaded thinking about your run up, line and length, last delivery, next delivery, batsman. Keep it simple – focus on the critical cue(s) at the critical moment(s). You focus on the wrong aspect of your game. Concentration can become ineffective if you • allow yourself to become distracted by irrelevant thoughts and feelings. Paradoxically, you can be distracted by concentrating on how well you are concentrating. When you are concentrating effectively, you don't realise that you are doing it. You focus on the wrong time. Focus can be disrupted and performance impaired when your • attention is focussed on events that have happened in the past, or that may happen in the future. For example, a batsman can be distracted by thoughts about their previous shot, a milestone that they are approaching; or they can be distracted by what they think others will think about their innings.

24

Exercise 1. What  should you pay attention to at the  point of delivery? As a facing batsman: As a non-facing Batsman: As a pace bowler: As a medium/spin bowler: As a fielder: - Wicket Keeper st nd  - 1 /2 slip - 3rd  slip - Mid on/off

- Gully/point - Cover/Midwicket - Any boundary - Other positions

Discuss your answers with coaches and peers.

Exercise 2. Preparing for distractions Identify situations that can distract you and describe how you will practice dealing with them.

"So, if (this happens)………………….”

“I will (say and do this)……………………"

e..g. “When batting I play and miss”

I will say “that’s not like me, I usually do this (rehearse the shot/technique 3 times)”

1.

1.

2.

2.

3.

3.

4.

4.

25

Exercise 3. Batting Routines 2 Basic ideas have a plan - what are you trying to do? keep it simple - e.g., “watch the ball hard and let yourself react”, “see it - hit it or let it go” • •

For batting practice (private sessions, school training, club training) 1.  prepare the same way each time 2. have a plan and a clear purpose 3. set about executing that plan 4. visualise what you want to achieve with your plan Pre-game batting practice (school, club, representative games) see 1-4 above  During games 1.  padded up • get your gear ready • get your body ready • study bowlers • establish your plan rehearse/remind yourself of mechanical/technical pointers (basics) helpful to you • (for your body) - shadow these techniques •  periodically focus channel 1 on something 20metres away then switch to channel 2, then up to channel 1. 2. walking to the crease • tell yourself with each step that your focus on the ball is clicking in deeper and deeper “this innings will be a good one” 3. at the crease • forget mechanics/techniques - just play • take deep breaths and check your body for tension • use yoga or stretching and focus on the air as it comes in and out as you breathe • use your pre- and post-delivery routines EVERY delivery

26

Exercise 4. Bowling routines 2 Basic ideas have a plan - what are you trying to do? keep it simple - e.g., “rhythm, line and length”, “stock ball”, “trust yourself” • •

For bowling practice (private sessions, school training, club training) 1.  prepare the same way each time 2. have a plan and a clear purpose 3. set about executing that plan 4. visualise what you want to achieve with your plan Pre-game bowling practice (school, club, representative games) see 1-4 above  During games 1. while fielding • keep your body ready • study batsmen • establish your plan and field settings • rehearse/remind yourself of mechanical/technical pointers (basics) helpful to you (for your body) - SHADOW these techniques 2. preparing for your spell • tell yourself that your focus on your plan is clic king in deeper and deeper • “this spell will be a good one” 3. when bowling • forget mechanics/techniques - just bowl • take deep breaths and check your body for tension • use yoga or stretching and focus on the air as it comes in and out as you breathe • all the above (and other activities) helps to build your strength and confidence • use your pre- and post-delivery routines EVERY delivery

27

Exercise 4. Fielding routines 2 Basic ideas have a plan - what are you trying to do? keep it simple - e.g., “all mine”, “hit it to me”, “nothing gets past me”, “stay down” • •

For fielding practice (private sessions, club training, squad training) 5.  prepare the same way each time 6. have a plan and a clear purpose - what do you want your reputation as a fielder to be? what must you do to earn that reputation? what do you love/enjoy most about fielding? 7. set about executing that plan - do it with passion, love, intensity, purpose 8. visualise what you want to achieve with your plan Pre-game fielding practice (club, state, national games) see 1-4 above  During games While fielding: be in a peak performance zone, not the Twilight Zone! It’s so easy for your mind to wander that your real opponent isn’t always the other team - its boredom. • keep your body ready • study bowlers and batsmen – imagine you are captain “what would you do?”” • establish your plan by (privately) commentating on the stage of the game • rehearse/remind yourself of mechanical/technical pointers (basics) helpful to you (for your body) - SHADOW these techniques • forget mechanics/techniques - just play take deep breaths and check your body for tension • • use yoga or stretching and focus on the air as it comes in and out as you breathe • all the above (and other activities) helps to build your strength and confidence • use your pre- and post-delivery routines EVERY delivery • tell yourself with each delivery that your focus on the appropriate cues (e.g., ball, edge of bat, cues from the batsman) is clicking in deeper and deeper “one delivery at a time”, “patience”, “this session will be a good one” “personal PRIDE in your fielding standards”

28

6. Handling Pressure Definition: “the ability to keep both mental and physical arousal levels within manageable limits during adversity and pressure” Principles: 1. Anxiety is an emotion that arises in response to how we interpret and appraise an environmental situation such as competition. It is the physiological and psychological response of perceiving something to be stressful. 2. It is believed that there is both a cognitive and somatic component to anxiety. Cognitive anxiety is the mental component of anxiety. Somatic anxiety is the physical component of anxiety and reflects the  perception  of such physiological responses as increased heart rate, respiration and muscular tension. 3. These two components can be manipulated independently of one another by working on relaxation techniques that focus on either cognitive or somatic components. 4. Inverted V arousal-performance relationship. Cognitive and somatic anxiety manifest themselves in different ways as the time to the competitive event approaches. However, they both dissipate quickly when the event begins. It is normal, even desirable, to fee l nervous leading up to a game/event. As soon as the event begins, however, anxiety quickly reduces as players focus on the task of playing the game.

Cognitive anxiety

Somatic anxiety

PRE EVENT

POST EVENT

5. As illustrated in the  Inverted U arousal-performance relationship cricketers needs to be sufficiently aroused to perform at their best. However, if arousal levels become too high,  performance will begin to suffer. Cricketers often allow their arousal level to become too high when they are in pressure situations. Learning to control arousal levels at the optimal level will help you to retain your competitive advantage. Some physical and mental techniques for moderating arousal levels up or down are illustrated below. These and others will require considerable practice and refinement before they are likely to be effective. Every player and coach is different, which reflects the highly subjective nature of perceiving stress and choice of effective means to deal with it.

29

Pre- or During Competition Strategies for Under or Over Arousal

Physical (somatic) Strategies Under aroused

Over aroused

1. 2. 3. 4.

1. 2. 3. 4.

Take at least 3 diaphragmatic (deep) breaths Take one or two release breaths Stretch to relax muscle tension Shadow technical aspects of technique (slo-mo)

5.

Use progressive muscle relaxation, or  biofeedback

5.

Increase breathing rate (short and deep) Introduce cheering and yelling Play lively or loud music Build from mild to vigorous exercise eg rapid sit-ups, push ups Take a cold shower

Mental (cognitive) Strategies 1. 2. 3.

Give yourself a severe pep talk 1. Stress the importance of the competition to 2. self and others Consider the strengths of the opposition 3.

4. 5.

Set yourself a challenging goal Complete a full pre-competitive workout

4. 5.

30

Focus on your task "what is it I have to do….?" Use "thought stoppage" to replace negative thoughts Use 'switch on, down, and off' concentration skills Use visualisation techniques Use autogenic training

Choking When you get anxious, your heart beats faster, you may perspire and your muscles tense. These feelings won't ruin your performance, but if you worry about them enough your worries, coupled with the physical changes will result in a decrease in performance. Athletes and coaches call this "choking." The choking process is usually a vicious cycle. Your somatic anxiety triggers negative thoughts, which leads to more somatic anxiety. These distractions keep you from attending to the task, you concentrate on the negatives, and soon you fall farther and farther behind. The process is explained below.

Conditions leading to choking • • •

emotionally charged situation in any sport critical plays in a game evaluation by coaches and parents

Physical responses increased

• • •

Attentional responses

heart rate breathing rate muscle tension

• •

internal focus "I'm scared" external focus "opponent looks awesome"

•

Performance impairment • • • •

erratic timing and coordination muscle fatigue and tightness rushed decisions inability to stay "task aware"

31

Dealing With Errors: The 3 R’s - Recognise; Release; Refocus “ learn to get the monkey off your back after an error, before he turns into a gorilla!.. if you don’t get yourself under control between deliveries it’s unlikely you’ll be in control during them!”  Recognise: The first step to getting back on track is to recognise the negative emotions that are harmful to your confidence e.g., anger, frustration, irritation, disappointment, guilt, sadness.  Release: The second step is to interrupt or ‘stop’ the negative emotion by using symbolic release mechanisms that are both acceptable within the game and functional. Suggestions for developing your own “release” are: 1. Talk to yourself sternly. By saying to yourself things like “that’ s not like me” and “next time do it this way” your vocabulary (and hence your emotional state) becomes more task oriented,  productive, and enabling. Whatever happened is now history. By telling yourself what to do and  by shadowing the technique(s) required you quickly regain control in a vulnerable situation and refocus on the task(s) at hand. Better to think of what you have to do next rather than the negative emotions from the mistake. 2. Take a deep breath. Chances are your face, neck and chest muscles are tight with anger and frustration. Take a couple of breaths and make sure your muscles let go as you exhale. 3. Use your focal point. It tells you that you’re fine, you’re working hard, you deserve to continue to trust yourself, and that you should just focus on the next deli very. 4. Take off your hat/helmet (or gloves, or wrist band, or untie your boot laces). While the hat/helmet is off you can be disgusted. When you put it back on, however, it means you are ready to focus on the next delivery. 5. Turn your back to the play area. You can be upset when your back is turned to the play but when you turn around everything is positive and focused on determining your plan for the next delivery. 6. Smooth things over. Wipe smooth the crease or wicket are a - to symbolically wipe away your error with the last delivery. 7. Pick up some grass or pebble or anything else handy. Squeeze it and put all your negative emotions into it. When you’re ready throw the object, and your negative e motions, away. 8. Lift your sternum into a confident position. You’re probably hanging your head pretty low. Make a conscious effort to raise it up and carry yourself the way a great cricketer would. 9. Talk to a teammate(s) between deliveries. Players often go “internal” and get “dark” as they go to war on themselves when they make an error. Use the period between deliveries to check in on yourself, but get your focus and energy going outwards in order to play well during the next delivery e.g., talk about field positions, responsibilities. Get your energy going out onto the game, stay in the present not the past.

The above suggestions (and others) can be used in combination e.g., turning your back on play, deep breaths, and using your focal point.  Refocus: The final step in dealing with an error is to focus on the next deliver y. You might ask yourself during your pre-delivery routine “what is it I have to do right now?” or “what’s important here?” The past is over, the mistake has happened. Anger and frustration are unhelpful emotions unless they make you more determined to “get it right next time”.

32

Exercise 1. Write down the symptoms of arousal levels that are too high and too low. Mental and physical signs that you are experiencing arousal-performance difficulties. Too Low

Too High

Exercise 2. Muscle-to-Mind relaxation exercises: Breathing Consideration points for breathing techniques: Proper breathing comes from the diaphragm, the thin muscle that separates the lung and abdominal cavities. During inhalation, the diaphragm should move down slightly. For practicing a deep, complete breath, imagine your lungs are divided into three parts: lower, middle and upper. Start by filling the lower lung with air by pushing the abdomen out and diaphragm down Continue by filling middle portion by expanding chest cavity and raising rib cage Move to upper portion by raising chest and shoulders When exhaling, pull abdomen in and lower the shoulders and chest to empty lungs Inhalation should be done through the nose, exhalation should be slow and focus on release of body tension. Learn to feel a sense of stillness immediately after exhalation •

•

• • • • •

•

Exercise 2a: Inhale for a count of 4, exhale to a count of 4, pause for a count of 4. Repeat Exercise 2b: 1:2 ratio. Inhale to a count of 4, count of 8 for exhale. Repeat

Exercise 3: Muscle-to-Mind relaxation exercises: Progressive Muscular Relaxation (PMR) •

• •

•

•

PMR consists of a series of exercises that involve contracting a specific muscle group, holding the contraction for several seconds and then relaxing. Exercises progress through each of the muscle groups. The contraction phase teaches an awareness of what tension feels like, whereas the relaxation  phases teaches an awareness of lack of tension and that this can be voluntarily induced. The ultimate goal of PMR is for athletes to develop automaticity, whereby one can automatically, unconsciously and effortlessly identify and relax tension. Examples of PMR scripts are available in the supplementary readings.

33

Exercise 4: Mind-to-Muscle relaxation exercises: Positive self talk  How you think, is how you feel, is how you behave/act.

Self-talk is an effective technique to control thoughts and to influence feelings. You engage in self talk any time you carry on an internal dialogue with yourself, such as giving yourself instructions and encouragement or interpreting what you are feeling or perceiving. Self-talk can take many forms but can simply be categorized into positive self-talk or negative self-talk. Self-talk becomes dangerous when it is negative, distracting an individual from the task in hand, or so frequent that it disrupts the automatic performance of a skill. Write down typical and often automatic dialogue that is negative when you are at training and games. Transform or re-write those dysfunctional and counter-productive thoughts in more positive terms in the spaces below. “My inner dialogue (self-talk)” 1. What I say to myself before a workout  Negative statement

Transformed positive statement

2. What I say to myself before a match  Negative statement

Transformed positive statement

3. What I say to myself after a match  Negative statement

Transformed positive statement

34

Exercise 5. Self-Instructional Training (SIT) List situation(s) you find stressful

List self-talk and behavioural activities you will use at each phase below. These you must have  practiced previously. 1. Preparing for the stressor

2. Confronting the Stressor

3. Coping with high levels of Stress/Pressure

4. Post-event Evaluation and self-reinforcement Write reflections and responses here.

Exercise 6. 20-Minute Worry Technique

Observe your thinking during the day closely and learn to identify the early beginnings of worrying. Establish a half-hour worry period, to take place at the same time and in the same place each day. Postpone your worrying, as soon as you do catch yourself, until your worry period. Replace the worrisome thoughts with focused attention on the task at hand or anything else in your immediate environment. Use your daily worry period to think intensively about your current concerns.

35

7. Sport Intelligence Definition: “the ability to learn, understand or deal with new or trying challenges”.

Sport intelligence means having an ability to analyse and exploit opportunities, being a student of cricket, creativity, self-coachability, good decision-making, understanding the nature of the elite cricket environment, being a quick learner, adaptability to change, self-awareness, and having ‘cricket-smart’ habits. We are what we repeatedly do. Excellence, then is not an act but a habit. - Aristotle

Development of Sport Intelligence Physical preparation, technical skills and psychological readiness are pre-requisites for a champion cricketer. In particular, research on champion athletes, found that the ability to focus on the process of performance rather than the outcome was critical to the maintenance of athletic success. In addition, there is evidence that support and encouragement from the athlete’s community, family, and non-sport personnel ‘socialise’ sport intelligence like most other psychological factors. These sources influence athletes both directly (through teaching or emphasizing psychological lessons) and indirectly (involving modelling or unintentionally creating psychological environments). Techniques and Strategies Self-talk. Words have immense power on developing sport intelligent attitudes. For example, •  players can bounce back after being hit for a six by employing self-talk. If hit for a four or six, it is important to analyse what went wrong and shift attention to the next ball. Trust . Place trust on your sport skills performance, coach and yourself. Express trust • through your words and actions to the team and the coach.  Honest self-appraisal. Players need to identify their strengths and weaknesses. When a •  particular shot is your drawback, avoid playing that shot until adequately practiced and mastered. A player may possess immense talent but if no effort is made to work on their shortcomings, he/she will eventually plateau in form. Quick learner . “A loser is one who not only loses the match but also loses the lesson”. • “Making a mistake is not stupid, repeating it is.” Focus on the learning even from the most appalling match. Observe and learn from great players, how they train and handle pressure situations, provides insight when faced with similar situations.  Evaluation and Planning Learning about opponents – identify their assets and weak points, • focus on how you got a player out last time or how you tackled a particular bowler effectively the last time you played.  Reading (new) opponents. Observe body language, watch for the signs opponent batsmen or •  bowlers give out and utilize it to your advantage. Understanding conditions. Observe how the pitch is moving or the ball working and even if • things don’t work out the way you planned, re-think quickly instead of sticking to a plan. Flexibility in strategies and not rigidity is the key mantra.  Being in the Zone. Matches are often won or lost due to lapses in concentration. Isolate • events when you need to focus and block out distractions. Creativity. Try viewing a problem from a different perspective; often the novelty of a • situation takes the opponent by surprise.

36

Exercise 1. Performance Profiling Over the past few years, performance profiling has become a major tool to augment motivation and achieve desired results. It is also helpful in creating a platform for effective communication between the coach and athlete, thereby facilitating team goal setting. Specifically profiling: Assist in identifying an appropriate intervention programme Enhances the athlete’s level of self-awareness, motivation and adherence to goals Monitors progress • • •

Performance profiling involves the following steps: 1. Players arrange a meeting with an assessor (e.g., fitness coach for the physical characteristics, coaches for the technical aspects and sport psychologist or significant other for the mental facet). 2. Players identify core areas (physical, technical and mental), which are essential for their game development, and rate themselves on a scale of 0-10 (where 0 is not all competent and 10 is extremely competent). 3. The coaches then rate or assess players on these same areas. 4. The discrepancy between ratings is discussed and then priorities are decided on for immediate training.. 5. Reassessment should be conducted at least once every four weeks and ought to relate to the same areas or characteristics identified until the player and coach are satisfied that weaknesses have been improved to an acceptable standard.

The table below provides an example of mental skills profiling Characteristics identified Self-belief Control Refocusing after errors Being in the ‘zone’

Players assessment 10 10 9 9

Coaches assessment 7 8 7 4

Benefits: Aids players in taking control over their training to a large extent Facilitates coach/player understanding on key ar eas Enables two-way communication Effective tool to monitor change • • • •

37

Exercise 2. Trusting your stuff: To Know Thyself “Stay within yourself” means doing what you are capable of doing and not trying to do too much. The key is knowing your capabilities. The message is “play as well as you do, and you’ll do fine”. Carefully consider and record your responses to the f ollowing questions: 1. What are your strengths and weaknesses as a bowler ? Strengths Weaknesses

What is your best delivery?

How do you get most of your wickets?

Complete the following statement at least 3 different ways: “I am most effective when..” a.  b. c.

When bowling well: . what are you focusing on at the point of delivery? . what is your mind-set/attitude (e.g., “try and play this buddy”, “smooth, easy, rhythm”)? . how are you feeling physically?

List the events that can happen during play that can throw you off form

List your mental and physical responses to these events.

38

2. What are your strengths and weaknesses as a batsman? Strengths Weaknesses

What is your best shot?

How do you get most of your runs?

Complete the following statement at least 3 different ways: “I am most effective when..” a.  b. c.

When batting well: . what are you focusing on at the point of delivery? . what is your mind-set/attitude (e.g., “come to me ”, “patience”)? . how are you feeling physically?

List the events that can happen during play that can throw you off form

List your mental and physical responses to these events.

39

3. What are your strengths and weaknesses as a fielder ? Strengths Weaknesses

What is your best position?

Complete the following statement at least 3 different ways: “I am most effective when..” a.  b. c.

When fielding well in the above position: . what are you focusing on at the point of delivery? . what is your mind-set/attitude (e.g., “come to me ”, “this is the ball”)? . how are you feeling physically?

List the events that can happen during play that can throw you off form

List your mental and physical responses to these events.

40

Exercise 3. Game reflection: Personal match evaluation for batting Game vs. .......................................... Ground: .................... Date: ...........................… Conditions:..............................................................................................................…................. Outcome(s): batting bowling fielding Quality of My Batting What was today’s performance goal(s)? Did I accomplish it/them?

Self-rating: my pre-game routine my pre-innings routine my pre-delivery routine my point of delivery routine my post-delivery routine

very poor 1 2 1 2 1 2 1 2 1 2

3 3 3 3 3

4 4 4 4 4

excellent  5 5 5 5 5

How was my confidence today? What helped and what hurt my confidence?

What yellow and red lights did I experience today? What upset me or got me out of my rhythm  before or during the game?

What skills did I use (or try to use) to get myself back under control? How ef fective was I at getting myself back?

How well was I focussed on the process of playing the game, instead of the outcome of my actions?

Did I play the game one delivery at a time? Did I have a plan for what I wanted to do on each delivery? Did I trust myself on each delivery? Am I proud of what I did today? Did I respect the game of cricket today? Did I get the most out of my ability? Did I learn? Did I have fun?

Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No

Self-rating: overall performance mental preparation clear mission/performance goal self-control focus/concentration self-confidence energy level  body language

excellent  5 5 5 5 5 5 5 5

very poor 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2

41

3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4

Supplementary Readings 1. Motivation & Commitment

Cox, R.H. (2002). Goal setting in sport, In R. H. Cox Sport Psychology. Concepts and Applications th (5  Ed ) (pp. 89-104) New York: McGraw-Hill. Gould, D. (2001). Goal setting for peak performance. In J. M. Willia ms (Ed.)  Applied Sport Psychology: Personal Growth to Peak Performance (4th ed.) (pp. 190-205). Mountain View, CA: Mayfield Publishing Company. Ravizza, K. (2001). Increasing awareness for sport performance. In J. M. Williams (Ed.) Applied th Sport Psychology: Personal Growth to Peak Performance (4  ed.) (pp. 179-189). Mountain View, CA: Mayfield Publishing Company. Weinberg, R. (2004) Goal setting practices for coaches and athletes. In T. Morris & J. Summers nd  (Eds.) Sport Psychology: Theory, Applications and Issues (2  Ed) (pp.2278-293)  Milton, Qld: John Wiley & Sons.

2. Resilience

Bell, C. C. (2001). Cultivating resiliency in youth.  Journal of Adolescent Health, 29, 375-381. Carbonell, D. M., Reinherz, H. Z., Giaconia, R. M., Stashwick, C. K., Paradis, A. D. & Beardslee, W. R. (2002). Adolescent protective factors promoting resilience in young adults at risk for depression. Child and Adolescent Social Work Journal, 19, 393-412. Harvey, J. & Delfabbro, P. H. (2004). Psychological resilience in disadvantaged youth: A critical overview. Australian Psychologist, 39, 3-13. Luthar, S., Cicchetti, D. & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562. Martin-Krumm, C. P., Sarrazin, P. G., Peterson, C. & Famose, J. (2003). Explanatory style and resilience after sports failure. Personality and Individual Differences, 35, 1685-1695. Reivich, K. & Shatte, A. (2002). The Resilience Factor. 7 Essential Skills for Overcoming Life's  Inevitable Obstacles. New York: Broadway Books.

3. Self-belief & Optimism

Cox, R.H. (2002). Motivation and self-confidence in sport. In R. H. Cox Sport Psychology. Concepts and Applications (5th Ed.) (pp. 18-34) New York: McGraw-Hill. Greene, J.& Grant, A.M. (2003). Solution focused coaching, Harlow, UK: Pearson Education. Henschen, K. & Newton, M. (2004). Building confidence in sport. In T. Morris & J. Summers (Eds.) Sport Psychology: Theory, Applications and Issues (2nd  Ed). (pp. 322-343) Milton, Qld: John Wiley & Sons. Morris, T. & Koehn, S. (2004). Self-confidence in sport and exercise. In T. Morris & J. Summers nd  (Eds.) Sport Psychology: Theory, Applications and Issues (2  Ed). (pp. 175-209). Milton, Qld: John Wiley & Sons. Zinser, N., Bunker, L. & Williams, J. M. (2001). Cognitive techniques for building confidence and enhancing performance. In J. M. Williams (Ed.) Applied Sport Psychology: Personal th Growth to Peak Performance (4  ed.) (pp.284-311) Mountain View, CA: Mayfield Publishing Company.

42

4. Positive perfectionism

Csikszentmihalyi, M. (2000). Happiness, flow and economic equality.  American Psychologist, 55, 1163-1164. Hanin, Y. (2000).  Emotions in sport , Champaign, Ill.: Human Kinetics. Eklund, R. C. (1996). Preparing to compete: A season-long investigation with collegiate wrestlers, The Sport Psychologist, 10, 111-131. Jackson, S. A. (1999). Flow in sports: The keys to optimal experiences and performances , Champaign, Ill.: Human Kinetics. Jackson, S. A. & Wrigley, W. J. (2004). Optimal experience in sport: Current issues and future directions. In T. Morris & J. Summers (Eds.) Sport Psychology: Theory, Applications and nd   Issues (2  Ed). (pp. 423-451). Milton, Qld: John Wiley & Sons. Williams, J. M. & Krane, V. (2001). Psychological characteristics of peak performance. In J. M. th Williams (Ed.) Applied Sport Psychology: Personal Growth to Peak Performance (4  ed.) (pp.162-178 ) Mountain View, CA: Mayfield Publishing Company.

5. Focus

Bond, J. & Sargent, G. (2004). Concentration skills in sport: An applied perspective, In T. Morris nd  and J. Summers (Eds.) Sport Psychology: Theory, Applications and Issues (2  Ed). (pp. 388-422). Milton, Qld: John Wiley & Sons. Cox, R.H. (2002). Attention and concentration in sport, In R. H. Cox Sport Psychology. Concepts th and Applications (5  Ed.) (pp. 131-154) New York: McGraw-Hill. Hardy, L., Jones, G., & Gould, D. (1996). Concentration and attention control, In L . Hardy, G. Jones, & D. Gould Understanding Psychological preparation for Sport: Theory and Practice of Elite Performers (pp.173-202). Chichester: John Wiley & Sons. Moran, A. P. & Summers, J. (2004). Attention in sport, In T. Morris and J. Summers (Eds.) nd  Sport Psychology: Theory, Applications and Issues (2  Ed). (pp. 101-120). Milton, Qld: John Wiley & Sons.  Nideffer, R. M. & Sagal, M-S. (2001). Concentration and attention control. In J. M. Williams (Ed.) th  Applied Sport Psychology: Personal Growth to Peak Performance (4  ed.) (pp.312-332) Mountain View, CA: Mayfield Publishing Company. Schmid, A., Peper, E., & Wilson, V. E. (2001). Strategies for training concentration, In J. M. th Williams (Ed.) Applied Sport Psychology: Personal Growth to Peak Performance (4  ed.) (pp.333-346 ) Mountain View, CA: Mayfield Publishing Company.

6. Handling Pressure

Burton, D. (1988). Do Anxious Swimmers Swim Slower? Re-examining the Elusive AnxietyPerformance Relationship. Journal of Sport and Exercise Psychology, 10, 45-61. Cox, R.H. (2002). Anxiety, arousal and stress relationship, In In R. H. Cox Sport Psychology. th Concepts and Applications (5  Ed.) (pp. 191-210) New York: McGraw-Hill. Cox, R.H. (2002). Coping strategies in sport, In R. H. Cox Sport Psychology. Concepts and th  Applications (5  Ed.) (pp. 231-238) New York: McGraw-Hill. Cox, R.H. (2002). Relaxation strategies for sport, In R. H. Cox Sport Psychology. Concepts and th  Applications (5  Ed.) (pp. 239-249) New York: McGraw-Hill. Cox, R.H. (2002). Arousal energising techniques for sport, In R. H. Cox Sport Psychology. th Concepts and Applications (5  Ed.) (pp. 250259) New York: McGraw-Hill.

43