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youth-aged cricketers. In R. A. Stretch, T. D. Noakes, & C. L. Vaughan (eds.) Science and Medicine in
Cricket: A collection of papers from the Second World Congress of Science and Medicine in Cricket
Capetown (pp. 174-175). University of Port Elizabeth.
Topics
2. Resilience .............................................................................................................
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20
5. Focus.....................................................................................................................
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6. Handling Pressure................................................................................................
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When you get what you want in your struggle for self and the world makes you king for a day,
then go to the mirror and look at yourself and see what that man has to say.
For it isnt a mans father, mother or wife whose judgment upon him must pass,
the fellow whose verdict counts most in his life is the man staring back from the glass.
He is the fellow to please, never mind the rest, for hes with you clear up to the end.
And youve passed your most dangerous, difficult test if the man in the glass is your friend.
You can fool the whole world down the pathway of years, and get pats on your back as you pass.
But your final reward will be heartache and tears if youve cheated the man in the glass.
Identify:
Record goals:
. write goals in a diary or log book "ink it don't just think it"
Provide:
. long-term goals
. short-term goals (paths to long-term goals)
Involve:
Monitor:
Reward:
Foster:
The GS exercises that follow use the above principles, to which both coaches and players should
become avid devotees. It is important to remember that, in psychology, if you want change or
improvement you must measure it otherwise how will you know change is occurring? Thats how
GS works and why GS motivates.
2. Commitment is the difference between a dream and a fantasy the ability to stick with a
program, method, or philosophy and apply it daily over a long period and especially in times of
adversity. Commitment is an attitude, and its attitude, not aptitude, that determines altitude. In
team settings, attitude is contagious is yours worth catching?
Attitudes that Sabotage Commitment
1. Impatience with improvement. Cricketers always want a quick fix, something that works
immediately, and if it does not work fast, they are prone to throw it away and not try it again. This
may be true of both the mental and technical parts of the game.
2. Rationalisations. Rationalisations are excuses cricketers use to avoid doing something e. g., why
they should not go to the nets or work on their mental game. Some players think they will be ready
to improve mentally when they are finished working on their technique - when are cricketers ever
finished with their technique?
3. Fear of trying and not succeeding. Players are often afraid of going after their dream and not
succeeding? There are of course no guarantees that if you work harder and put all your energy into
getting better your performance will improve. However, some cricketers can't stomach the fear of
not reaching their goals if they give it their all.
4. Distracted by others. Others often distract players and teams from their mission. For example,
friends ask players to party every night; experts give advice that contradicts what you are trying
to do on tour/during a series.
5. Over-load syndrome. Some teams and players sabotage their commitment to getting better by
listening to every expert or outside resource and trying to integrate everything anyone has ever
said. This often leads to confusion rather than commitment.
6. Over-training syndrome. Training too much can also cause players to spin wheels because they
become mentally and physically exhausted and bothered by nagging injuries. Working hours a day
on technique will not lead to success. The body needs rest, the mind needs a break.
7. Know-it-all syndrome. If players "know it all," then others, even experts, can't help them get
better. The "know-it-all" is not coachable.
So the fist step in making positive changes is to identify dysfunctional and unhelpful selfsabotaging beliefs, rationalisations, and behaviours. Then you will be more likely to improve and
sustain commitment.
4
What are your LONG RANGE LIFE GOALS? (7 or 8 years from now what do you want to
be doing with whom and where?)
2.
3.
4.
5.
Cricket Goals
1.
DREAM GOAL (LONG RANGE) (what is potentially possible for you if you extend
yourself to your absolute limits?)
2.
3.
4.
5.
Physical
Psychological
Technical
Behavioural
Tactical
Environmental
If you do not meet your desired REALISTIC SHORT AND LONG RANGE GOALS this
year, to what extent will you still be able to accept yourself as a worthy person? (circle one
number)
Complete
Self-rejection
10
Complete
self-acceptance
Table 1. Examples of long-term objectives and short-term goals in six goal areas for a bowler.
Goal area
Long-term objective
Short-term goal*
Technical goals
(performancerelated goals)
To improve and
sustain my strike rate
Tactical goals
(strategy concerns)
To pre-plan my
performance against
opposition batsmen
Physical goals
(fitness and health
goals)
To improve and
sustain my endurance,
flexibility and strength
To improve my
concentration and
technique through
visualisation
To improve my levels
of enthusiasm and
determination
throughout the tour
Behavioural goals
(e.g. observable
individual and group
behaviour)
Representative Cricket
Club Cricket
Process Goals. To achieve the above outcome goals please indicate (circle or write) the specific
areas you consider are your priorities for improvement.
Mental
confidence
emotional control
body language
cope with injury
other(s)?
concentration
visualisation
mental toughness
cope with slumps
goal setting
cope with pressure
cope with errors
time management
relaxation
self-talk
patience
consistency
determined
positive
take on anybody
dedicated
single minded
enthusiastic
aggressive
competitive
punctual
flexibility
endurance
sleep
power
coordination
energising/recovery
speed
reaction time
nutrition
Attitude
disciplined
balanced life
cooperative
other(s)?
Physical
strength
balance
weight control
other(s)?
Technical
Batting
WK
Bowling
Fielding
DATE SET:
DATE ACHIEVED:
6. WHAT EXCUSES WILL I USE TO PREVENT MYSELF FROM ACHIEVING THIS GOAL?
Tasks to Complete
A = Must do
B = Should do
C = Nice to do
Done
(tick)
7:00
8:00
9:00
10:00
11:00
12:00
1:00
2:00
3:00
P = Phone calls to make E = Emails to send
4:00
Done
5:00
6:00
7:00
People to see
8:00
9:00
10:00
Done
2. Resilience
Definition: a dynamic process that occurs when a severe adversity develops and the result is a
positive adaptation to the adversity the individual ability to bounce back from adversity, which
may include injury, performance slumps, setbacks, failure or any other pressure that an individual
faces
Resilience is the attribute and quality that has helped many dominant sporting legends return to the
top of their sport. When faced with extreme challenges, resilient individuals possess and exhibit
extremely effective coping skills that allow them to adapt to hardship or loss. Many factors are
thought to contribute to an individuals resilience and some of these include their level of optimism,
their temperament and most importantly, their ability to persist with given tasks. It is this ability to
persist against the odds or challenging situations that often result in resilient individuals bouncing
back.
Principles
There are several principles of resilience that are often displayed as personal qualities by resilient
athletes. It is thought that these principles are caught by athletes, not taught and in catching them
they enhance their resilience. The principles of resilience include:
The ability to:
o bounce back from failure
o persist with tasks despite continual pressure to succeed
o overcome failure (slumps) through the dedication and persistence to a goal
o act independently of others and exert some control over their environment
o create alternative solutions when faced with mental, physical, tactical, technical or social
challenges
o turn to a strong social support network when experiencing adversity
Possession of characteristics which allow them to care for and communicate well with others.
Capacity to adapt to a negative situation in order to experience positive change.
Persistence
Mental toughness is about never giving into yourself, never taking the easy option Steve Waugh
Never! Never! Never! Never! give up Winston Churchill
Nothing can take the place of persistence.
Talent will not. Nothing is more common than unsuccessful men with great talent.
Genius will not. Unrewarded genius is almost a proverb.
Education will not. The world is full of educated derelicts.
Persistence and determination alone are omnipotent Anon.
Every individual goes through periods when he does a lot of the right things practicing efficiently,
thinking well and gets no immediate tangible results. This is the point at which successful people
bring to bear the powers of faith, patience, persistence, and will. Faith is the ability to believe
without any tangible evidence - Bob Rotella
The ability to persist and bounce back from setbacks speaks volumes about who you are.
10
11
Describe the early years of this person. What was their childhood like? What sort of
teenager were they? What sort of adult life do/did they have?
How have they shown persistence in reaching their goals? Did they overcome hurdles or
obstacles? Were there odds against them in anyway?
Background/theme of the song - hope, not giving up, trying your best etc.?
Why doing it would be a good thing (long term benefit of doing it):
13
14
15
Solution-focused approach
Whatever you focus on grows. Focus on problems and they will grow. Focus on solutions to those
problems and they too grow.
Optimistic Solution-Focused Approach: Basic Principles
Focusing on solutions (v.s problems) means you use the solutions that are happening
anyway.
Start with small changes and build on these successes
Problems are simply a set of circumstances that can be changed. Simply reframe
problems.
Explore the past but only to help provide possible solutions for present problems and to
enhance your future.
There is always a better way
If it works, keep doing it. Do less of what doesnt work.
There is no failure, only feedback.
Encourage, praise, compliment and acknowledge each other.
16
The trigger can be a word such as stop or focus, or it can be a physical action.
The trigger utilised must be natural and meaningful to the individual and must be used
consistently
Exercise 3: Affirmations
Affirmations (self-talk) develop confidence, assist with skill acquisition, create and change mood
(affect), control effort, and focus attention and concentration.
Cricket Situations
Physical training
Net practice
Opening innings/bowling
Dealing with errors
Dealing with pressures
Dealing with slumps
Coping with injury
Affirmation Statement(s)
e. g., I love training and its rewards
17
4. Positive Perfectionism
Definition: Perfection is what you are striving for, but perfection is impossibility. However,
striving for perfection is not impossibility. Doing the best you can under the conditions that exist.
That is what counts. John Wooden
Principles: The best cricketers:
Set high standards for themselves and others
Experience few doubts about their abilities
Like to be organised and prepared
Not overly concerned with making mistakes or the opinions of others
Pursue perfection but settle for excellence
Practice creating and sustaining their zone.
Mental preparation routines are like funnels that channel thoughts and actions before training - or
a game or an innings or a delivery - to where they need to be. They set conditions or standards that
give you the best chance of having a peak performance. Think of your routines as checklists of
things to do before you perform, like pilots who use a checklist each flight before taking off for a
safe journey. For example:
Before going to the ground
1. give yourself a steady diet of positive thoughts
2. think about playing well which helps build trust in your technique(s)
3. spend 10 minutes quietly with yourself and do some relaxation and imagery e.g., visualise
yourself performing successfully (see it and feel it actually happening)
At the ground
1. choose a time that signifies leaving all the other roles you play in life behind, to become the
professional cricketer (e.g., when changing into your warm up gear)
2. familiarise yourself with the environment (the field, square, wicket)
3. choose your focal point - that something you can focus on, in or beyond the playing area, when
you need to slow down and collect/compose yourself, and get back in control (e.g., signage, a
tree, a car in the car park)
4. set your mission or plan or purpose for the day - what I want to do today is., this is going to
be a good one
Team stretch/warm-up
1. check on how you are feeling
2. during the chatting/razzing/banter stage discipline yourself for at least a few moments to focus
on some mental preparation
3. ask yourself: am I where I want to be mentally right now? too tight? too relaxed? is my head in
the game or am I thinking about other concerns outside cricket?
4. use your breathing: slow, steady, focused breathing gets you into the present moment and helps
you check in on yourself as well as enhance the quality of your stretches
18
At training
Practice does NOT make perfect. Practice makes permanent. Only perfect practice makes perfect.
The quality of your practice is YOUR responsibility.
2 Basic ideas:
Have a purpose or mission: What is the purpose of today/tonight? Avoid lets see what
happens, up to the trainer/coach. Dont give away training/practice time by going through
the motions - like you sometimes give away runs or give away your wicket?
Have a present moment focus: One repetition of weights at a time (one set, one stretch etc.) like
one delivery/over at a time in a game - make practice like a game, so you can make games like
practice, as the adage goes train hard, win easy.
19
2. Morning of a Game
Activities (things to do)
(exercise, diet, hydration, relaxation?)
3. At the Ground
Activities (things to do)
(exercise, diet, hydration, energising?)
20
22
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Identifying, re-creating and sustaining effective routines that facilitate your zone does not
guarantee that you will perform well again. But it does guarantee that you have prepared to
perform well again Yuri Hanin.
23
5. Focus
Definition: Paying attention to the right things at the right time Selectively attending to certain
cues, thoughts or behaviours whilst disregarding others
Principles:
1. Selective attention is the ability to block out irrelevant information and attend to important
information. Selective attention is one of the most important cognitive characteristics of
mentally tough players. Cricket contains critical cues that must be attended to.
2. Selective attention is a skill that can be learned. Coaches, players and sport psychologists
should identify critical cues that should be attended to at critical moments. Drills can then
be provided that require the athlete to selectively attend to these cues.
3. There are a number of different types of focus. Most people associate focus with an external
focus such as a target, team-mate or opponent. However, this is only one type of focus. We
can also focus our attention on internal cues (e.g. thoughts, feelings, kinaesthetic
sensations). These types of focus can be broad (where you are actually attending to many
things at one time) or narrow (when you focus on only one thing). Therefore, there are a
possible four types of attention. Cricket requires certain attentional demands. Performers
should develop different types of attentional focus and be able to effectively match their
type of focus of attention with the attentional requirements of a particular situation. Coaches
can assist athletes to identify the appropriate cues required for successful performance and
to design drills to enhance the athletes capacity to utilise this attentional focus.
4. Cricketers must learn to keep a present focus while playing. The next moment in time is all
that is controllable.
5. Nobody can focus or concentrate for long periods of time without fatiguing mentally.
Cricketers have to learn how to switch channels of concentration at critical moments (e. g.,
point of delivery) to up (channel 1), down (channel 2, between deliveries) and off (channel
3, lunch/tea).
6. Best techniques to optimise focus at critical moments are pre- and post-performance
routines. Routines instil confidence and composure as well as full attention during pressure
situations.
7. Finally, cricketers must expect and anticipate surprises and distractions. This is not
negative thinking, its thinking ahead. Anything that could possibly disrupt focus
concentration should be prepared for and, most importantly, practiced.
What can cause poor focus in cricket?
You overload your focus. When you bat you think about your grip, stance, type of bowler
that you're facing, the score, field settings, last shot you played. Similarly, when bowling,
you might get overloaded thinking about your run up, line and length, last delivery, next
delivery, batsman. Keep it simple focus on the critical cue(s) at the critical moment(s).
You focus on the wrong aspect of your game. Concentration can become ineffective if you
allow yourself to become distracted by irrelevant thoughts and feelings. Paradoxically, you
can be distracted by concentrating on how well you are concentrating. When you are
concentrating effectively, you don't realise that you are doing it.
You focus on the wrong time. Focus can be disrupted and performance impaired when your
attention is focussed on events that have happened in the past, or that may happen in the
future. For example, a batsman can be distracted by thoughts about their previous shot, a
milestone that they are approaching; or they can be distracted by what they think others will
think about their innings.
24
- Gully/point
- Cover/Midwicket
- Any boundary
- Other positions
1.
1.
2.
2.
3.
3.
4.
4.
25
26
27
28
6. Handling Pressure
Definition: the ability to keep both mental and physical arousal levels within manageable limits
during adversity and pressure
Principles:
1. Anxiety is an emotion that arises in response to how we interpret and appraise an environmental
situation such as competition. It is the physiological and psychological response of perceiving
something to be stressful.
2. It is believed that there is both a cognitive and somatic component to anxiety. Cognitive anxiety
is the mental component of anxiety. Somatic anxiety is the physical component of anxiety and
reflects the perception of such physiological responses as increased heart rate, respiration and
muscular tension.
3. These two components can be manipulated independently of one another by working on
relaxation techniques that focus on either cognitive or somatic components.
4. Inverted V arousal-performance relationship. Cognitive and somatic anxiety manifest themselves
in different ways as the time to the competitive event approaches. However, they both dissipate
quickly when the event begins. It is normal, even desirable, to feel nervous leading up to a
game/event. As soon as the event begins, however, anxiety quickly reduces as players focus on the
task of playing the game.
Cognitive anxiety
Somatic anxiety
PRE EVENT
POST EVENT
29
Over aroused
1.
2.
3.
4.
1.
2.
3.
4.
5.
5.
4.
5.
4.
5.
30
Choking
When you get anxious, your heart beats faster, you may perspire and your muscles tense. These
feelings won't ruin your performance, but if you worry about them enough your worries, coupled
with the physical changes will result in a decrease in performance. Athletes and coaches call this
"choking." The choking process is usually a vicious cycle. Your somatic anxiety triggers negative
thoughts, which leads to more somatic anxiety. These distractions keep you from attending to the
task, you concentrate on the negatives, and soon you fall farther and farther behind. The process is
explained below.
Physical responses
Attentional responses
Performance impairment
31
32
Exercise 1. Write down the symptoms of arousal levels that are too high and too low.
Mental and physical signs that you are experiencing arousal-performance difficulties.
Too Low
Too High
PMR consists of a series of exercises that involve contracting a specific muscle group, holding
the contraction for several seconds and then relaxing.
Exercises progress through each of the muscle groups.
The contraction phase teaches an awareness of what tension feels like, whereas the relaxation
phases teaches an awareness of lack of tension and that this can be voluntarily induced.
The ultimate goal of PMR is for athletes to develop automaticity, whereby one can
automatically, unconsciously and effortlessly identify and relax tension.
Examples of PMR scripts are available in the supplementary readings.
33
34
List self-talk and behavioural activities you will use at each phase below. These you must have
practiced previously.
1. Preparing for the stressor
Observe your thinking during the day closely and learn to identify the early beginnings of
worrying.
Establish a half-hour worry period, to take place at the same time and in the same place each
day.
Postpone your worrying, as soon as you do catch yourself, until your worry period.
Replace the worrisome thoughts with focused attention on the task at hand or anything else in
your immediate environment.
Use your daily worry period to think intensively about your current concerns.
35
7. Sport Intelligence
Definition: the ability to learn, understand or deal with new or trying challenges.
Sport intelligence means having an ability to analyse and exploit opportunities, being a student of
cricket, creativity, self-coachability, good decision-making, understanding the nature of the elite
cricket environment, being a quick learner, adaptability to change, self-awareness, and having
cricket-smart habits.
We are what we repeatedly do. Excellence, then is not an act but a habit. - Aristotle
Development of Sport Intelligence
Physical preparation, technical skills and psychological readiness are pre-requisites for a champion
cricketer. In particular, research on champion athletes, found that the ability to focus on the process
of performance rather than the outcome was critical to the maintenance of athletic success. In
addition, there is evidence that support and encouragement from the athletes community, family,
and non-sport personnel socialise sport intelligence like most other psychological factors. These
sources influence athletes both directly (through teaching or emphasizing psychological lessons)
and indirectly (involving modelling or unintentionally creating psychological environments).
Techniques and Strategies
Self-talk. Words have immense power on developing sport intelligent attitudes. For example,
players can bounce back after being hit for a six by employing self-talk. If hit for a four or
six, it is important to analyse what went wrong and shift attention to the next ball.
Trust. Place trust on your sport skills performance, coach and yourself. Express trust
through your words and actions to the team and the coach.
Honest self-appraisal. Players need to identify their strengths and weaknesses. When a
particular shot is your drawback, avoid playing that shot until adequately practiced and
mastered. A player may possess immense talent but if no effort is made to work on their
shortcomings, he/she will eventually plateau in form.
Quick learner. A loser is one who not only loses the match but also loses the lesson.
Making a mistake is not stupid, repeating it is. Focus on the learning even from the most
appalling match. Observe and learn from great players, how they train and handle pressure
situations, provides insight when faced with similar situations.
Evaluation and Planning Learning about opponents identify their assets and weak points,
focus on how you got a player out last time or how you tackled a particular bowler
effectively the last time you played.
Reading (new) opponents. Observe body language, watch for the signs opponent batsmen or
bowlers give out and utilize it to your advantage.
Understanding conditions. Observe how the pitch is moving or the ball working and even if
things dont work out the way you planned, re-think quickly instead of sticking to a plan.
Flexibility in strategies and not rigidity is the key mantra.
Being in the Zone. Matches are often won or lost due to lapses in concentration. Isolate
events when you need to focus and block out distractions.
Creativity. Try viewing a problem from a different perspective; often the novelty of a
situation takes the opponent by surprise.
36
Players assessment
10
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9
9
Coaches assessment
7
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4
Benefits:
Aids players in taking control over their training to a large extent
Facilitates coach/player understanding on key areas
Enables two-way communication
Effective tool to monitor change
37
Complete the following statement at least 3 different ways: I am most effective when..
a.
b.
c.
List the events that can happen during play that can throw you off form
38
Complete the following statement at least 3 different ways: I am most effective when..
a.
b.
c.
List the events that can happen during play that can throw you off form
39
Complete the following statement at least 3 different ways: I am most effective when..
a.
b.
c.
List the events that can happen during play that can throw you off form
40
very poor
1
2
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2
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excellent
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5
How was my confidence today? What helped and what hurt my confidence?
What yellow and red lights did I experience today? What upset me or got me out of my rhythm
before or during the game?
What skills did I use (or try to use) to get myself back under control? How effective was I at getting
myself back?
How well was I focussed on the process of playing the game, instead of the outcome of my actions?
very poor
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
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Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
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3
3
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excellent
5
5
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5
5
5
Supplementary Readings
1. Motivation & Commitment
Cox, R.H. (2002). Goal setting in sport, In R. H. Cox Sport Psychology. Concepts and Applications
(5th Ed) (pp. 89-104) New York: McGraw-Hill.
Gould, D. (2001). Goal setting for peak performance. In J. M. Williams (Ed.) Applied Sport
Psychology: Personal Growth to Peak Performance (4th ed.) (pp. 190-205). Mountain View,
CA: Mayfield Publishing Company.
Ravizza, K. (2001). Increasing awareness for sport performance. In J. M. Williams (Ed.) Applied
Sport Psychology: Personal Growth to Peak Performance (4th ed.) (pp. 179-189). Mountain
View, CA: Mayfield Publishing Company.
Weinberg, R. (2004) Goal setting practices for coaches and athletes. In T. Morris & J. Summers
(Eds.) Sport Psychology: Theory, Applications and Issues (2nd Ed) (pp.2278-293) Milton,
Qld: John Wiley & Sons.
2. Resilience
Bell, C. C. (2001). Cultivating resiliency in youth. Journal of Adolescent Health, 29, 375-381.
Carbonell, D. M., Reinherz, H. Z., Giaconia, R. M., Stashwick, C. K., Paradis, A. D. & Beardslee,
W. R. (2002). Adolescent protective factors promoting resilience in young adults at risk for
depression. Child and Adolescent Social Work Journal, 19, 393-412.
Harvey, J. & Delfabbro, P. H. (2004). Psychological resilience in disadvantaged youth: A critical
overview. Australian Psychologist, 39, 3-13.
Luthar, S., Cicchetti, D. & Becker, B. (2000). The construct of resilience: A critical evaluation and
guidelines for future work. Child Development, 71, 543-562.
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