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Performance Enhancement News
UAB Sport Psychology Volume 7, Issue 1 – February 2012

Treat Everything Like an Audition
Audition (ô-dĭsh´ən) n 1: a trial performance, as by an actor, dancer, or musician, to demonstrate suitability or skill (The Free Dictionary, 2012).

Auditions come in a variety of formats. Some are obvious, such as a traditional audition held for a role in a play, the upcoming NFL Combine, or an interview for a job or graduate school. Some are a bit more subtle and can include a lunch meeting or even a casual group meeting.

In addition to being a performance and sport psychologist, I am a faculty member at a medical school. Currently, thousands of senior medical students across the country are in the process of applying and interviewing for positions in various residency programs. This is a very important step as a residency is a multi-year program following medical school during which physicians train to become a specific type of doctor.

Getting a position in any residency is very competitive and considerably more people apply than any program can possibly accept. Many pieces of information about each applicant are reviewed in the process of deciding which of the applicants will be offered a position. These pieces can include test scores, letters of reference, grades, how well the applicant handles interviews, personal statements, and even how well the applicant interacts with those already in the position during more informal gatherings.

Applying for a residency position is no different from other job-like application situations. In fact, the statement, “Everything is an audition” can be true, regardless of the job. So, the important question comes from the definition itself: How do you demonstrate suitability or skill?

Know What You Want

If you are clear on what you want for yourself, it is easier to clearly communicate that to others. If you are not sure, spend some time thinking about this. Some find it a bit overwhelming to plot out their life five years down the road. If this seems a bit intimidating to you then limit the scope to a year or nine months or six months or even just three months from now. Start with the period of time you want to use and then imagine where you want to be at the end of that time. It could be to work out four times a week, to complete three applications for work, or to make the baseball team.

What is it Going to Take to Get it?

Now that you know where you are heading, it is important to figure out how you are going to get there. If you are a regular reader of this newsletter or have worked with me directly, you most likely will recognize the beginning of goal setting. You have just identified your long term goal. (See the March 2009 issue of this newsletter for a description about how to develop a blueprint for meeting this goal.)

Put it into Play (Go for it)!
Once you have your goals and your strategies for meeting your goals established, get to work!

The concepts of control, preparation, and effort are very important. We have discussed all three in previous issues. Let us look at how they apply to “auditioning.”

Control

In most formal auditions, other people control when you meet, where you meet, and the circumstances under which you meet. You really have little control over any of these variables. Therefore, spending time worrying about them is a waste of time.

And what about informal auditions? These are times during which you are auditioning and are not aware of it. It could be that you are working out at a gym or rehearsing a song and a decision-maker happens to come by. You just never know when you might be auditioning.

While you may not have much, if any, control over when you audition, you do have control over your preparation and effort.

Preparation

Given that an audition can happen on short notice or even without any notice, preparing for the time when you are “on” becomes critical. Think about this: “What does how you perform when you think no one is watching say about you?” Take every practice seriously and “practice like you want to play!”

Effort

One of the most important areas that you have control over is your effort. If you are putting in maximum effort, it does not matter if anyone is watching or not. I regularly advise my clients to put in the effort, even when it looks like no one is watching – because you could be wrong! (See the June 2009 issue of the newsletter for more about effort.)

In summary: You do not have direct control over the outcome of a known, or even unknown, audition but you do have control over how you prepare and the amount of effort that you put into both your preparation and performance.

Note: All of the newsletters referenced can be downloaded from the website.

Reference
The Free Dictionary (2012). The definition of audition. Downloaded on January 25, 2012 from http://www.thefreedictionary.com/audition.

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UAB Sport Psychology Volume 6, Issue 6 – December 2011

Recovering from Mistakes & Failures
On April 10, 2011, golfer Rory McIlroy started the final round of the Masters tournament with a four-stroke lead. By the end of the day, he shot an eight over par 80 and finished in a tie for 15^th. What occurred in between was difficult to watch and was highlighted by a shot that landed in a water hazard on the back nine. McIlroy, in response, buried his head in his arms – a poignant gesture for, what had to be, a devastating experience on such an intense stage.

Approximately two months later at the US Open, McIlroy found himself in contention for a major golf title again. He began the final round with an eight-stroke lead. Many in the press wondered if he would suffer a collapse similar to the one he experienced at the Masters. Instead, he shot a two-under par 69 and won the tournament by eight strokes, setting several low-score records along the way.

So, what did McIlroy do after the Masters that may have helped him win the US Open? He stated that he worked with Dr. Bob Rotella, a sport psychologist who specializes in work with golfers. He also returned to tournament golf fairly quickly, playing in three tournaments between the two majors and experienced progressively improved performances. Finally, perhaps the most important tool at his disposal was his attitude. At the televised press conference, immediately after his collapse at the Masters, he stated, “In a few days, I’ll be able to learn from this.”

Recovery
Most of us will never be under the microscope in the same way that McIlroy was in the spring, but we all make mistakes and fail at times. One of the most important things I regularly tell the performers with whom I work is that the mistakes or failures we experience are frequently less important than how we respond to the mistakes or failures.

If you look closely, you will see that McIlroy did three obvious things in between the Masters and US Open: 1) he consulted with a sport psychology professional; 2) he “got back on the horse that threw him;” and 3) he looked to learn from his failure at the Masters. Let us look at how you can apply a similar approach the next time you are confronted with mistakes or failure.

Consult with a Sport Psychologist

Sport psychology has numerous skills and techniques that can help someone who is recovering from either mistakes or failures. In addition to meeting with a sport psychologist, the reader is directed to our website where he or she can read about sport psychology in general, review previous newsletters, and explore books on the topic within the recommended resources section.

Getting Back on the Horse…

It is easy to understand why someone would want to avoid an activity in which mistakes and/or failure on a world stage led to significant embarrassment. However, McIlroy played his next tournament a few weeks after the Masters. This was not only a courageous act, but was also precisely the correct thing to do. The longer you avoid an activity, during which you had a bad or embarrassing outcome, the more difficult it will be to resume the activity. To quote many of the coaches I have known, “Get back out there!”

Learn from the Mistake or Failure

The third part of the process is to learn from the experience. I teach this in roughly five steps.

Take Some Time Off. I am not talking about months and months (see the preceding section). I do suggest an appropriate period of time during which you can clear your head by focusing on something other than the situation in which you made a mistake or failed to reach your goal(s). This can range anywhere from a few minutes to a few days. Do something else: take a slow, deep breath; read a book; play a video game; go for a run; go to Disney World; etc.

Evaluate What Went Wrong. After your time off, examine the performance that includes either the mistake(s) or failure. McIlroy had the benefit of having nearly every shot he took in the fourth round of the Masters on tape due to the nature of the performance. Most of us, however, will not have that luxury. So use imagery of your performance (see the March and June 2008 issues of the newsletter for more on imagery). As you do, evaluate your performance objectively and without judging. Imagine you are watching someone else.

Identify What You Can Change. Becoming a better putter (or dribbler or public speaker) can happen with practice but being taller (or shorter in some situations) after a certain point is not likely to happen. Be realistic!

Make Plans. We have talked about goal setting in previous newsletters. Focusing on what you can change, set short and long-term goals, identify what methods (physical or mental) you are going to use to meet your goals, and set a date to review your progress.

Put the Plans into Action. Finally, using the goals you set, get to work!

Note: All of the newsletters referenced can be downloaded from the website.

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UAB Sport Psychology Volume 6, Issue 5 – October 2011

Rising Above Low Expectations
In the August issue of this newsletter, we defined expectation as “a belief that something should happen in a particular way” (MacMillan Dictionary, 2011). We also discussed both the positive and negative impact of high expectations. Finally, we discussed some strategies for managing high expectations including: keeping things in perspective, focusing on what you can control, and treating expectations as goals.

Now, what do you do if expectations are below what you believe they should be?

Managing Low Expectations

Learning that others are expecting you to perform poorly can be as hurtful to the ego as a slap in the face. If taken to heart, low expectations can leave you feeling discouraged – even to the point of giving up (e.g., “I’m just going to fail anyway, so what’s the point?”). On the other hand, effectively managing low expectations can lead you to motivated, even inspired, performances. As with managing high expectations, if you are faced with low expectations, how you react is up to you. So, let us look at some factors to consider.

Keep Things in Perspective

As with managing high expectations, it is important to keep low expectations in perspective. If you re-read the definition of expectation presented at the beginning of this article, you will notice that it could just as easily have been written as, “the prediction that something should happen in a particular way.” Predictions focus on the future, which, as a friend of mine frequently says, “ain’t happened yet.” Therefore, you are faced with a choice. You can accept that what others expect of you is going to happen and resign yourself to this, or you can recognize that it is simply a prediction, which has not yet occurred. As such, this means you can influence the outcome. The techniques that we are going to discuss assume that you wish to rise above low expectations.

Self-Awareness

Being self-aware means being honestly aware of your own strengths and weaknesses, both physical and mental, as a performer. As you might guess, self-awareness is an important part of our Mental Toughness Boot Camp. Knowing your strengths and weaknesses can help you better adjust to situations as needed – a critical element of mental toughness!

Techniques for developing self-awareness are discussed elsewhere, most recently in the February 2011 issue. If you have not yet created a list of your strengths and weaknesses, this is a great time to do so. Whether you are experiencing low expectations or not, you can use it in the next section.

Goal-Setting

It’s very easy to become overwhelmed when others are not expecting much from you, and you are trying to prove that you are being underestimated. A list of your strengths and weaknesses can begin the process of rising above expectations when they are used to form goals. (See the March 2009 newsletter for a description of that process.)

Once you have set goals for yourself, you can then establish a step-by-step plan for improvement. With this method, it also becomes easier to get back on track if you get distracted for any reason, such as when an unexpected or adverse situation occurs.

Focus on the Controllable

As with trying to live up to high expectations, it is important to focus on what you can control. As noted in the last issue, focusing on the things we DO have control over is a big enough job for any of us; worrying about things that are out of our control is a waste of time and energy.

It is important to remember: You have absolutely NO control over what others think of you. You do have control over how you react to others’ expectations of you. The next section will demonstrate an example of this concept.

BulletinBoard Material = Motivation

Here is where the opinions of others can actually be of use. I am a huge fan of using the negative comments of others as motivators. Here is how you can do that:

If you are aware that someone has said something negative about you, especially if it implies their expectations of you are low, write it down (or clip the newspaper article if it was quoted). Make sure to post the quote where you will see it, such as on a bulletin board or a locker room wall. Each time you see the quote, tell yourself, “I’ll show them.” Then get to work on one of your goals. By the way, when dealing with negative comments, avoid responding in kind. You do not want to give your opponent added motivation!

Keeping things in perspective, increasing self-awareness, goal-setting, focusing on what you can control, and using the low opinions from others as motivators can help you rise above low expectations. While there are no guarantees that you will reach all your goals if you follow these suggestions, giving up almost guarantees that negative predictions will be right.

Note: All of the newsletters referenced can be downloaded from the website.

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1. Newsletter August 2011 Download the pdf of this newsletter here. Performance Enhancement News...
2. Newsletter December 2011 Download the pdf of this newsletter here. Performance Enhancement News...

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UAB Sport Psychology Volume 6, Issue 4 – August 2011

Living Up to Expectations
(Note: The idea for this newsletter began as a discussion I had with WUMP’s Johnny “Ballpark” Franks on July 26, 2011.)

The results of the first USA Today Coaches’ preseason college football poll were released on August 4. The top five teams are Oklahoma, Alabama, Oregon, LSU, and Florida State. These five have now been “tagged” as the teams to beat for the national championship.

So, what actual impact do you imagine these poll results and the associated expectations will have on the coaches’ plans for the season for these top five teams? If I were betting, I would put my money on, “Not much…”

The reason for this is that the coaches of these teams are all experienced enough to know that the voters are impacted most by the team’s actions on the field and not just by what the coaches say. These coaches also know that the most important polls are the ones taken after the last game has been played. As such, these coaches will be more interested in focusing on the things over which they have control – such as their team’s preparation for the upcoming season.

ExpectationsThe MacMillan Dictionary (2011) defines an expectation as “a belief that something should happen in a particular way.” Preseason polls in sports are a type of expectation, in this case the expectation of those who vote that college teams will perform in a certain way. In addition to polls, expectations can come from other sources as well: the government in the form of laws; parents in the form of household rules; teachers in the form of class requirements, and bosses in the form of job descriptions. Finally, and maybe most important, we each have our own expectations for ourselves – often in the form of values or plans.

Expectations can be very useful for improving your performance. They can also serve as a source of great pressure and stress which can interfere with successful performances.

Managing Expectations

Once you become aware of expectations placed upon you by yourself and by others, you may feel pressure living up to them. Several strategies can be used to manage this pressure. These are listed below:

Put Things in Perspective

One way to manage the pressure of living up to expectations is to keep the expectations in perspective. Both Bob Stoops and Nick Saban (the coaches of Oklahoma and Alabama, respectively) know that, while preseason polls are entertaining and offer opportunities for discussion by both pundits and fans, they have little validity. The polls are taken at a time when the teams have not played a game and have barely even started practicing! We still have a few months to go before the polls will start to reflect which teams are truly national championship contenders.

[Trivia: Did you know that the average starting position in the polls for the eventual national champion in college football is 7.5? Also, the average finish in the polls for a preseason #1 football team is 4^th.]

Focus on the Controllable

When worrying about living up to expectations, it is easy to feel overwhelmed by the many variables involved. Here is an experiment: imagine that you are a golfer and have the expectation of winning a round of golf. Some of the variables that may impact your outcome include the weather, the hole location, your technique, your club selection, your fitness level, how the ball bounces, how your opponents play, comments by your opponents, your effort, and decisions by a marshal (if present).

Look at this list for a moment and think about which of these factors you have control over. If we are on the same line of thinking then we both came up with four – which means that you can omit five things that are out of your control as you prepare for your round of golf. Focusing on the things we DO have control over is a big enough job for any of us; worrying about things that are out of our control is a waste of time and energy.

Putting things in perspective, focusing on what you can control, and treating expectations as goals work well for high expectations, but how do you handle or respond to low expectations? We will discuss this in the October issue of the newsletter.

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UAB Sport Psychology Volume 6, Issue 3 – June 2011

Waiting…
At the recently concluded French Open men’s finals between Raphael Nadal and Roger Federer, there was a rain delay of approximately 10 minutes during the second set. At the start of this delay, both contestants went into the locker room to wait out the rain. As I watched this unfold, I thought about two things.

First, how would Nadal and Federer, both seasoned pros, handle this unexpected delay? Since the cameras only captured a brief glimpse of the two players during the break, we do not know what they did to stay “in the match” during their down time. Thus we cannot answer this question with certainty. However, we can assume that whatever they did was effective as they both came out and played well right away leading to the continuation of a very exciting match.

Second, what can the rest of us do, from a mental perspective, while we are waiting either to start an activity or to resume an activity that has been interrupted?

The Wait

Scheduled, or expected, waiting is a part of every sport and activity. Examples include sitting in the locker room during half-time, standing on the sidelines as a member of the defense while the offense is on the field, listening to the National Anthem prior to an activity starting, sitting in your area during a change-over in a tennis match, waiting to cross-examine a witness in a trial, waiting for a test to start in school, or waiting for your turn to audition for a part in a play.

Unscheduled, or unexpected, waiting occurred at the French Open due to a weather delay. Other reasons for unexpected delays can include, but are not limited to, injuries, equipment malfunctions (a backboard shatters, the cable holding a net breaks, a power outage, etc.), travel delays, or any other random occurrence (a cat runs out on the field, for instance).

Regardless of the reason for the wait, the goal is to be mentally and physically ready to start or resume the activity strong so that you do not give your opponent any advantages. Below, we will explore some strategies that you can use to get through either expected or unexpected waiting periods so that you can get straight to business once your activity either starts or resumes.

Handling the Wait

The most effective way to deal with waiting periods, either expected or unexpected, is addressed long before the delay even begins. As noted in the June 2009 issue of this newsletter, proper preparation includes physical, mental, technical, tactical, nutritional, and rest elements as you train prior to your event.  

If you prepared properly prior to the event (in sports, in business, or in other areas of your life), you will still be prepared once you start or re-start. Then all you have to do is work to control the “extras” while you wait. The extras can include: losing your focus, being too wound up or not energetic enough, worrying, being resentful during an unexpected wait, etc.

In previous issues of this newsletter, we have discussed a wide variety of mental skills. All can help you handle waiting periods effectively. For today, we will focus specifically on attention management, imagery, breathing, and self-talk.

You can begin by determining how to use each mental skill to help you while you wait by considering what each skill addresses. Attention management techniques help you remain focused on what is important when you start or return to play. Imagery techniques allow you to rehearse your game plan, to relax or energize depending on what you need at the time, and/or to see yourself being successful in your upcoming performance. Breathing techniques can be used for relaxation, energizing, and calming the mind.

Finally, productive self-talk can be used to help by building confidence and by guiding you as you use the other skills. For instance, you can talk yourself through an imagery exercise or redirect your attention from your frustration that your game has stopped due to the weather to what you are going to do once play resumes.

Much like a physical warm-up helps you become physically prepared to compete; the above skills can be used to construct a mental warm-up so that you are mentally prepared to compete. These mental warm-ups are often referred to as a pre-performance routine and can be used whether the waiting time is expected or unexpected.  

Creating an individualized pre-performance routine is beyond the scope of a newsletter. Setting up a routine requires that you know where you need to be mentally in order to perform at your best and may take some time to iron out the details. However, a good example of a regrouping routine (a variation of a pre-performance routine) is listed in the October 2009 issue of this newsletter. Notice that all four of the mental skills mentioned here are included within the routine.

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UAB Sport Psychology Volume 6, Issue 2 – April 2011

David versus Goliath
In the biblical story of David versus Goliath, David, the overwhelming underdog, armed only with a sling, some stones, and his faith, bested the giant Goliath, the strong favorite, in a fight. In the sports world, this story is often referenced when discussing contests between an overwhelming underdog and a strong favorite.

This theme played out numerous times in the recently concluded NCAA Division I men’s basketball tournament where an unusually high number of games were won by the underdog. Twenty of the 63 non-play-in games (32%) were won by the lower-seeded team, the fourth most wins in a single tournament since 1985. 

Given the relative unpredictability of this year’s men’s tournament, it should be no surprise that the question about the mindset associated with performing well when in the role of underdog has frequently arisen. I will explore the answer to that question in this newsletter along with the answer to another, equally important question: What mindset should the favorite team adopt in order to perform at its best when facing an underdog?

The Underdog (AKA, “David”)

In sports, while it may not seem so upon first look, an underdog that has worked its way up through the brackets has a big advantage over the favorite. They can exploit the “playing with house money” mentality. They really have nothing to lose. There is less pressure on the underdog because they are not supposed to beat the favorite. In fact, they are not even supposed to be playing the favorite. Therefore, there are fewer expectations by those outside of the team.

Within the team, it is critical that the underdog avoid getting “star struck.” This can be a difficult task especially when playing in the spotlight of a big event such as the NCAA tournament. “David” is likely competing against a team that is more experienced playing in the spotlight. The underdog must remember that, just like the favorite, it has earned the right to be there. The underdog has already beaten teams that, according to the experts, they should have not beaten. As such, the underdog will serve itself well by understanding and owning that it is a “dangerous” team.

In my opinion, the key issue for the continued success of an underdog is trust. The underdog must trust in its’ abilities and it must take itself seriously. This is not the time for doubt as doubt is lethal! Remembering who the team has already defeated should help push this point home.

Secondly, the underdog must trust that each member knows his or her role and is prepared to perform that role just like they have up to this point.

The team should stick to its normal trusted travel routine as much as possible as this will help to make at least part of the new situation more like just another away game.

Finally, the underdog must trust in its coach and the game plan the coaching staff develops for the big game. The team should remember that the coach’s guidance, through both the strategies and tactics, have contributed to the team’s success thus far.

The Favorite (AKA, “Goliath”)

The favorite in a big game has some of the same issues to deal with as the underdog but it also has its own specific issues to address in order to be successful.

First, there is the pressure related to being the favorite. You are expected to win and, in big games, the scrutiny by the press and the fans can be overwhelming. In my experience, teams seem to handle this best by sticking to the preparation and travel routines which have been developed over the season as much as is practical. As with the underdog, this helps make an unfamiliar situation (i.e., the “big game”) more familiar. 

The favorite also must take the underdog seriously! In the men’s NCAA tournament, both VCU and Butler had already taken down several “Goliaths” before even getting to the Final Four. They both clearly demonstrated that they deserved to be in the Final Four along with Kentucky and Connecticut. The favorite must scout the underdog just like it would an equal.

The favorite must also play confidently, but not arrogantly. In a previous issue, I noted how the Latin translation of the word “confident” is “trust in self.” It is important for the favorite to remember that it earned a berth in the “big game” as the result of proper preparation and execution.

Finally, and similar to the underdog, the favorite must trust the type of game plan that got them in the “big game” in the first place. Adding a new “tweak” to attempt to confuse the opponent is fine, but this is not the time to completely revamp the team’s style of play. The team must also trust that its coach and its teammates have the abilities to perform their jobs like they have up to this point.

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Helping Performers Cultivate the “Dream” Mindset

The key to becoming a “dream” performer is adopting a mindset that emphasizes control, effort, and self-awareness. 

Control

Control is a common issue for performers. A question that I regularly ask performers of all types is, “What do you have control over?” A frequent response that I receive is “not much.” 

It is important that performers understand what they do have control over. For instance, performers have control over their preparation. They have control over the effort they put into preparation. They have control over what they do next in response to something.

It’s also important that performers understand what they do not have control over. For instance, They do not have control over how much their opponents prepare. They do not have control over the effort their opponents put into preparation or competing. They do not have control over “bad” calls by officials or over things that have happened in the past or over the weather. And, they have only a little control over the future. 

In fact, if you think about it, you actually have control over a lot less than what you do not have control over. In some respects that can be a comfort as it means there are fewer things to worry about.

Mentally tough performers recognize that it is a waste of time and energy to focus on things over which you have little to no control. Therefore, as a coach, placing an emphasis on the things that are under your athletes’ control will help guide your athletes to a more mentally tough (or “dream”) mindset. 

Effort

As noted before, one of the things that we all have control over is the effort we put into tasks. Most athletes play hard and use most if not all of their energy in their quest to win in competition. However, it is much less common to see an athlete practicing with the same intensity.

A mentally tough performer knows that practicing “like he or she wants to play” makes him or her a better, more mentally tough performer overall. 

A coach can encourage maximum effort from an athlete by asking the athlete two questions: What do you need to do to have a mentally tough work ethic? Are you acting this way when you practice and when you compete?

Self-Awareness

If you read through the 12 qualities of mentally tough performers in the December issue of the newsletter, it quickly becomes obvious that understanding yourself is an integral part of mental toughness. This understanding allows the performer to understand what he or she does well and what he or she needs to work on. 

This awareness also helps the performer understand where he or she needs to be, both physically and mentally, in order to perform at his or her best. Finally, this awareness helps the performer know where he or she needs to return if he or she gets sidetracked during a performance following an adverse situation or unexpected event. 

A coach can encourage his or her athletes (or other types of performers) to increase self-awareness by setting aside time after practices and competitions to evaluate what went well and not so well in the activity they just completed. It is critical that the performers do this self-examination objectively and without judging themselves. Otherwise, they risk mentally “beating themselves up.” Then this exercise not only fails to become a performance tool, but risks becoming a punishing activity.

In summary, by emphasizing control, effort, and self-awareness, a coach can help his or her athletes become more like “dream” performers. 

Note: The newsletter referenced can be downloaded from the website.

The rest of the issue focused on the 12 qualities of a mentally tough performer, as identified though the research of Graham Jones and colleagues (Jones, Hanton, and Connaughton [2002]). Mental toughness was highlighted because when I have asked coaches to identify the qualities of “dream” performers they have coached, there was a lot of overlap with the qualities associated with mentally tough performers. Mentally tough performers tend to be motivated, confident, and always looking for opportunities to get better at what they do – just like “dream” performers!

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The “Dream” PerformerI would like to start this newsletter with an imagery exercise. Imagine that you are a coach. The ages you coach are not important. The skill level of those that you coach is not important. The sport is not important. In fact, you may not even coach a sport.

You could be a supervisor in a business or a director of a play or a teacher in a middle school. Regardless of the type of activity you are involved in, for the current newsletter, we will use the term coach to refer to the person directing the activity.

Now, think about the people that you coach. If you are, in fact, a coach and have been coaching for some time, you have probably seen many different types of performers. These can include self-starters that require little, if any, extra attention. I have heard coaches refer to this group of performers as “dreams” to work with. 

The final step in our imagery exercise is to think about this “dream” group of performers. What qualities do they have that makes them so rewarding and fun to coach? Write these down.

Qualities of the Ideal PerformerWe discussed the definition of mental toughness in the September 2007 issue of this newsletter. In their first article about mental toughness, Graham Jones and colleagues (Jones, Hanton, & Connaughton, 2002) identified 12 qualities of a mentally tough performer. These 12 qualities are as follows:

1. The performer has an insatiable desire and internalized motives to succeed. Mentally tough performers are motivated to perform well mostly because performing to the best of their abilities is satisfying, not simply because they expect to get something from it.

2. The performer is not adversely affected by others’ good and bad performances. Mentally tough performers do not “play up” or “play down” to the competition. He or she does his or her best regardless of the performance of others.

3. The performer has an unshakeable self-belief that he or she possesses unique qualities and abilities that makes him or her better when performing. Mentally tough performers are confident when they are competing. They are not arrogant but do accept that their effort, preparation, and decision-making make them better than most other performers.

4. The performer has an unshakeable belief in his or her ability to achieve his or her performance goals. Mentally tough performers set goals in a way that pushes them to get better at what they do.

5. The performer is able to bounce back from performance set-backs as a result of an increased determination to succeed. Mentally tough performers recognize that through effort and productive thinking, they can get around obstacles and improve.

6. The performer is able to push back the boundaries of physical and emotional pain, while still maintaining technique and effort under distress during both practices and performances. By concentrating on their overall goals, mentally tough performers are able to continue to work toward their goals, even in the presence of pain.

7. The performer is able to remain fully focused on the task at hand in the face of performance-specific distractions. Mentally tough performers focus on what is important at the time.

8. The performer is able to regain psychological control following unexpected, uncontrollable events. Mentally tough performers are able to refocus their attention to the task at hand if things do not go as expected.

9. The performer accepts that performance anxiety is inevitable and knows that he or she can cope with it. Mentally tough performers know that some anxiety actually helps them perform better and are able to turn anxiety into a performance tool.

10. The performer thrives on the pressure of performing. Mentally tough performers enjoy the process of performing.

11. The performer is able to remain fully-focused in the face of personal life decisions. Mentally tough performers recognize that the qualities that make them mentally tough apply in life as well.

12. The performer is able to switch an activity focus on and off as required. Mentally tough performers know that taking a break from their area of interest can help them perform better in the long run.

Now, notice how many of the qualities of your “dream” performer made the list of the qualities of a mentally tough performer. If you are like most coaches that I know, you will see a lot of overlap. This is because a mentally tough performer tends to be self-motivated, confident, and willing to work to improve. They are always looking for opportunities to get better at what they do.

UAB’s Mental Toughness Boot Camp focuses on helping performers become more mentally tough. We will discuss some ways that coaches can do the same in the next newsletter.

Note: The newsletter referenced can be downloaded from the website.

ReferenceJones, G., Hanton, S., & Connaughton, D. (2002). What is this thing called mental toughness? An investigation of elite sport performers. Journal of Applied Sport Psychology, 14, 205-218.

This publication © 2010 by UAB Sport Psychology

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