Performance psychology, Self-help, Sports Psychology

The Practice-Performance Connection (Part 2)

When we think of transferring skills, habits, and knowledge from practice to performance, it’s good to take a look at the process. This transition plan needs to include aspects of all areas of performance. But, how do you create such a global plan? How do you practice focus? Frustration tolerance? Adaptation? Analysis? Decision-making? How do you know when you are at the edge of your development and what comes next?

The truth, on some level, is you are practicing all of these aspects of performance when you practice, but often your attention is on something different. Typically, awareness is external, or on a short-term performance goal and noticing the quality of outcomes. In other words, the mental skills mentioned above have an autonomous quality (like driving a car or tying your shoes) and one thing research tells us is that anything on automatic pilot tends to remain the same—because that is the very nature of its automatic quality.

It seems to me the missing piece is that no practice or performance, match or event is ever the same. So, if we put awareness on autopilot, we are, in effect, turning the uniqueness of the event into a pattern we already know, can perform, but most importantly, can control.

Sounds like a good thing, right?

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On some level, the control we feel reduces anxiety, stress, and allows the self-talk to run its prerecorded recordings. Again, even the pain of a poor performance is something of a pattern, something known, and we get over it. “I had a bad day.” “Nothing worked.” “He/She just played better.”

Still, a good thing, right?

Well, it turns out that this slice of experience is only a small part of a bigger picture. This compartment of a bigger, global perspective is structured to maintain the compartment and it resides a comfortable distant from the edge of your development. The bigger picture is where the more advanced version of yourself exists. In other words, in the bigger picture where your vision resides (a more evolved, capable version of yourself), your mindset is of a different quality. This is evident in thinking, processing, and in language.

The underlying principle is: You can’t solve problems on the level they were created.

This is the essence of goals. You can do something different because on a fundamental level, you are something different.

Why does this matter? This process of practice to performance, practice to performance, is the place of greatest leverage for player development. Unfortunately, it is also the place where plateaus are created, solidified, and become enmeshed in a player’s identity. It is the off-ramp to development, careers, and premature exits. Because a part of our mind innately rationalizes anything in this “compartment” to save us from pain, effort, and (here is the tricky part) to keep things the same (also known as a sense of “control”).

How do we prevent this? How do we keep the boundaries of the “compartment” malleable? How do we keep pushing the edges of development?

We’ll explore that in the next post…

 

If you would like more structure to take your mental approach to the next level, consider picking up a copy of my new sports psychology workbook: Above the Field of Play. Or to learn about other sports psychology services pricing (including an assessment of your present mental approach), visit my website at DrJohnPanepinto.com.

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photo credit: Diana Parkhouse (unsplash.com)

 

 

 

Performance psychology, Self-help, Sports Psychology

The Practice-Performance Connection

 

In the next series of posts, we will look deeper into the mental aspect of the practice-performance connection. You may have heard sayings such as “You play how you practice” or “Failing to prepare is preparing to fail” and the like, yet the connection and feel between practice and performance has subtle threads beneath the surface that players may not be able to hold in awareness.

For the sake of simplicity, there are two processes occurring during practice and performance. One (1) is very linear, logical, and limited. It comes in parts and is sequential. There is a sense of order and the need for control because B follows A. The second (2) is wider, intuitive and contextual. It’s the whole which the parts are made of—but there is more to it than just the parts. A may follow B and A is related to C and many other interconnected variables. The first (1) makes use of words, the second (2) is wordless and has a global feel to it. For the latter, think of a time when you were in flow (or in the Zone) and then later tried to describe it. The words do not quite capture the experience. There is so much more, and you can tell just by watching the face of the describer as they appear to be elsewhere. And they are.

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Let’s take a deeper look into this second flow-like process and the practice-performance connection:

Lightness. Even when performance is intense there can be a lightness to the experience. Why? Chance are “outcome” is out of the picture. There is nothing at stake—or so it seems and autonomous abilities flow. If you are truly practicing, what is at stake is improvement. Yet, improvement is possible only with a focus on quality—which is subjective. It is something more sensed than measure. Challenge: Notice the lighter quality of practice and allow it to flow in performance. Focus on quality and sensing the performance.

Awareness. Even team sports have an individual skill-set and this connection is something to try on your own. Whether you are practicing a skill or a pattern or a play, center your awareness on something different. Shifting awareness and focus is a crucial performance skill and often our practices are so scripted we do not get enough practice at shifting. As our attention span is shorter than most would believe, re-focusing is an extremely important capacity. Challenge: Consider the connection you have with the ground (footwork, movement) or the connection with your center of gravity (somewhere around your bellybutton) and notice your sense of balance. Both of these are valuable internal cues and provide important feedback. Widening awareness and shifting awareness are keys to unlocking higher levels of performance.

More to come in the next post…

If you would like more structure to take your mental approach to the next level, consider picking up a copy of my new sports psychology workbook: Above the Field of Play. Or to learn about other sports psychology services pricing (including an assessment of your present mental approach), visit my website at DrJohnPanepinto.com.

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photo credit: Stefan Cosma (unsplash.com)

 

Coaching, Performance psychology, Sports Psychology

Three Practice Myths

The heart and soul of improvement is practice. But just having practice time scheduled and showing up is not enough. Often practice and performance are far apart, particularly when learning a new skill or strategy. We may be able to do things in practice that we are unable to execute in a match, game or performance. But the quality of effort, attitude, and motivation in practice needs to parallel our state on game day. Here are three practice myths that hinder the arc of development:

  1. Putting in the time. While hours of practice certainly matter, the quality of the practice matters more. Two hours of purposeful practice will produce more benefit than drilling without purpose for countless hours.
  2. Putting in the repetitions. Once again, quality matters more than quality. Repetition without a clear developmental plan, reflection, and feedback misses the opportunity to groove the neural nets of efficient response. The process of myelination—the biological foundation for muscle memory—requires clear mental representations, getting out of your comfort zone, and reflective feedback. Otherwise reps are truly just going through the motions.
  3. Giving the effort. Without intention effort is directionless. There are many athletes who have given 100% and not improved, and not reached their goals. I’m reminded of the analogy of climbing a tall ladder only to find out it is set against the wrong wall. Nothing is more devastating to an athlete’s sense of self knowing he/she gave all and failed—not knowing the major reason was the lack, in some shape or form, of high-quality information.

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What you can do:

  • Relate your practice goals to your outcome goals, breaking them down into relevant chunks. Then plan for practice and how to measure progress during that session. Simply put, when you leave the practice session you should know if you improved.
  • Intentional progress takes you out of your comfort zone. Expect and accept the challenge. Discomfort and frustration are a part of the change process. Importantly, allow time to recharge once you’ve hit a limit. The re-engage the process.
  • Have exceptional models of what you are trying to accomplish.
  • Use mental imagery to create blueprints of skills and performance.
  • Schedule time for reflection and feedback.
  • Get one-on-one coaching with someone who understands the process of purposeful practice.

 

If you would like more structure to take your mental approach to the next level, consider picking up a copy of my new sports psychology workbook: Above the Field of Play. Or to learn about other sports psychology services pricing (including an assessment of your present mental approach), visit my website at DrJohnPanepinto.com.

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photo credit: Matthew Lejune (unsplash.com)

 

Performance psychology, Sports Psychology

A Simple Question to Improve Performance

If you are a true student of your sport, you have noticed that no two events are ever the same. Truthfully, not even close. You may execute well in a similar way or make the same mistakes—but each event, practice, and every moment bring unique variables to the process.

For this reason, elite athletes possess a high level of flexibility and adaptability. They honor the principle of change. Nothing stays the same and in the living world you can bet on entropy or evolution.

To take this concept to the next level, make a simple question a staple of your pre-game and practice routines. Simply ask: Who am I today? As you are warming up, notice how you feel physically and mentally. Your body and mind are never the exactly the same as we are always teetering to and from equilibrium. Something is different as insignificant as it may seem. And if you are trying to improve mental and physical skills, there is always a growth curve on the way to better performance.

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As you get ready to compete, notice the connection between process and outcome. This is the true point of leverage of knowing who you are that day. Perhaps your three-point shot is a bit off. There are other ways to help the team rather than forcing miss after miss. Or maybe your putting or iron play is not as sharp. Ignoring this during the round can lead to big numbers. Maybe your missing your first serves. Rather than putting constant pressure on your second serves, spin some first serves in.

Rigidity in each of these cases does not lead to success. Worse still, you miss the opportunity to learn how to compete and succeed with less than your best. Shallow reasons for performance often follow rigidity: “I just didn’t have it today,” or worse, “Everyone has a bad day.”

The truth is: You had something, and you certainly had an opportunity. If you ask, “Who and I today?” you will find something to work with (and possibly discover something new about yourself). At the least, you will stay on the growth curve, for flexibility and adaptability foster the resilience required for long-term goals.

 

If you would like more structure to take your mental approach to the next level, consider picking up a copy of my new sports psychology workbook: Above the Field of Play. Or to learn about other sports psychology services pricing (including an assessment of your present mental approach), visit my website at DrJohnPanepinto.com.

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Photo by Emily Morter (Unsplash.com)

Coaching, Performance psychology, Sports Psychology

King of Clay

Tennis great, Rafa Nadal, made it an even dozen championships this June at the French Open. He has won this major event in his teens, twenties, and thirties. Although the accomplishment inspires awe in the present, the true magnitude of the feat will grow over time. History needs to lend perspective to present unfolding of the accomplishment—and it’s very possible the undisputed “King of Clay” can add to his trophy case in the years to come.

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What can we take away from this truly remarkable story?  Here are just a few…

Vision: Rafa is right-handed. Early on his first coach, Uncle Toni Nadal, envisioned the advantages of playing left-handed. Unlike baseball, you must hit from both sides in tennis—and at the highest level both sides must be strong. In Rafa’s case his natural right side became one of the greatest backhands of all time. For many the backhand side prevents players from the upper echelons of achievement. For Rafa on this side he could go toe-to-toe with a righthander’s forehand.

Adaptation: The saying “Nothing fails like success” speaks to the mindset of extinction. In competition, there is always someone preparing to dethrone the champion, there is always someone about to make a break-through. Adapting represents a break-with what is familiar—and this is particularly hard for the body and the mind. Equilibrium is favored, but excellence requires comfort with pushing limits and limiting beliefs. Rafa has improved all areas of his game and continues to add new wrinkles along the way. Where he was once was average at the net, now Rafa is excellent coming forward. He’s added power and versatility to his serve. Recently, he’s worked hard on angling groundstrokes rather than always hitting through the court. His evolution continues…bad news for his youthful peers, but a path they would do well to follow.

 Effort: The one thing we can always control is effort. We can’t control the weather, our opponent, the crowd and a million other factors. But deep inside we are the only ones who know if we have given our best. While Rafa is his only true judge and jury, from the outside and from the observations of his opponents, he has always given his all. One thing appears consistent throughout Rafa’s career, is that in terms of effort he plays each point the same: full throttle.

Humility: Rafa is a graceful champion. He has the utmost respect for the game, his team, his opponents, and the venues he plays. While confidence is important to the mental game, humility lends a perspective beyond competing and winning. Many factors beyond the athlete’s control have to all fall in place for an individual to have a long and prosperous career—let alone the chance to try. Rarely said or admitted, there are individuals out there who have the heart and the talent to compete, but never the opportunity. On some level, spoken or not, I believe Rafa knows this and understands this. And on some level, spoken or not, those who understand this truth play with the humility and the grace of having such an opportunity not afforded others. Rafa represents the opportunity very well.

Long live the King… Vamos!

 

If you would like more structure to take your mental approach to the next level, consider picking up a copy of my new sports psychology workbook: Above the Field of Play. Or to learn about other sports psychology services pricing (including an assessment of your present mental approach), visit my website at DrJohnPanepinto.com.

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Coaching, leadership, Performance psychology, Sports Psychology

The Evolution of Coaching (Part 3)

The concept of levels is rarely discussed openly, but we experience it often. In the physical domain, the recreational player would experience levels competing with Roger Federer or Tiger Woods; the middle school track star racing Usain Bolt over 100 meters.

In these situations, it is easy to see the difference in levels. But it is not only physical. People perceive, think, and use language at different levels. The lower level cannot hear what the higher level is saying, because of the difference in complexity. And when we look at this gap, we witness the arc of vertical growth.

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Coaching is no different. Adding skills and knowledge is horizontal growth. Developing the self is a vertical task, one that increasingly changes and clarifies the relationship between the individual and the environment. By growing and knowing more deeply we see ourselves more clearly—but also with this wider lens we see others and the environment more clearly. In horizontal development, content increases. In vertical growth the context widens and deepens.

Importantly, each stage (see previous posts) brings new capacities. The Self-Centered Coach who evolves to the level of Culture-Centered for the first time sees the two-way street of reciprocity as well as another’s point of view. This means in coaching one can truly treat others as they want to be treated. There is a give and take based in mutual understanding, and the relationship is felt internally not just as something “out there.”

Evolving from Culture-Centered to Value-Centered, coaches can differentiate themselves from the group culture and what is held as tradition or the “right way” to do things. Value-Centered Coaches self-author, meaning they have a connection to the culture but do not hold it as the ultimate identity (being part of the group). They can hold the institution (sports and business culture) as just a part of what they have learned and how they coach. Value-centered coaches have their own point of view of how things work and can use a variety of sources to make coaching decisions.

A new capacity arises in vertical growth from Value-Centered to Principle-Centered, as now coaches can transform their sense of self as part of a system of systems. Coaches at this stage can hold identity, ideology and sense of self as adaptable and flexible based on underlying principles. Self-awareness has heightened to a level of being which allows one to witness the parts and the whole—and the relationships between. Integration is a key principle at this stage and a widened lens allows for greater vision and innovation.

The fundamental capacity of emotional intelligence is self-awareness. As coaches play an enormous role in the growth of others, self-awareness and the integration of developmental abilities (context, process, wisdom) are vital to the success in the role. As coaches see themselves more clearly, they have a greater ability to serve the growth and actualization of the potential of those in their charge.

 

If you would like more structure to take your mental approach to the next level, consider picking up a copy of my new sports psychology workbook: Above the Field of Play. Or to learn about other sports psychology services pricing (including an assessment of your present mental approach), visit my website at DrJohnPanepinto.com.

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Coaching, leadership, Performance psychology, Sports Psychology

The Evolution of Coaching (Part 2)

As mentioned in the previous post, the evolution of a Coach’s way of knowing and making sense of experience passes through specific stages. Truthfully, development is dynamic, and these stages simply help us to understand how we experience our sense of self, other and the environment.

Before we describe these “types” of coaches, here are these simplified four stages of adult development from least to most complex:

  1. Self-Centered
  2. Culture-Centered
  3. Value-Centered
  4. Principle-Centered

Regardless of the role (coach, friend, parent, etc.) how we construct meaning and interact with the environment comes from who we are—our present way of constructing and knowing. Let’s take a brief look at each of these stages:

The Self-Centered Coach: Coaches in this stage of development are centered on their own needs. They understand that others have needs but can only think from one point of view. While these coaches can be knowledgeable and effective, others are seen as either helping or hindering their progress towards their personal goals. An actual quote from a coach in this stage at a team meeting which included players’ parents: “I don’t lose.” These coaches focus on externals and internally lack a sense of shared reality.

The Culture-Centered Coach: In this stage, coaches identify with whatever the organization values, and what they have learned about coaching from mentors and other authoritative sources. These coaches are loyal to players and programs, and conform to the rules (both implicit and explicit) that define the organizational culture. These coaches identify with the role and cannot separate their sense of self from the relationships to and within the organization. These coaches are their relationships.

The Value-Centered Coach: For the first time, coaches developed to this stage are self-aware and self-defining. They are able to hold the needs of the players, the programs, and their own needs in mind at the same time in order to make sense of experience. In other words, these coaches have relationships because they can separate their identity from players, programs, and culture. While, at times, their actions may look similar to the previous stages, the difference is that they are consciously choosing from the values underlying the choice. These coaches can think in terms of systems. They can act counter to the culture if it makes sense to them.

Principle-Centered Coaches: At this point in development, coaches function from universal principles. They can think in a system of systems, and one of these systems is their sense of self. This level of awareness matters because these coaches can transform and adapt their self to the role based on the underlying principle. In a way they are “self-less” because the self transforms to serve a larger cause.

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These stages are on the arc of human development, but at some point for adults growth is optional. Interestingly, nearly 60% of the adult population has not developed cognitively and social-emotionally to the stage described here as Value-Centered. While approximately 6-7% are in transition to the stage outlined as Principle-Centered, less than 1% fully reach this level of consciousness (and these adults are typically aged 40 or older). From this, we can suppose that many coaches are in the first two developmental stages of Self-Centered or Culture-Centered.

 While this is extremely important, rarely is the vertical aspect of development talked about or considered in coaching. Why and why is it important?

We take a closer look in the next post.

If you would like more structure to take your mental approach to the next level, consider picking up a copy of my new sports psychology workbook: Above the Field of Play. Or to learn about other sports psychology services pricing (including an assessment of your present mental approach), visit my website at DrJohnPanepinto.com.

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