EXERCISE 8.7 COPING BEHAVIORS FOR COMPETITIONS

Transcription

1 Exercise 8.7 Page 1 EXERCISE 8.7 COPING BEHAVIORS FOR COMPETITIONS Aim The purpose of this exercise is to produce an alternative ("coping") behavior for each activity that has been included in the basic competitive strategy. Requirement The conduct of this exercise is dependent upon having completed Exercise 8.6, Integrating a basic strategy. Rationale For each primary strategy behavior that has been planned, there is the potential for it not to work, that is, its intended outcome will not be achieved. Actions can be taken to combat that possibility. When an athlete predicts and prepares for problems, better tolerance and coping responses will be produced in a performance. Coping behaviors are action alternatives that allow athletes to be flexible as they contend with the demands of competing. That flexibility is very important for performance potential. Apart from preparing what the athlete prefers to do (the primary strategy), a requirement for the development of strategies, is to plan alternative actions in case a primary behavior does not achieve its outcome. Each alternative action should produce the same outcome as intended for its primary behavior counterpart. The set of alternative or coping behaviors is called the secondary strategy. The ideal purpose of the secondary strategy is to predict and prepare for all possible distractions and problems that could occur in a competition. Effective results will be achieved if at least one alternative behavior is planned for each primary behavior. For each primary behavior in a strategy, an athlete should consider the following: i. what will happen; ii. what could result from the event; iii. how the event will affect the athlete; iv. what is the appropriate preferred action; and v. what is an alternate coping response that will achieve the same intended outcome as the preferred action. One should not confuse coping behaviors with negative thinking. Predicting and preparing for problems will produce better tolerance and coping responses in competitions. If an athlete knows what to do when something goes wrong, he/she will tolerate the problem and cope with it so that it will have a minimum impact on a performance. In most cases, the problem will be handled and the athlete will "get-back-on-track" with performing the primary strategy elements, producing outcomes, and achieving segment goals. Assertive and positive coping maintains performance capacity. A lack of preparedness or failure to cope reduces performance capacity. There is another feature of coping that has to be considered; what to do if segment goals are not achieved. While performing, an evaluation should occur at the end of each segment to determine if segment goals were or were not achieved. If a segment goal is not achieved, one would have to consider whether to disregard the failure or enact a recovery routine to recapture the failed goals before proceeding with the subsequent segment. Recovery routines should be prepared. A coping response would consume some time and would not allow the total completion of the next segment. Thus, after a recovery routine, an athlete will have to enter the next scheduled segment at the most appropriate place. Recovery routines are coping activities that aim to recover the achievement of segment goals. Athletes should experience and learn all coping behaviors. Parts of training should be dedicated to practicing coping behaviors in situations that simulate competitive conditions. To produce a desirable level of performance flexibility, a strategy requires: i) an alternative behavior to be performed if a primary preferred behavior does not work, and ii) a recovery routine to be enacted if a segment goal is not achieved. A number of general problems also might arise in competitions. These are different to when a deliberate planned activity does not work. Strategies should be developed for handling them although they do not appear in the body of a competition strategy. Rather, they are included as a general problem-solving capacity that should be developed and learned. 1. A feeling of loss of control. If an athlete develops a general appraisal or feeling of losing control while executing a strategy, a number of coping behavior options are possible that could assist in regaining self-control.

2 Exercise 8.7 Page 2 i. Return to fundamentals that are in the strategy and with which the athlete feels very comfortable; ii. engage in emotional positive self-talk; and/or iii. concentrate on mood words that are appropriate for the segment being executed. 2. Loss of focus. The reactions to a loss of control also are appropriate when an athlete stops thinking of strategy content. In that circumstance, strategy concentration has to be restarted. A re-entry point to the strategy could be at a very well-learned and comfortable phase of the segment. Another alternative would be to analyze the situation, determine exactly where the strategy should be reentered, and execute from there. 3. Risk analysis. If risk analysis segments are included in the strategy, it is necessary to plan what will be done to cope with increased levels of threat caused by problematical circumstances. Actions to alleviate threat and dangers should be implemented immediately in a performance. The major effect of coping behaviors and strategies is that an athlete should never become rattled. The capacity to develop problem-solving behaviors for any difficulty that could arise in a contest should be an aim of training and strategy development. With that capability, an athlete should be able to compete with confidence and certainty. The competitive experience will be appraised as being a potentially positive happening. The steps for devising secondary strategies and general coping behaviors are indicated below. Steps 1. In Exercise 8.6, primary behaviors, outcomes, and segment goals were developed. This exercise requires you to add coping behaviors and recovery routines to that planning worksheet. Obtain some copies of your basic strategy so that you can use them as working copies in the early steps of this exercise. 2. Team sport athletes will have to determine what are the secondary team strategy activities that will serve as alternatives for primary team strategy elements. It most probably will be necessary to meet as a group and determine what are the coping alternatives for the team as a whole. Those alternatives should be entered into the "Secondary Team Strategy" column of the Team Strategy Planning Worksheet. You may have to ask the coach to convene such a meeting. 3. Both team and individual athletes need to complete the "Coping Behaviors" column on the strategy worksheets. For each primary behavior, you should enter what your alternative actions will be to produce the same outcome. If you are a team sport player, you should describe your specific function in the secondary team activity. Athletes in individual sports should describe an alternative activity to that which is listed in the "Primary Behaviors" column. Make the entries on the worksheet copies that already contain the primary activities, outcomes, and segment goals. 4. In the "Coping Behaviors" column alongside the segment goals you should indicate what your actions will be if you do not achieve each goal. For example, if a goal is not achieved you may decide to continue to strive to achieve it by enacting a recovery routine. That routine might be to perform the coping behaviors for the appropriate segment sections rather than repeating the primary behaviors that have already failed. On the other hand, you may decide to ignore the goal that has been missed. If that is done, it is good practice to recall the segment goals that were achieved (a positive thinking activity). It is important not to emphasize or dwell on any goal failures if no recovery routine is to be executed. Enter your decisions on the planning sheets. Figures and illustrate the secondary strategy entries for the basic strategies that were included in Exercise If possible, when the sheets are completed, they should be reviewed by the coach, another athlete, or an individual knowledgeable about the sport. 6. The amount of thought content in the total strategy should be sufficient to consume the total contest. Study and memorize the total strategy. Both the primary and secondary strategy elements should be learned to a high degree of familiarity. 7. As many segments of the total strategy as possible should be practiced at training when appropriate opportunities arise (usually in event simulations and scrimmages). It is not advisable to use strategy thought content for activities that do not replicate competitive circumstances. At least one in every five "strategy practices" should be devoted to employing coping behaviors. On those occasions, concentrate on joining all the coping behaviors and using them as your performance strategy. This is done to develop familiarity with both the primary and secondary strategy elements. Do not neglect to practice coping behaviors. Strategies should be planned early because the opportunities to practice

3 Exercise 8.7 Page 3 them are likely to be relatively few. When strategies are practiced, some features need to be considered. 7.a The smallest amount of a strategy that should be practiced is a segment. Segment goals should be the outcome of the practice element. They will assist you in evaluating the effectiveness of each practice trial. If only a part of a segment is practiced, it will be "taken out of context" and may not be as effective as if a total segment was used. However, there may only be opportunities to practice parts of segments and they should be used rather than doing no practice at all. 7.b The aim of a strategy practice activity should be to totally consume the activity time with planned thoughts. No new or irrelevant thoughts should occur. If they do, you either have to add more information to your strategies, or learn the strategy content better so no omissions occur. 7.c Thinking strategy content should become a standard part of your practice when competition-specific training activities are performed. Competition-specific training items are activities that have many characteristics that are similar to what you would experience during a contest. The intensity of the exercise and the tasks to be performed should be like a competition rehearsal. 7.d A coping behavior is used when it is realized that a primary behavior is not "working." Since the planned content is repeated a number of times in a segment, as soon as the recognition of ineffectiveness occurs the coping behavior should be substituted. When a performance proceeds satisfactorily, only primary strategy behaviors are used but, as soon as a hint of failure to achieve an outcome occurs, you should switch to the coping response. 8. Each time a strategy element, segment, or section is used at practice, you should evaluate its effectiveness and how comfortable you are with using it. There may be a need to alter some strategy features because of these opportunities. Immediately make those alterations on your planning worksheets so they will be remembered. 9. Periodically test yourself to see if you can recall all the information contained in your total strategy. The content of the total strategies is what should be imagined in mental rehearsal and "psyche-up" sessions. 10. On a Recovery Routine Worksheet (see Figure 8.7.3) list the actions you would take if the following "general" problems were to occur during a competition: i. you have a sudden lapse of memory and cannot recall the next segment item; ii. you are thinking of the strategy but gradually losing focus on its details; iii. some event that is unrelated to your performance (e.g., spectators, the performance of an opponent, a television time-out) occurs and disrupts your concentration; and iv. you experience a situation where you have been competing and not thinking of anything. This should be done for both individual and team sports. When to Use Now that you have most of the thought content and behaviors determined for your competitive performance, it is necessary to start using these plans at training so that you can become familiar with them. You should aim to be very comfortable with being able to recall and focus on performing to achieve the outcomes that you have designed. Practice units which are meant to simulate competitive situations (e.g., time trials, scrimmages, exhibition games) should now include as much emphasis on their mental thought and control as that given to physical performance. When your mind is in total control, good physical performance will result. Do not neglect to practice coping strategies. It is recommended that for every four primary strategy practices, one secondary strategy practice should be conducted. You need to become familiar with all primary and coping behaviors. After each strategy element is used at training, you should evaluate what you did. If necessary, modifications to the original strategy should be made. You may have to try very hard and practice in different ways to make the strategy "work." Athlete Preparations Make copies of the basic strategy produced in the previous exercise and copies of the Recovery Routine Worksheet that is appended to this exercise. In this exercise, use a pencil to make entries on the strategy worksheets. You may need to seek the counsel of a coach to help you complete this exercise. Completed strategy sheets should be learned and filed in your personal folder.

4 Exercise 8.7 Page 4. Athlete Actions This strategy is the initial set of thoughts and behaviors that should be practiced at training. You have to learn the content and then apply it when competition-like tasks occur. For every four primary strategy practices, a secondary strategy practice should be performed. To practice strategies the following points should be considered: 1. A segment is the smallest unit of a strategy to be practiced. 2. The content of the strategy should totally consume the time of the practice unit so that no other thoughts occur. 3. After each strategy or segment practice, some self-evaluation should occur. Features such as: i) were the segment goals achieved; ii) were you able to control all your thoughts; iii) were you comfortable with what you planned; and iv) were any items in need of change, should be considered. 4. Do not hesitate to alter the strategy content if new items are developed at practice and would benefit the strategy if they were included. 5. Thinking strategy content should become a standard part of your practice when competition-specific training activities are performed.

5 Exercise 8.7 Page 5 STRATEGY PLANNING WORKSHEET Page..1.. Primary Behaviors Coping Behaviors Outcomes Hill climb Up-hill quick and grip Relax, go for rhythm Efficiency Arm-thrust, arm-thrust Push back fully Power Bite those skis into the snow "Stamp" Grip Direct the push Point back with arm Drive up Come off the top with speed Let skis run Carry-on GOALS: Power all the way Count tens near end To transition with speed Bigger movements at top Flats Into groove - strong, power Concentrate on loong Length Pace as imagined "Boom-push" Comfort Build thinking Think louder Focus More technique HBLA Efficiency GOALS: Speed with cruise Lighten foot pressure Concentrate, think faster Talk aloud Downhill Talk all the way Be forceful Control Let gravity push you Push knees forward Lean Roll and glide Heel and toe weight Skis run Flat back Air lift Line-up transition Smooth curve Turn speed GOALS: Keep speed out of hill Start high rate Efficient aerodynamics Intensify, talk to self Coach hard Undulating Terrain Take speed into long stride Lighten on snow Maintain Fast leg rate, head firm, Perfect form full arms Technique Power build for each action Accelerate the action Be strong GOALS: Excel in this section Focus on length, speed Enjoy the improved feeling Positive self-talk Maximize technique As if demonstrating form Figure A sample of a section of a strategy for a cross-country ski race. Both primary and secondary strategy behaviors have been described.

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7 Exercise 8.7 Page 7 RECOVERY ROUTINE WORKSHEET Problem Solution Other sculler moves ahead from an "effort" Concentration is lost Panic Disruption due to wash or officials Feeling of being tired Extend reach so that each stroke is longer and boat travels further Focus on slide control and blade efficiency Count each 12 strokes and do one technique feature that is improved in each Focus on solid boat control and timing of scull entry and exit Intensify by muttering during recovery Figure A completed Recovery Routine Worksheet for a sculler that illustrates the actions to be taken when difficulties occur or goals are missed.

8 Exercise 8.7 Page 8 STRATEGY PLANNING WORKSHEET Page... Primary Behaviors Coping Behaviors Outcomes

9 Exercise 8.7 Page 9 RECOVERY ROUTINE WORKSHEET Problem Solution