Motivation to train

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In sport if an athlete is made to train they will in time quit – they need to want it. An effort of will or effort is tiring. If you have had to force yourself to do something or made to do it your resistance to the temptations to do something else will weaken. This is known as ego depletion. After Roy Baumeister (1998) in Daniel Kahneman’s 2011book ‘Thinking, fast and slow’.

Does exteme training empty the head?

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Does extreme training empty the head? Don’t expect an elite athlete to be thinking about much during training – their body is concentrating on going faster. If you need them to think – slow it down.

Not good for athletes at school, unless short periods of epth headiness is of value? Better, as Steve Jobs and Dr Zbigniew Pelczynski and other great minds I know or know off – take a hike. A walk, preferably with a like mind. Not the dog, I pressume.

And where to walk? A local park or countryside may provide a suitable LACK of stimulation, compared to say walking and talking through a gallery or shopping mall?

All this courtesy of page 40 of Daniel Kahneman’s 2011 must read ‘Thinking, slow and fast’.

On the ohter hand most of the Oxbridge rowers are PhD students – or is that there excuse? Do yiu compartmentalise? There is nothing wrong with and no better way to empty the head than during training and competition? Does this leave that vessel, your head, more receptive to learning afterwards?

Psychology for competitive swimmers

Sport Psycology p7 notes

Story of Jules in Australia wanting to quit at 18. 400m IM National Champion then didn’t make the finals persuaded to stay.

Belief about success

Entity
winning
better
low effort

Incremental
Tasks
Self–improvement

Most elite athletes are high in both.
Need the work ethic.

Recreational athletes
High task, low entity

Age Group Swimmers
Low/low
Dragged in by their parents

EGO TYPES
Denial
Ignore outcome
Blame othersy

Avoidance
Avoid failure situations
Minimal effort
Impossible tasks

Responses to perception of failure
Maintain self–esteem/ego

Bad when its on its own and isn’t backed up with the task orientation.

e.g. gymnasts story – winning = treats

Understand what the ’urine?’ is …

Motivational Climate

Mastery
task
Pursuit of progress
Learn from mistakes

Performance
ego
Constant comparisons
Worried about making mistakes

GOAL SETTING

Specific
Measurable
Achievable (Adjustable)
Relevant (Realistic- so that they don’t become a source of stress)
Time (Focused/phased)

Exciting
Recordable

Triangle

Outocme (will lose but no control over it)
Performance
Process (get this right and the others will come)

Set training goals every session.

SESSION GOALS
Don’t worry about the w/u or s/d

Fast rotation into the wall
Fast rotation off the wall
4/5 fly kicks off the wall

So can think back and believe they’ve achieved their goal.
Feeding into competition so that they don’t tense up.

EVALUATION
after an event

Wait
Quiet
Positive
*to maintain self–esteem
*Pick out 3
*be creative
Improvement (moving forward)
Compare

Pushy parents and what to do with them!

Set goals strategically they can achieve things incrementally.

Read the athelte
set the ‘baby goals’

Set task and ego

Task – PBs
Mastery of skills
Hard work

EGO
Winning
Being the best
how are you going to become this person?

Motivation
Camps
Team captains
Shield
Gala trophies and medals
Newsletters
Websites/recognition

True loe as a motivation!
Importance of socialising

PHSYCHOLOGICAL PROFILING
What does it take to reach elite level?
Ratin scale. Physical/phsychological/tactical
strategical/lifestyle

eg performance wheel

with yiung swimmes:
confidence
creating patterns
teams

and then the colour in the lines to where they think they are with 10 best in the world.

A subjective tool as it is how the swimmer perceives.

So thinking about the process goals.

Get them to choose and fill in.
You make choices adn they fill it in.
You fill it all in and compare to gain understanding

Performance profile
and calculate to define priorities closer so 100 the more you need focus.

Relaxation exercise
vs negative thoughts and anxiety
e.g. a script to help anxious athletes relax the night before a big event (first event)

A lot of psychology is trial and error to figure out what each individual reacts to.

OPTIMAL p10

Comeptive stress
defintion
ongoing and long term

stresses
Environmental demands

Anxiety
specifc rsponses to stressors

Trait anxiety
Personality disportion
Predispotion to experience

State
Arousal state (right now feelings that change to circumstances)
cogntive
somatic

If a predisposed state will react to more sensors

Demands perception arousal otucome
+ve eustress and enhanced performance
-ve distress and impaired performance

ref Wilkinson 2003 Johnny (Rugby)

5.2
relaxation script. Can turn to it repeatedly.
visualization
Sticking to the plan.
For those for whom it isn’t a recurrent problem, get into a routine.

Seaking advice/support/understanding
Distraction/variety – all personalised.
Degree of trial and error.
Keep doing it until it becomes second nature especially for thise who are predispoed to stress.

Thought stopping. Having something to block out a tirgger from out of the blue.

Leadship skills

professional
good humoured
enthusiasic
knowledgeable
accessisbke

team notices website rewards social

5.4 Has only been applied to top 16 or so swimmers rather than across squads.

Make the time to spend with each swimmer in turn – probably after a session or at a separate time entirely.

5.5 amonths, annually CBT/swim21

5.6 Process goals

what actions need to be taken to achieve something?

Intrinsic goals
Listening to them
Respecting their individual choices
and supporting these

SWOT

always have socila fitnessclooks
times to certain or next standard
County/Regional/National

5.8

Democractoc approach
serve of control
Their choice and the worth of it
Personalised to them
Exploiting who they are
Better times
Club engagement

training groups
Creation of a Junior Masters
13–15 needing some control
Give them a choice of sessions,
Also start 6.15 or 6.30
through to 7.15 or 7.30

Identify a & b streams in BSG anda seek thei ‘buy in’ coub teacher/swimmer presentation