Month: July 2020

In this article we will explore the concept of mental blocks. Specifically the kinds of mental blocks that we commonly encounter in a sport and performance context. Without a doubt, some sports are likely to product more mental blocks than others. Which ones? Those that require manoeuvres such as gymnastics, surfing and all equestrian sports to name the most obvious.

For the rest of this article I will use gymnastics as an example. This is what the situation typically looks like when we find out about the mental block. A young gymnast is preparing for a major upcoming competition. For the uneven bars she is confident about the whole routine expect for the The Def (see below).

The Def (bars)

Description: The Def is a Gienger release move with an extra full twist. In simpler terms, the Def is a skill completed on the uneven bars where the gymnast releases the bar, completes a back salto layout with one and a half twists (540°) before catching the bar again.

In the mind of this hypothetical gymnast The Def is a mental block. It’s a skill that is so hard that she can’t imagine being able to do it in training; let alone in competition.

So how we know it’s a mental block as opposed to a different type of block? Is it enough to just take this athlete’s word for it? Not really.

What are the other kinds of blocks?

The main ones are physical and technical blocks. A physical block is when the body simply will not allow for the skill to be executed at this time. This might be due to injury, or literally the size of athlete. Think about a junior basketballer who wants to dunk the ball. She knows how but is just not tall enough (yet) to get anywhere near the ring.

A technical block, on the other hand, is when an athlete currently doesn’t have the “muscle memory” to execute a certain skill. A great example of this is when it golf, a few year back, they allowed long handled putters. For the non-golfing readers, this is a putter (used on the green) that is much longer than normal ones. The technique required to use this new type of putter is not the same as for a normal, shorter putter. So, many players tried it, had technical blocks and then went back to the old style.

Finally, We Have Mental Blocks

Or maybe we should call them genuine mental blocks. A genuine mental block is when the performer really believes that they will not be able to perform the skill. And it’s this belief, and nothing else, that is actually getting in the way of them doing it.

So here are no physical nor technical reasons why they shouldn’t be able to do this skill. One of the most compelling pointers it’s a mental block is if the performer has already done the skill in the past. 

Let’s go back to our example of the gymnast. If she has executed The Def before but can’t anymore this suggests a mental block.

Some sport psychologists might like to find out if there is reason for this. Was there a bad fall once? Maybe she saw another gymnast try and fail? Maybe someone has told her it’s impossible. Personally, I prefer to spend the majority of the mental conditioning on how to help them overcome the mental block. And these suggestions, below, are likely to the same regardless of the cause. And remember, these is not always a cause. This is mainly due to the limited amount of time that we have without our sporting clients. On average, via our monthly approach to consulting, we spend between 90 and 120 minutes “in session” with our clients. So it’s not that we are uninterested in the causes of things (such as mental blocks) it’s that we don’t have time to really get into them.

Baby Steps 

Baby steps refers to simply breaking down the skill into smaller, more manageable parts. Of course this is normally the coaches’ domain but not all coaches are mentally astute. Competence (actions) before confidence (a feeling) is the key here. Competence before confidence means that an athlete needs to be able to do something competently in order to feel confidence. In other words telling them “you can do it” is not very effective. Baby steps are a great way to overcome mental blocks. If done right there is never a large leap in difficulty.

For example, let us imagine that The Def is a 9 / 10 in terms of difficulty. What does a 7 look like? And and 5 or 3? Once these have been established then the gymnast can go back to the number in which they feel competent. Let’s say 4/10. With some patience, they can then work their way slowly up through the numbers. Do not, under any circumstances, jump from a 6 to 9 for example.

Seperate Actions from Thoughts from Emotions

Another way to overcome mental blocks is by realising that actions, thoughts and emotions are not one and the same. By this I mean separate actions, emotions and thoughts into different types of stimulus. This can be done away from training to start with. Through processes like Really Simple Mindfulness anyone can learn to observe their emotions and thoughts and therefore not let them stop certain actions from taking place.

As some of my clients know I like to prove this during sessions. For example, I will ask them to tap their head whilst saying to themselves “I am tapping my thigh”. Once the athlete knows that action are genuinely independent of thoughts and emotions they can use this in training. Using the current example, this means accepting that thoughts such as “I will never be able to do this” are fine. Feelings of panic are to be accepted and they don’t have to stop you from taking the first step (literally).

And if you combine these two ideas, the combination tends to be very effective.

As always, if you’d like a helping hand let us know. 

Has there ever been a better time to consider your work-life balance? The Corona Virus, although devastating, is a reset and rethink opportunity for many of us. Are you spending too much time on one area of your life to the detriment of another?

The parents of our younger athletes will often ask us how they might encourage their kids to take their schoolwork seriously. Understandably, young athletes can struggle to see what relevance of studying or exploring long-term work options has to achieve their sporting dreams.

It is here that the answers hides. What if you could prove to elite athletes and performers that sometime less is more. What if they knew that hitting the maths books was actually going to help them play better on Saturday morning?

Multiple Pursuits; A Key to Good Mental Health

Let’s start with a fact. Playing careers are short at most levels for most athletes in most sports. There is a growing body of research that demonstrates the need for athletes be participating in a ‘dual career’. Or at least for them to be taking steps to prepare for their post-athletic life. Most competitive athletes retire at a young age. Think of gymnasts who are ‘over the hill’ in the twenties. This not only impacts on their lifestyle and their finances but also ‘bigger picture’ areas such as their sense of self, their social identity, and their sense of direction in life.

In US college sport, for instance, approximately 1% of collegiate athletes become professional athletes. And the average professional sporting career only lasts around 3.5 years ⁽¹⁾. One area where the US college system ‘has it right’ is that athletes are required to maintain grades whilst studying in order to play. Traditionally this has not been the case elsewhere in the world, where club-based sporting systems are prevalent or professional development pathways are separated from the education sector.

Heading In The Right Direction

This has changed in recent times however, with athlete education and career guidelines now being set by national governing bodies across the globe.

In Australia and New Zealand many of the major sporting codes now require professional athletes to undertake vocational training as part of their contracts. Essentially a focus on health work-life balance is becoming compulsory like gym sessions. After all, many of these sports have very high injury rates. And some of these injuries, that can happen in seconds, can end sporting careers once and for all.

In the past, professional clubs have ‘paid lip service’ towards career, personal and welfare development. This was due to a belief that their athletes should be focusing solely on improving on-field rather than off-field. To be fair, this hasn’t been helped by a tendency for many athletes to prioritise their sporting activities above all other pursuits. Not surprisingly, athletes choosing to maintain a non-sporting activity achieve better jobs and are happiest with their life beyond sport than those who focus exclusively on sport ⁽²⁾.

T.O.T.I.W.B.E.A.

Some research has suggested that engagement in dual career activities may actually lead to a performance benefit for athletes. That’s right, work-life balance is good for now and later! This may in part be due a sense of balance in life and a sense of security from preparing for the future ⁽³⁾. Interestingly, a recent study showed only 31.9% of elite Olympic athletes decide to follow the ‘sport only’ career path ⁽²⁾. A case study of a club culture within the Australian Football League suggested that club culture supporting whole person development was associated with on-field performance rather than being irrelevant or even competing against performance ⁽³⁾.

In the work that we do in this areas we often use a made-up term called T.O.T.I.W.B.E.A.

T.O.T.I.W.B.E.A. stands for ‘The Other Thing I Want to Be Excellent At.’ This essentially involves something outside of your chosen sport that provides you with:

• A sense of reward
• A purpose in life
• Something to challenge and stimulate you
• Something to develop skills and competencies for self-improvement
• Activities to take your mind off training, practicing, playing or competing

In other words, T.O.T.I.W.B.E.A. helps to provide that elusive ‘sport/life balance.’ We prefer this made-up label as it doesn’t imply it has to be obviously job related. For many of my sporting clients T.O.T.I.W.B.E.A. has been a hobby. Or just trying to become a better father, brother or friend.

The Clincher

As the growing body of research shows, when T.O.T.I.W.B.E.A. is defined by an athlete as an academic goal (such as completing a course of study) or as a vocational goal (such as working towards a long-term profession) there are significant rewards to be gained during their playing days and in the years that follow. What this research also shows, however, is that there are a range of barriers to successfully balancing sporting and non-sporting career progression. Chief of these is the issue of ineffective time management ⁽²⁾, along with a lack of understanding or support for dual career development at the family, club or organisational level ⁽⁴⁾.

With the above in mind it should come as no surprise that time management is organically woven into all the consulting that we do at Condor Performance. By this I mean it would be difficult to imagine us working 1-on-1 with an athlete over an extended period of time without us examining their schedule in detail. Often serious psychological challenges can be overcome by simply looking at what you do and don’t do on a weekly basis. Or by considering the quality of your time as a seperate concept to the quantity.

Would you like some help with your work-life balance? If you would like some professional assistance on anything raised in this article please reach out to us via one of the following ways:

• Fill in the form via our Contact Us page
• Complete one of the MTQs via this link
• Send a regular old email to [email protected] and make sure to include lots of background infomation. For example, your age, your sport, your location, your goals and your challenges.

References

1. Tshube, T. & Feltz, D.L. (2015). The relationship between dual-career and post-sport career transition among elite athletes in South Africa, Botswana, Namibia and Zimbabwe. Psychology of Sport and Exercise (Elsevier), 21, 109-114.
2. Lopez de Subijana, C., Barriopedro, M. & Conde, E. (2015). Supporting dual career in Spain: Elite athletes’ barriers to study. Psychology of Sport and Exercise (Elsevier), 21, 57-64.
3. Pink, M., Saunders, J. & Stynes, J. (2015). Reconciling the maintenance of on-field success with off-field player development: A case study of a club culture within the Australian Football League. Psychology of Sport and Exercise (Elsevier), 21, 98-108.
4. Ryba, T.V. et al. (2015). Dual career pathways of transnational athletes. Psychology of Sport and Exercise (Elsevier), 21, 125-134.