Performance psychology, Sports Psychology

Bad Day: What’s in a Name?

A level to aspire to as an athlete floats above dichotomous thinking. In the heat of execution, black and white thinking can turn the mental aspect of play into a pinball machine. And in the important growth activity of reflection, dichotomous thinking can stunt progress and leave the wheat for the chaff.

Above this good/bad mindset is one that acknowledges the reality of the continuum of complexity. Life and sports are open dynamic systems and to pin a result or situation down to a simple explanation ignores the opportunity to learn more about ourselves and our sport. And both of these are open-ended in terms of growth.

Here’s a simple system to hold in mind regarding performance. If we use this 5-point scale…

  1. Low
  2. Below Average
  3. Average
  4. Above Average
  5. Superior

… and consider the possibilities between each interval (for example, the leap from level 3 to level 4 goes through 3.5, etc.) rarely will be at the same level of performance for long stretches of time. The numbers are arbitrary and simply a way to make sense of the moment and to make any adjustments. If you think of “who you are” in the moment, most of the time you hover around a 3. It does not mean that you are average.

As a matter of fact, if you are consistently a 3, you are performing pretty close to how you practice. Average means the average performance levels over a stretch of time, based on performance ability. It’s a self-comparison, not one compared with another. Aaron Rogers’ average performance will look different than a backup quarterback’s average. And Steph Curry’s will look different than the last guard on the depth chart.

Average, or the level we’ve called “3”, is the expectation we all have and what we refer to when we say, “I’m not playing my best,” or “I’m shooting lights out.” It’s a self-comparison based on the build-up of recent play and practice–your most recent sense of “who you are.” If you look back one or two years, you may notice your average level 3 is better than it was back then. That’s a sign of well-thought-out goals and attention to detail within practice sessions.

Anyone can execute well and win at a level 5. But it doesn’t happen often, a few times a year at best. Can you add value to a team at a level 1 or 2? Can you win an individual event at a level 2?

The title of this article refers to the dichotomous thinking of good days and bad days. This appraisal does not respect the truth that we are both change and continuity in all realms of being. With self-awareness, we can find out who we are at this time and on this day. All athletic endeavors require resiliency and a keen ability to adapt. Asking that simple question, “who are you,” allows you to get the most from the moment and to keep in the growth process—which includes the ups and downs of performance.

Try the simple system above. And adapt based on who you are (the inner sense of your performance) on any particular day, practice or event. You can always find resources within if you don’t cut off the source with the judgement, “It’s a bad day.”

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

photo credits: Jordan Rowland; Unsplash.com

Performance psychology, Sports Psychology

Reflective Coaching Practices V

The final reflective coaching practice examines space and time from a birds-eye view. We truly step back and search for patterns in the structure and quality of our coaching. Patterns that either move us forward toward short- and long-term goals—or create plateaus and stagnation. It is difficult to see these patterns from within. Making time to observe from a distance of time and space provides the practical point of view to see these patterns in action.

Reflect on Patterns. Was I aware of coaching patterns today? As we improve in areas, we become unconsciously competent in terms of skills and habits. This saves time and energy and allows for fresh experiences. The problem arises when we are working solely from these patterns that flow just below conscious awareness. Becoming aware of our teaching, language, and relational patterns helps to discover points of change and leverage. We can become aware of the autopilot mode and step back for a fresh perspective. Newness and novelty stimulate growth. So does fun! Going through the motions of a stale lesson plan may look outwardly active but is a passive approach to growth and can lead to the opposite of desired results.

Putting it all together, there are three very powerful reasons for incorporating these reflective practices. First, data and video offer externals—the content and products of performance, but reflective practices get deep into the process and context of the experience. First-serve percentage may be an important metric, but, in hindsight, you find that not all the serves were the same. Moments differ in intensity. The qualities of interoception, self-awareness, effort, and motivation are not evident in cumulative statistics. These important elements are captured in the reflective practice and are pivotal to next level performance.

Secondly, imagination, creativity, and vision require a different mental space than the immediacy of teaching, coaching, or practicing. Performance and deliberate practice require presence and attention to execution in the moment. The vision of a future and more highly evolved self flows from a deeper and more reflective space. One that includes past, present, and future selves. The blueprint may start from a blank page but provides the receptive space to the imagination and creativity we intuitively know as potential. Without engaging in this actualizing process, we simply get more of the same and are left to rationalize and wonder about the metrics generated from these “same” experiences.     

Finally, reflective practices respect the dynamic processes of challenge and support, of the developmental path of differentiation to integration. We learn, practice then incorporate. We challenge then repair. We push ourselves then rest. We challenge ideas and habits of thinking, then reflect.

The rhythm of this process is unique to the individual and is the lifeblood of development. Again, a product-focused culture is not fond of the reflective space required for this process. But without it, days and practices have a similar, mechanical tone. In these familiar routines we may know where we are and what we are doing—the ultimate in control— yet without employing these reflective practices where we are heading lacks the required vision and leadership. 

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

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photo credits: Unsplash.com

Performance psychology, Sports Psychology

Reflective Coaching Practices IV

Each of the reflective coaching practices intertwine and amplify or depress the coaching process. In truth all the practices are connected, so the coaching practice of “Reflecting on Connections” simply validates that everything exists in relationship.  Harvard Business Review offers that people don’t quit their jobs—they quit their boss. To a great extent the same is true for kids who quit sports—or don’t reach their potential. The quality of the connection may not be measured in hard data, but it is felt in a culture and in a relationship. Connections drive learning and motivation in countless ways, providing the conditions for potential to unfold. So…

Reflect on Connections. How was the relationship influenced by today’s experience? The content of what we are teaching may vary somewhat, but the conditions of the environment can vary widely. Relationships that are challenging and supporting in genuine ways grow more and endure more. The whole is not just the sum of its parts and here is where the human element shines. You can get a sample of this by considering what you would do for someone you felt connected to and invested in versus someone who sees you as a replaceable part. Sport is riddled with this condition, evident in underperformance. Chemistry is an intangible that tangibly adds value to the process of improvement. The connection fundamentally grows from a coach listening to a player’s needs through a developmental lens. A ten-year-old and a twenty-year-old may have similar content in a practice session (free throws, hitting drills, footwork, etc.) but they are in different places in their psychosocial development. 

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

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Resource: https://hbr.org/2018/01/why-people-really-quit-their-jobs

photo credit: Isaiah Rustad (Unsplash.com)

Performance psychology, Sports Psychology

Reflective Coaching Practices III

In the first two posts, the reflective practices have moved from emotions to motivation, and now we connect the third practice with movement towards goals. Emotions reveal values, and motivation links to vision and goals. Reflecting on learning reveals how we accommodate our mental and physical structures and capacities on our way towards our goals.

Learning is an active process and requires a target, a plan, and a means of monitoring. Moving from level to level requires a change of mind and body. Sometimes it’s additive and we grow in breadth. Sometimes it’s transformative and we rise vertically to a new way of seeing things.

Movement, action, and following a lesson plan does not guarantee learning. There must be intention and attention to our process. And this process is facilitated and managed by a constant practice of reflection.

Reflect on the Learning Process. What improved today? Learning is not just for players, students, or teams. It is a process of continuous improvement for everyone involved. The learning process increases capacity and complexity at the growth edge. If practice relies on just routines and a static structure, it is easy to fall into habits and a stale process. Here, activity is confused with intentional actions. Learning at higher levels is difficult as it requires both player and coach to continuously refine and adapt to new challenges. Learning is a delicate process of physical and mental transformation. It requires a specific focus for what, how, and why we are putting energy into improving a particular aspect of performance. 

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

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Photo credit: Meghan Holmes (unsplash.com)

Performance psychology, Sports Psychology

Reflective Coaching Practices II

Regardless of the endeavor, without a compelling “why” the energy required for change and progress will fade. Motivation is emotion in motion. It is the fuel that connects the present to the future and the creative power for imagining possibilities. While we have to practice in the present and do the little things, these little things can’t become bigger things without a bigger sense of self. This is direction in action.

So, the second reflective practice focuses on making sense of motivation in the present with an eye on the future:

Reflect on the Motivational Level. What was the connection between my motivation and the player’s (or team’s)? Motivation links to goals and vision. It answers the “Why” of what you are doing and why you are devoting precious time to an activity. Being honest in this space helps curtail plateaus and regressions. Being clear about motivation reduces conflict and manipulation. The coach’s (or program’s) motivation can either align with a player’s motivation or create negative tension. One of the most important responsibilities of a coach is to help players clarify their vision of a future self—without creating a clone of the coach or the system. This process then amplifies the collaboration and promotes aligned communication rather than becoming a misaligned power struggle.

In summary, reflecting on motivation connects the immediate with the future. Being clear on motives and aligning visions is part of pathfinding and eliminating wasteful obstacles and wrong turns.

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

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Photo credit: (unsplash.com) Gautier Salles