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Psychology of Performance: Home Study Coach Workbook

Psychology of Performance

Home Study

Coach Workbook

Before you begin, please complete the profile below by either 1) printing the Workbook and writing your answers in the spaces provided or 2) completing the Workbook electronically by typing your answers in the shaded sections |_| or .

My Coach Profile

Last Name: First Name:

Address:

StreetApt.

CityProvince/TerritoryPostal Code

Telephone Number: E-mail:

Date of Birth: Sex: Male |_| Female |_|

CC#: Sport:

Coaching Experience

Sport/Discipline

Athletes (age, sex, level)

Duration(years of coaching)

Practice/Competitions (amount of time, days)

Example: Alpine ski

17-21 years old, 3 boys, 6 girls, interprovincial to national level

9 years

Practice: 2 3-hour evening sessions per week, 1 half-day session on weekend

Competition: Every other weekend from early December to middle of March

My goals for this year are:

Here are some details of my situation (assistant coach support, parent support, financial constraints, league regulations, etc.):

I got into coaching because:

I am still coaching because:

I am taking the Competition – Development Psychology of Performance module because:

I want this NCCP training to answer the following questions about the psychology of performance:

Version 0.4, 2013 © Coaching Association of Canada


Table of Contents

1Introduction1

1.1Purpose of the Workbook1

1.2How to Use This Workbook1

1.3NCCP Core Competencies1

1.4Learning Outcomes2

1.5Overall Context2

1.6Symbols3

1.7Workbook Topics3

2Identifying Psychological Skills4

2.1My Starting Point4

3Identifying Focus8

3.1Thinking and Feeling in Performance8

4Training Focus Skills12

4.1Developing a Focus Plan12

4.2How Am I Doing?18

4.3Visualization21

4.4Dealing with Distractions26

4.5Setting Effective Goals28

5Debriefing Performance31

5.1Debriefing Skills31

6My Focus Plan36

7How Am I Doing?39

8Additional Worksheets42

8.1Thinking and Feeling in Performance Worksheet42

8.2Goal-setting Worksheet43

9Self-assessment44

10Action Card45

11Great Ideas46

The Collection, Use, and Disclosure of Personal Information

The Coaching Association of Canada collects your NCCP qualifications and personal information and shares it with all NCCP partners according to the privacy policy detailed at www.coach.ca. By participating in the NCCP you are providing consent for your information to be gathered and shared as detailed in the privacy policy. If you have any questions or would like to abstain from participating in the NCCP please contact [email protected].

The programs of this organization are funded in part by Sport Canada and the Public Health Agency of Canada. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.

AcknowledgementsMain Writer

Penny Werthner

Contributor

Don Watts

Production

Lucie LeBel, MATRA ● gs Translation Services Inc., Louise Wood




IntroductionPurpose of the Workbook

This Coach Workbook is your record of what you did and what you learned in the Psychology of Performance module. We therefore recommend that you save your Workbook and consult it regularly to ensure continuous improvement of your coaching skills.

This Workbook refers often to Reference Material, a document developed to deepen your knowledge of key topics in the psychology of performance. You receive Reference Material along with this Coach Workbook when you register for the Psychology of Performance module.

How to Use This Workbook

To achieve Trained status for this module, you need to complete this Workbook and submit it to your Learning Facilitator. You can complete the Workbook in one of two ways:

You can print the Workbook and write your answers in the spaces provided. If you do this, you will need to mail your completed Workbook to your Learning Facilitator.

You can complete the Workbook electronically by typing your answers in the shaded sections |_| or . Just click in the shaded areas and start typing your own text. If you complete your Workbook this way, you will need to e-mail your completed Workbook to your Learning Facilitator.

Note: If you click outside a shaded area, Microsoft Word will insert your cursor at the next shaded area of the document.

There are also shaded areas in this document where the Learning Facilitator can comment on your answers. These areas look like this:

For Learning Facilitator’s comments only

If you complete the Workbook electronically, be sure to look in these areas for comments from your Learning Facilitator.

NCCP Core Competencies

As you progress through this module, you will work on developing five core competencies that will help you become a more effective coach and have a more meaningful impact on athletes’ experience. The competencies are problem-solving, valuing, critical thinking, leading, and interacting.

At several points in the module, you will complete activities that involve reflecting on and assessing your learning on these five competencies. These are important activities, because you indicate in them how you will apply and model the five core competencies in your coaching situation. Look for the lightbulb icon that identifies these learning activities.

Here are just some of the ways these competencies come into play in the Psychology of Performance module:

Problem-solving

Develop the ability to resolve issues your athletes might encounter as they seek to be consistently prepared psychologically

Valuing

Value key psychological skills for their benefits for sport performance and for life outside sport

Critical Thinking

Develop the ability to critically reflect on psychological skills and decide which are most relevant for the athletes or team you work with

Support the development of a productive training environment

Leading

Lead your athletes in learning and using psychological skills

Interacting

Listen to your athletes about training and competition and use what they say to individualize their psychological skill development

Learning Outcomes

The NCCP distinguishes between training and certification. The Psychology of Performance module is one of a number of training opportunities in the Competition – Development context. To become certified in this and other coaching contexts, you must be evaluated, and you must provide evidence in the evaluation that you meet certain criteria.

The learning outcomes listed below reflect the evidence and criteria that apply to this module.

The learning activities in this module are designed to enable you to guide your athletes in the development of the psychological skills they need to maximize their performance. In particular, you will be able to do the following after finishing this module:

Identify the focus skills that will help your athletes achieve their goals in training and in competition

Train athletes in the focus skills that will help them achieve their goals in training and in competition

Work with athletes or teams to identify appropriate outcome, performance, and process goals

Use debriefing skills to work with athletes and assess their performance in training and in competition

Overall Context

This module is one of many offered in the National Coaching Certification Program. For more information on the NCCP and the workshops it offers, visit www.coach.ca.

Symbols

You will find the following symbols in this Workbook:

This symbol means refer to the Reference Material

This symbol indicates support for NCCP competencies

This symbol indicates a tip from a Learning Facilitator

This symbol indicates a progress check

Workbook Topics

There are five topics on the psychology of performance in this Workbook:

Identifying psychological skills

Identifying focus

Training focus skills

Debriefing performance

My focus plan

Identifying Psychological Skills

From the LF…

Throughout this module, you will call on your experience as a coach in the development of your athletes’ psychological skills.

Psychological skills play a key role in performing well in both training and competition.

This module introduces you to steps you can take to help your athletes improve their psychological skills.

My Starting Point Read all three scenarios, and choose the one you want to work with.

Scenario A: Individual Sport

You’re coaching a young athlete who has a good chance to make the national team this year. The athlete has been training well for the past five months, and has won 5 of the past 6 competitions. The athlete is a fraction off meeting the qualification standard for Nationals. There are two more chances in the next month to meet the qualification standard. However, you have recently noticed that while the athlete’s technique is still very good, the quality of the training has deteriorated. You are concerned the athlete is thinking too much about beating another athlete, a rival who is about to make the time standard. What do you, as the coach, think needs to be done? What psychological skills does the athlete need to work on? What can you do to help the athlete develop these skills?

Scenario B: Team Sport

You’re the coach of a team sport and you are preparing for a series of games that will qualify the team for Nationals if it places in the top two. You have a number of players who play well in practice and execute well the plays you design. But when it comes time to play a game, these same players often don’t play well, and they seem to forget what they’re supposed to do in the game. This has been a recurring theme. You’re not sure what’s happening, but you know you need to deal with it. What psychological skills do you think these players need to develop, and how will you help them do that?

Scenario C: Concussion

You’ve been coaching an athlete for a number of years, and this year you think the athlete has a chance of making the provincial team. Last season, the athlete was the last one cut from the team. The provincial coach has spoken with you and is interested in looking at your athlete. The provincial tryout is in two weeks. Your athlete is just coming off a serious injury: hitting his/her head and being diagnosed with a concussion. A doctor has cleared the athlete to return to play. What psychological skills do you think you need to help the athlete develop, and how will you help the athlete do that?

Thinking about the scenario you just chose, complete the table below.

My Scenario: |_|Scenario A |_|Scenario B |_|Scenario C

The coach needs to address these aspects of the athlete’s or team’s performance…

The athlete or team needs to work on these psychological skills…

Once you’ve completed 2.1.1, read Psychological Skills in the Reference Material and make any required adjustments.

p. 1

In the table below, identify a psychological skill that your athletes need to learn in the My athletes need to learn this skill… column. In the I can help my athletes learn this skill by… column, identify ways you can help your athletes develop the skill.

My athletes need to learn this skill…

I can help my athletes learn this skill by…

From the LF…

In reading the Reference Material, did you notice any relationships among the psychological skills? Here are some examples of relationships among the skills:

To focus on a task, athletes need to be in control of their emotional state

Visualization requires being focused

Being focused effectively means managing distractions

Knowing what to focus on requires athletes to set realistic goals

Knowing if an athlete is effective at focusing requires coaches to assess the athlete’s ability to apply focusing skills

Questioning is an effective skill to use to assess an athlete’s focusing skills and to help athletes learn to visualize, deal with distractions, and set effective goals

In this module, the focus is on the following psychological skills:

Focus

Visualization

Dealing with distractions

Setting effective goals


Identifying Focus

From the LF…

In this section, you start the process of developing a focus plan for one of your athletes.

Thinking and Feeling in Performance Read Types of Focus in the Reference Material. Identify one of your athletes who performs well in competition, or use one of the scenarios from Section 2. What do you want that athlete to think about and feel as he or she performs? In other words, if your athlete is going to have an awesome performance at this level, what do you want him or her to think about and feel while performing? Be as detailed as possible about what the athlete needs to be thinking and feeling.

p. 2-4

From the LF…

Here are the kinds of thinking performance items to consider:

The position of specific body parts in an important skill

The frequent poor balance of an opponent

Here are the kinds of feeling performance items to consider:

The sense of body temperature in a hot environment

The relaxation or lack of tenseness in specific muscles

Read the examples in the table below before you provide your answers.

I want this athlete to be thinking about…

I want this athlete to be feeling…

Technically

Example: Focusing on a golf ball before swinging the club

Example: The stance is balanced before and during the swing

Strategically

Example: Reading the offence and defence before making a pass

Example: Confident about recognizing different offensive and defensive line-ups

Other

Example: Cues from the opposition that they are getting tired

Example: Confident that what was planned in practice is coming together in competition

Read the plan in Introducing Focus Plans in the Reference Material that is most appropriate for your sport. Adjust your answer to 3.1.1 as needed.

p. 5-7

From the LF…

There’s a blank Thinking and Feeling in Performance Worksheet at the back of the Coach Workbook for you to use in your coaching.


p. 2-4

Review Types of Focus in the Reference Material. In the space below, note how your answer to 3.1.1 fits with the information in the Reference Material.

From the LF…

Coaches and athletes need to identify what athletes are to focus on so that a focus plan can be designed for individual athletes and the team. This inspires athletes to be aware of their feelings and technique and to provide input into training and competition planning.

This part of the module is the basis for developing the focus skills athletes need to perform well.


Training Focus Skills

From the LF…

For athletes to perform their best, they need to discover what focus allows them to excel. Discovering this focus is a process of self-discovery.

You can facilitate the process by:

Asking each athlete to reflect on one of his or her best races/games/performances and identify what he or she was thinking and feeling, e.g., the position of a hand or the feeling that comes when a muscle is being warmed up

Asking each athlete to do the same for a not-so-great race/game/performance

Emphasizing the need to focus on internal and external cues such as thoughts and feelings that help the athlete perform optimally

Emphasizing the need to act in ways that help good performance happen

Developing a Focus Plan

p. 8-10

Read Developing/Revising a Focus Plan in the Reference Material. In the table below, note any experience you have had as a coach or as an athlete in developing or revising a focus plan. Recall the types of questions you asked or your coach asked you. You asked these questions…Your coach asked these questions

How do these questions compare with the list on page 9 in the Reference Material? Note below any new questions, and summarize the ways the questions differed.

From the LF…

To perform at their best, athletes need to be aware of the focus that works for them. It’s one of your main jobs as a coach to help them discover this focus.

This involves asking athletes good questions, listening to their answers, asking them even more good questions, and incorporating the answers you develop together into the focus plan.

You will now have an opportunity, in 4.1.2, to start that process.

Review Developing/Revising a Focus Plan in the Reference Material, and list the key questions YOU would ask to find out what your athlete from 3.1.1 needs to be thinking and feeling to perform well.

p. 8-10

From the LF…

Use the Reference Material questions as a guide.

Ask probing questions that follow up on the main questions, for instance:

What were you thinking when ___?

How long did you think when _____?

How did the thoughts affect your race plan?

What feelings were associated with the thoughts?

I will ask these questions to find out what this athlete needs to be thinking about…

I will ask these questions to find out what this athlete needs to be feeling…

Technically

Strategically

Other


Think about a training session where you’ll be reviewing a skill with the athlete from 3.1.1. You could also use one of the scenarios from Section 2. Review your answers to 3.1.1, select three items from that list, and specify how you will incorporate each item into the training session and how you will involve the athlete in this process. For ideas on involving the athlete, consult Developing/Revising a Focus Plan in the Reference Material.

p. 8-10

I will review this skill: ______________________________________________Thoughts/FeelingsI will incorporate this item by…I will involve the athlete by…

Things to be thinking about…

Example: Athlete-coach conversation after the athlete performs the skill

Example: Weekly coach-athlete goal-setting sessions

Item #1

Item #2

Item #3

Things to be feeling…

Item #1

Item #2

Item #3

From the LF…

Asking good questions gets at what athletes are really thinking and feeling.

You need to use questions on an ongoing basis to build focusing skills into practices.


Page 16Version 0.4, 2013 © Coaching Association of Canada

Version 0.4, 2013 © Coaching Association of CanadaPage 17

How Am I Doing? Up to this point, you’ve completed activities designed to develop competencies related to Psychology of Performance. This activity is a bit different, as it asks you to:Reflect on your learning to dateRelate your learning to the five core NCCP competenciesConsider how you will apply and model the competencies in your coaching Use the table below to describe how your Psychology of Performance competencies have developed to this point in the module.

NCCP Core Competency

This is what I’ve learned so far about this core competency…

I will apply the core competency in the following ways and situations…

I will model the core competency this way in my coaching…

Problem-solving

Valuing

Critical Thinking

Leading

Interacting

Progress Check

· Submit your Workbook to your Learning Facilitator for him or her to review and provide feedback on.

· This is also a good time to ask your Learning Facilitator any questions you have about the module to date.




Visualization

From the LF…

We have images, thoughts, and feelings in our mind all the time. When athletes perform, they need to be in control of these images, and they need to be “seeing” and “feeling” themselves performing well.

Visualization is a skill that allows athletes to create a blueprint of how they want to be, what they want to focus on.

Visualization is closely linked to focus, because we often want athletes to be visualizing their focus plan — what they want to be thinking about and feeling while competing.

There are three separate parts to 4.3.1: Practise Visualization, Visualize a Daily Activity, and Visualize a Sport-specific Skill.

Carry out the following three visualization activities:#1: Practise Visualization#2: Visualize a Daily Activity#3: Visualize a Sport-specific Skill

#1: Practise Visualization

Partner with a friend, family member, or peer coach. Your partner will play the athlete; you will play the athlete’s coach. If possible, select a partner who is active in sport. Choose a skill that your partner commonly performs in a sport situation, e.g., a pitch in baseball, a smash in tennis, or a foul shot in basketball.Set the scene: The athlete has completed a performance that was close to the planned performance. You are meeting with the athlete to help him or her perform better by understanding what helps him or her perform well. As a coach, you want the athlete to create a blueprint of how he or she wants to be — what to focus on.Ask your partner to get into a position similar to that in which he or she would perform the skill OR to get into a relaxed, comfortable position with his or her eyes closed. Use the following script in the visualization practice: Let’s begin by imagining a sunset over the ocean…(pause for 5 seconds) White clouds racing over the sky...(pause)Now imagine the sound of the rainstorm on a tin roof… (pause) Church bells ringing in the distance…(pause)Now imagine the smell of burning leaves… (pause) The smell of bacon cooking on the stove…(pause)The taste of the bacon you cooked… (pause) The taste of a piece of fruit…(pause)Now imagine yourself performing the in your sport situation. As you perform the skill in your mind, use all your senses — see (pause), hear (pause), feel (pause), smell (pause), and taste (pause) the skill. Imagine yourself performing the skill ideally… note your thoughts and feelings, and note what you see (pause), hear (pause), feel (pause), smell (pause), and taste (pause) as you perform the skill ideally.Now open your eyes.

After the visualization is over, ask your partner:What did you see, hear, feel, smell, and taste?How did you feel during this practice?What were you thinking during the activity?

#2: Visualize a Daily Activity

Now take your partner through another visualization. Ask your partner to get into a comfortable sitting position again. Use the following instructions to take your partner through the visualization:Sit in a relaxed position and close your eyes. Imagine you are walking into your home (pause), through the door and into your kitchen (pause). Hear any sound you might hear in this kitchen (pause), see the colours (pause), smell the smells (pause). Is a member of your family there? (pause) Walk over to the fridge and open it (pause). Feel the cool air that hits you when you open the door and the light comes on (pause). Find out where the lemons are, and pull out a big yellow lemon (pause). Feel the weight of the lemon in your hand (pause), and feel its texture (pause). Close the door (pause), and find a cuttingboard and knife (pause). Cut the lemon in half (pause). See the beads of juice on the knife (pause), and smell the scent of the lemon (pause). Now cut the lemon into quarters (pause). Pick up one of the four quarters (pause), smell it (pause), and bite into it (pause). Now open your eyes.After the visualization is over, ask your partner to answer each of the following questions with a rating from 1 to 10, with 1 meaning Not at all and 10 meaning Very clearly.

Could you smell the lemon?

Could you feel the lemon, door handle, and house?

Could you taste the lemon?

Could you hear sounds?

Did you see in colour or in black and white?

Could you feel your body moving?

#3: Visualize a Sport-specific Skill

Take a few minutes, and read the following description of visualizing a basketball skill. Start by shooting 1 metre from the hoop and making the shot. Then close your eyes and do the same thing. Make the shot with your eyes closed. Then look at the rim, close your eyes, and see the rim. Now see and feel the ball going into the hoop. Then shoot the ball. Do this step by step, and gradually increase the distance from the basket. Working with the same partner as for #1 and #2, Choose a simple skill in your sportMake sure your partner is relaxed and comfortableGuide your partner through practising and visualizing the skill just as the basketball skill was practised and visualized If you wish, use the following instructions to lead your partner through another visualization. Pause for about 5 seconds after each statement:Get into a relaxed and comfortable position.Close your eyesClear your mind, breathe deeply and rhythmically, in through your nose and out through your mouthSee yourself move through a competition skillVisualize your body positionsWhat are you focusing on?What do you sense in your muscles?What do you hear?What do you smell?Think of your actions, feelings, and focus as you move through the skillVisualize yourself successfully completing the skillRecreate in your mind the emotional feelings of success

From the LF…

It’s really important to ask a variety of questions and to ask probing questions to encourage athletes to visualize deeply.

These summary questions about visualizations will also help you and your athletes get better at this key skill:

What colours, sounds, smells, items, etc., did you visualize?

So what did you gain from the visualization activity?

Now what would you do to make this a more effective process?

Partner with a friend, family member, or peer coach. If possible, select a partner who is active in sport. Guide your partner through a full visualization of his or her sport or training environment. Use the questions below to help you lead your partner through the visualization process: Who’s there?What equipment do you see?What does it look like?What colours do you see?How does it feel?What do you sense in your muscles?What do you hear?How loud are the sounds?Where do the sounds come from?What do you smell? Where do the smells come from?What reactions do you have to the smells, sounds, etc., in your environment?

Next, discuss with your partner how effective the questions were, what other questions could be asked, what questions could be modified and how, etc.

Debrief by discussing these questions with your partner:What did you find worked in the visualization process?What did you find challenging about the process?What questions do you have about visualization?In the table below, describe how you would integrate visualization into your athletes’ training (during practice, on their own, travelling to events, etc.). Refer to Visualization in the Reference Material for ideas on how to achieve this integration.

p. 11-13

To integrate visualization…I would do this…

Before a practice

During a practice

After a practice

Before a competition

During a competition

After a competition


Turn to My Focus Plan on page 36. In the row labelled Visualization, note how you would incorporate visualization into the periods and phases of your Focus Plan.Dealing with Distractions

From the LF…

Visualization is a process for teaching athletes what to focus on and how to focus

Successful focusing involves dealing with distractions

Read the table Sources and Examples of Potential Distractions in the Reference Material. Then take a few minutes to think about all the things in your training environment that can distract your athletes and prevent them from focusing well in practice or competition. Record all these distractions in Column 1 below. Do NOT complete Column 2 at this time.

p. 14

Column 1: These things in the training environment distract my athletes and prevent them from focusing well…

Column 2: This will help my athletes deal with this distraction…

Now read Dealing with Distractions in the Reference Material. For each distraction you listed in Column 1, record in Column 2 steps you can take or skills athletes can apply to deal with that distraction.

p. 14-20


Turn to My Focus Plan on page 36. In the row labelled Dealing with Distractions, note how you would incorporate dealing with distractions into the periods and phases of your Focus Plan.Setting Effective Goals

From the LF…

When we set goals, we often set long-term, far-off goals and don’t really focus on the present — what we can do and probably should be doing is deciding what we need to do today to achieve that long-term goal.

Take a few minutes to think about and write down the goals you set with your athletes for a recent season (last season or this season, for instance). You might want to use one of the scenarios from Section 2.

Read Types of Goals in the Reference Material. Review 4.5.1, adjust your answer as required, and label each goal as an outcome, performance, or process goal.

p. 21-22

Think about the athlete you selected in 3.1.1. In Column 1, identify one outcome goal for that athlete. In Column 2, specify one or more performance goals for the athlete over the next month. In Column 3, describe the appropriate process goals for the next month of training for that athlete.Athlete’s Name: __________________________________

Column 1:Outcome Goal

Column 2:Performance Goal(s)

Column 3:Process Goals for the Next Month

Example: Place third in the provincial qualification meet

Example: Score 5 points more than in the previous competition

Example: Perform a smooth transition between the backswing and forehand phases


Turn to My Focus Plan on page 36. In the row labelled Setting Effective Goals, note how you would incorporate goal-setting into the periods and phases of your Focus Plan.

From the LF…

When you fill in your plan, indicate under each training phase how you will incorporate setting effective goals into your athletes’ training program.

Debriefing Performance

From the LF…

Debriefing athletes’ performance is a key part of developing an effective focus plan.

Assessing athletes’ ability to focus is difficult.

Asking effective questions involves the athlete in his or her own training.

Debriefing Skills

p. 23-27

Read Debriefing Performance in the Reference Material. Select an athlete you coach. Debrief a recent practice or competition as follows:With your athlete, decide on the practice or competition that you will debrief. Set the scene: The athlete has completed a performance that was close to the planned performance. You are meeting with the athlete to debrief his or her performance and assess how successful the performance was. You also want to identify what the athlete was thinking during the performance and decide what steps to take next. Ask your athlete questions like those listed below. If a question does not apply, move on to one that does:What? questions:What did you set out to accomplish?What was the outcome of the performance?What did you do to achieve your performance goal?What were you feeling?What were you thinking at the difficult portions of the performance?What important points can you recall in the performance?What strategies did you execute well?What strategies did you execute poorly?What did you do to handle an opponent performing unusually well? What did you do to handle an opponent performing unusually badly?What distractions did you have to handle?So what? questions:So, how well did you follow your focus plan?So, what did you do to handle the distractions, and how well did that work?So, what did you learn?Now what? questions:Now, what should we do differently for the next competition?

Once the practice debrief is over, work with your athlete to critique the debrief. Use the checklist below to do this:

|_|The questions were clear

|_|The questions were specific to the performance

|_|The questions engaged the athlete in the process

|_|The athlete was involved in making decisions

|_|All aspects of performance were covered

|_|Non-judgemental active listening skills were used

|_|What went well and what did not go well were both discussed

|_|The coach facilitated the athlete’s discovery of the process

|_|The coach encouraged the athlete to write things down during the discussion

On your own, think about an athlete whose recent performance did not go well. Using the types of questions listed in Column 1, describe in Column 2 how you debriefed that performance with the athlete. Then describe in Column 3 how you would now debrief that performance.

Column 1:Type of Question

Column 2:This is how I debriefed the performance that did not go well…

Column 3:This is how I would now debrief the performance that did not go well…

What?

So what?

Now what?

Select one of your athletes, and use the questions you developed in Column 3 of 5.1.2 to debrief a recent performance. Then use the checklist below to reflect on your debriefing. |_|The questions were clear|_|The questions were specific to the performance|_|The questions engaged the athlete in the process|_|The athlete was involved in making decisions|_|All aspects of performance were covered|_|Non-judgemental active listening skills were used|_|What went well and what did not go well were both discussed|_|The coach facilitated the athlete’s discovery of the process|_|The coach encouraged the athlete to write things down during the discussion

Now summarize your debrief:What worked well?

What was a challenge in the process?

So what did you learn from the experience?

Now what would you change if you had to debrief the performance again?

Use the space below to list some other approaches you might take to better debrief your athletes’ performance.

From the LF…

Other approaches to debriefing athletes’ performance include:

Video analysis of performance

Peer or coach observation

Self-assessment of a video


Turn to My Focus Plan on page 36. In the row labelled Debriefing Performance, note how you would incorporate debriefing performance into the periods and phases of your Focus Plan.



My Focus Plan

Sect.

Focus Skill

Period and Phase

Preparation

Competition

Transition

General Preparation

Specific Preparation

Pre-Competition

Regular Competition

Major Competition

Transition

4.3

Visualization

4.4

Dealing with Distractions

4.5

Setting Effective Goals

5

Debriefing Performance


How Am I Doing? You’ve now completed activities designed to develop competencies related to Psychology of Performance. This activity is a bit different, as it asks you to:Reflect on your learning in this module Relate your learning to the five core NCCP competenciesConsider how you will apply and model the competencies in your coaching Use the table below to describe how your Psychology of Performance competencies have developed in the module.

NCCP Core Competency

This is what I’ve learned in this module about this core competency…

I will apply the core competency in the following ways and situations…

I will model the core competency this way in my coaching…

Problem-solving

Valuing

Critical Thinking

Leading

Interacting




Additional WorksheetsThinking and Feeling in Performance Worksheet

I want this athlete to be thinking about…

I want this athlete to be feeling…

Technically

Strategically

Other

Goal-setting Worksheet

Athlete’s Name: __________________________________

Outcome Goal

Performance Goal(s)

Process Goals for the Next Month

Self-assessment

This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in the self-assessment are the evidences that an Evaluator will be looking for during assignments and observations. They will help determine if you have the required abilities/competencies. The self-assessment form will help you identify areas of strength and areas for improvement.

Rate your ability to help athletes maximize their use of psychological skills for performance.

For each statement below, select the answer that best represents whether you achieve the statement (Never, Sometimes, Often, Always).

DATE: _____________________

I…

Never

Some-times

Often

Always

Develop focus plans with my athletes

|_|

|_|

|_|

|_|

Involve athletes in developing focus plans

|_|

|_|

|_|

|_|

Incorporate the training of focus into my practices

|_|

|_|

|_|

|_|

Integrate visualization into my athletes’ training

|_|

|_|

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Integrate dealing with distractions into my athletes’ training

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Develop outcome, performance, and process goals with my athletes

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Incorporate the training of focus into the phases and periods of athletes’ training plans

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Debrief performance with my athletes

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Progress Check

· When you’ve finished all the activities in your Coach Workbook, send your completed Workbook to your Learning Facilitator for feedback.


Action Card

Date: ________________________Location: ______________________

I will START…

I will STOP…

I will CONTINUE…

Great Ideas

New friends in coaching from this module…

For coaching tips and more information about coaching workshops, visit the Coaching Association of Canada website at:



psychology of performance: home study coach workbook · web viewif you complete your workbook this...

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