Periodization Periodization of Mental Training for Squash:of Mental Training for Squash:A 20-Year UpdateA 20-Year Update

Tim BaconTim Bacon, M.A., M.A.Member, Canadian Mental Training RegistryMember, Canadian Mental Training RegistryCertified Strength & Conditioning SpecialistCertified Strength & Conditioning Specialist

Squash Canada Level 4 CoachSquash Canada Level 4 Coach

Workshop OutlineWorkshop Outline

•• BriefBrief review of review of Periodization Periodization of Mentalof MentalTrainingTraining

•• Updated research support for model 1987-2007Updated research support for model 1987-2007

•• Professional Practice Observations 1987-2007Professional Practice Observations 1987-2007

•• Practical Examples of tools & plans The nextPractical Examples of tools & plans The nextstep: Mental step: Mental LTADs LTADs (if time permits)(if time permits)

Mental TrainingMental Training

What is mental training?What is mental training?

Mental training (MT) refers to the systematicMental training (MT) refers to the systematicpractice of mental or psychological skills for thepractice of mental or psychological skills for thepurpose of enhancing performance or increasingpurpose of enhancing performance or increasingenjoyment. Also commonly known asenjoyment. Also commonly known aspsychological skills training (PST).psychological skills training (PST).

PeriodizationPeriodization

What is What is periodizationperiodization??

Division of the annual training plan (technical,Division of the annual training plan (technical,tactical, physical, mental) into phases or cycles totactical, physical, mental) into phases or cycles toensureensure peaking at the most importantpeaking at the most importantcompetition(s) of thecompetition(s) of the year.year.

Sources of SquashSources of SquashMT KnowledgeMT Knowledge

Squash MT Knowledge

Academic Research & Theory

Professional Practice Experience

Subjective Experience as

Player & Spectator

Sport Scientist-Coach RelationshipSport Scientist-Coach Relationship

Sport ScientistCoach

Learning from Each OtherLearning from Each Other

Coach BCoach A

ActivityActivity

1.1. Starting with front row, turn & introduce yourStarting with front row, turn & introduce yourself to the person in front (or behind) you.self to the person in front (or behind) you.

2.2. Tell your partner the MOST important mentalTell your partner the MOST important mental““thingthing”” (technique, exercise, fact) you have (technique, exercise, fact) you havelearned about mental training and squash.learned about mental training and squash.

3.3. Write each thing down along with your nameWrite each thing down along with your name& country, and pass the sheet to the front.& country, and pass the sheet to the front.

4.4. WeWe’’ll return to this ll return to this ““professional practiceprofessional practice””knowledge at the end of the session.knowledge at the end of the session.

Periodization Periodization ofofMental Training: 1987Mental Training: 1987

•• Predominant Approaches:Predominant Approaches:““Book,Book,”” ““ShotgunShotgun”” or or ““OnlyOnlywhen therewhen there’’s a problems a problem””,,““Last-MinuteLast-Minute PsychologistPsychologistTalkTalk””

•• Little mental in Little mental in periodizationperiodizationbooks (e.g., books (e.g., BompaBompa, 1983), 1983)

•• Assignment, SPORTSAssignment, SPORTSArticle, L3 NCCP TheoryArticle, L3 NCCP TheorySport Psychology ChapterSport Psychology Chapter

Squash PsychologySquash Psychology

Periodized Periodized Squash Plan 1987Squash Plan 1987

•• SeeSee Appendix 1Appendix 1

Periodized Periodized Squash Plan 2007Squash Plan 2007

•• SeeSee Appendix Appendix 22

Key ChallengeKey Challenge

•• NOTNOT ““how to get a top player to No. 1how to get a top player to No. 1””•• BUT how do we develop a BUT how do we develop a practicalpractical system for an system for an

entire countryentire country•• DevelopmentalDevelopmental vsvs. Elite athlete . Elite athlete ““problem-problem-

focussedfocussed”” approach approach•• This workshop targets This workshop targets ““Train to TrainTrain to Train”” & &

““Training to CompeteTraining to Compete”” (ages 13-20) (ages 13-20)•• Quality consulting Quality consulting vsvs. reality (24 athletes/15. reality (24 athletes/15

min./athlete)min./athlete)

Key Professional PracticeKey Professional Practice OpportunitiesOpportunities1987-20071987-2007

•• Squash Canada National Team Programs Squash Canada National Team Programs –– National & National &World Champions, many pro tour playersWorld Champions, many pro tour players

•• Sport-Etudes (Quebec): 1989 Jr. World ChampionshipSport-Etudes (Quebec): 1989 Jr. World ChampionshipDoubles, Jr. French, Wimbledon, U.S. Open, OlympicDoubles, Jr. French, Wimbledon, U.S. Open, OlympicGold MedalGold Medal

•• Canadian National Racquetball Team - Individual &Canadian National Racquetball Team - Individual &World ChampionsWorld Champions

•• Princeton Squash Summer Camps Princeton Squash Summer Camps –– 4,000+ 4,000+ ““kid-unitskid-units””over 20 years, many IPSover 20 years, many IPS’’, many coaches, many coaches

•• 1500+ coaches through my courses (9,000+ NCCP1500+ coaches through my courses (9,000+ NCCPtrained across Canada)trained across Canada)

PeriodizationPeriodization: A Brief Review: A Brief Review

Practice MatchesPractice MatchesMid-late-seasonMid-late-seasonCompetitionCompetitionExercisesExercises

On-court duringOn-court duringpracticepractice

Early-Mid-seasonEarly-Mid-seasonSpecific ExercisesSpecific Exercises

Off-CourtOff-CourtStart of SeasonStart of SeasonGeneral ExercisesGeneral Exercises

3 Steps to Teaching &3 Steps to Teaching &Learning Mental SkillsLearning Mental Skills

•• Step 1 Step 1 –– Introduce, explain & practice the skill in Introduce, explain & practice the skill ina quiet setting (IDEAS).a quiet setting (IDEAS).

•• Step 2 Step 2 –– Use (adapt if necessary) the skill during Use (adapt if necessary) the skill duringpractice and training.practice and training.

•• Step 3 Step 3 –– Use (and evaluate) the skill in Use (and evaluate) the skill inprogressively more challenging matches.progressively more challenging matches.

Update: Key Changes 1987-2007Update: Key Changes 1987-2007

•• Periodization Periodization –– everywhere now ( everywhere now (GoogleGoogle, Sept. 2:, Sept. 2:206,000)206,000)

•• Still no significant mental in Still no significant mental in periodization periodization books,books,articles (articles (““Canadian psychologists were among the firstCanadian psychologists were among the firstto realize the necessity of psychological to realize the necessity of psychological periodizationperiodization””,,BompaBompa, 1999), 1999)

•• Solid research support for Solid research support for componentscomponents, few season-long, few season-longresearch studies (see reviews)research studies (see reviews)

•• Sport Psychology: Books, Journals, Research,Sport Psychology: Books, Journals, Research,Consultants, Websites, Globalization, Use of skills,Consultants, Websites, Globalization, Use of skills,Cross-cultural, SpiritualityCross-cultural, Spirituality

QualitativeQualitativeInterviewInterview

Single-SubjectSingle-Subject

QuantitativeQuantitativeControlledControlledExperimentalExperimental

ResearchResearchMethodsMethods

HundredsHundreds00WebsitesWebsites

2,400+2,400+ConsultantsConsultants

5 + online5 + online22SP JournalsSP Journals

282 (Sachs et al.282 (Sachs et al.2004)2004)

48 (Sachs, 1991)48 (Sachs, 1991)Self-HelpSelf-Help

BooksBooks

2646264613781378MT ArticlesMT Articles

2007200719871987

Key Changes ToKey Changes To PeriodizationPeriodization

•• Periodize Periodize moremore things: Leadership, Overtraining, things: Leadership, Overtraining,Academic Stress, etc.Academic Stress, etc.

•• Refined toolsRefined tools

•• Importance of motivational orientation &Importance of motivational orientation &climateclimate

•• LTAD specific annual plansLTAD specific annual plans

Does MT Work? Which skills?Does MT Work? Which skills?Greenspan & Feltz (1989):

• Yes for collegiate & adult• Educational, relaxation-based interventions & remedial cognitive restructuring

intervention

Martin et al. (2005):

• Yes - 14/15 positive effects, 9/15 substantial effects• Yes – (goal-setting), imagery, self-instruction, relaxation

Suinn (2005):

• Yes – on an individual basis.• Cannot say which skills work best because they vary for each person.

10 Key Tools/Points 1987-200710 Key Tools/Points 1987-2007

•• Program EvaluationProgram Evaluation•• IPSIPS→→FlowFlow

•• Evaluating MentalEvaluating Mental

•• 10-Second Solution10-Second Solution

•• Match ChartingMatch Charting

•• Focus PlanFocus Plan

•• Match EvaluationMatch Evaluation•• Stress/OvertrainingStress/Overtraining

•• MT Link to TacticsMT Link to Tactics

•• DetailedDetailed examplesexamples

Results: TennisResults: Tennis Sport-Etudes 1989Sport-Etudes 1989

00School ProgramSchool Program

1-51-533Overall ProgramOverall Program

1-51-53.23.2VisualizationVisualization

0-50-52.52.5ActivationActivation

2-52-53.93.9Positive Self-TalkPositive Self-Talk

2-52-53.33.3RelaxationRelaxation

3-53-54.14.1Individual MeetingsIndividual Meetings

2-42-43.33.3Team Mental MeetingsTeam Mental Meetings

RangeRangeAverageAverage

+5+4+3+2+1-0-1-2-3-4-5+5+4+3+2+1-0-1-2-3-4-5Helped a Lot-Hindered-InterferedHelped a Lot-Hindered-Interfered

Program ComponentProgram Component

Activity: Fill in the BlanksActivity: Fill in the Blanks

101099ConcentrationConcentration

8877VisualizationVisualization

6655ActivationActivation

4433Positive Self-Positive Self-TalkTalk

2211RelaxationRelaxation

CompetitiveCompetitive(Conditioned(Conditionedgame-simulation)game-simulation)

Specific PrepSpecific Prep

(On-Court)(On-Court)General PrepGeneral Prep

(Off-court)(Off-court)Skill/PhaseSkill/Phase

InstructionsInstructions

1.1. Take note of the number you have beenTake note of the number you have beenassigned.assigned.

2.2. Take 3-4 minutes to develop a mental trainingTake 3-4 minutes to develop a mental trainingexercise for the skill and phase you have beenexercise for the skill and phase you have beenassigned.assigned.

3.3. We will take up 2-3 examples We will take up 2-3 examples –– if chosen, if chosen,present your technique in 1 min.present your technique in 1 min.

4.4. Turn in your papers and we will Turn in your papers and we will ““publishpublish”” the theothers.others.

Motivational Orientation/ClimateMotivational Orientation/Climate

•• 2 Types of Orientation - Task/Win2 Types of Orientation - Task/Win

•• 2 Types of Climate - Task/Win2 Types of Climate - Task/Win

•• 1 Resultant State - Task/Win1 Resultant State - Task/Win

•• ““WinWin””-Orientated athletes display -Orientated athletes display ““maladaptivemaladaptivebehaviors;behaviors; ““TaskTask””-Oriented athletes display-Oriented athletes display““adaptiveadaptive”” behaviors behaviors

•• Harwood & Biddle (2002) a Harwood & Biddle (2002) a mustmust read! read!

MaladaptiveMaladaptive

•• Giving upGiving up•• GettingGetting frustratedfrustrated•• ChokingChoking

•• Avoiding competition orAvoiding competition oropponentsopponents

•• Sometimes donSometimes don’’t workt workhard in practicehard in practice

•• Drop out of sportDrop out of sport

AdaptiveAdaptive

•• Never give upNever give up•• Stay calmStay calm•• DonDon’’t choket choke

•• Will play anyoneWill play anyone•• Work hard in practiceWork hard in practice•• Stay involved in sportStay involved in sport

Establishing a Positive Training &Establishing a Positive Training &Competition EnvironmentCompetition Environment

•• Complete the TEOSQ for a) yourself and b) anComplete the TEOSQ for a) yourself and b) anathlete (anyone)athlete (anyone)

•• Are you (they) mostly task or win-oriented?Are you (they) mostly task or win-oriented?

•• Is your training environment task or win-Is your training environment task or win-oriented?oriented?

Task vs. Win Orientation/ClimateTask vs. Win Orientation/Climate

Hot off the press!Hot off the press!

•• Coaches were trained in establishing a masteryCoaches were trained in establishing a mastery(task) climate(task) climate

•• Their athletes Their athletes experienced less anxiety (girls &experienced less anxiety (girls &boys; JESP, Smith, Smoll, & Cumming, 2007)boys; JESP, Smith, Smoll, & Cumming, 2007)

Would you do the same?Would you do the same?

•• ““When Serena was four and a half, she won her first tournament, and she entered 49When Serena was four and a half, she won her first tournament, and she entered 49tournaments before the age of 10, winning 46 of them. At one point, she replacedtournaments before the age of 10, winning 46 of them. At one point, she replacedsister Venus as the number one ranked tennis player aged 12 or under in California. Insister Venus as the number one ranked tennis player aged 12 or under in California. In1991, Richard Williams, saying that he hoped to prevent his daughters from facing1991, Richard Williams, saying that he hoped to prevent his daughters from facingracism, racism, stopped sending them to national junior Tennis tournamentsstopped sending them to national junior Tennis tournaments, and Serena, and Serenaattended a Tennis school run by professional player Rick attended a Tennis school run by professional player Rick Macci Macci instead. instead. Macci Macci hadhadalready helped the careers of Jennifer already helped the careers of Jennifer Capriati Capriati & Mary Pierce, among others. Soon& Mary Pierce, among others. SoonRichard, who had struck a deal on behalf of his daughters with a major clothingRichard, who had struck a deal on behalf of his daughters with a major clothingcompany, was able to move the rest of the Williams family to West Palm Beach, to becompany, was able to move the rest of the Williams family to West Palm Beach, to benear Serena and Venus. Serena became a professional in September 1995, at the age ofnear Serena and Venus. Serena became a professional in September 1995, at the age of14. 14. ““

Influencing CommunicationsInfluencing Communications

““OverheardOverheard””

AtAtmatchesmatches

DuringDuringPracticePractice

ParentsParents

““AvoidAvoid””ParentsParents

““DoDo””CoachCoach

““AvoidAvoid””CoachCoach

““DODO””

LTADLTAD

*slides courtesy of “Canadian Sport for Life” and Sport Canada LTAD Workshop Presentations

Longterm Longterm Planning is Not NewPlanning is Not New

•• Most relevant to squash is Tennis CanadaMost relevant to squash is Tennis Canada’’ss““Club Training ProgramsClub Training Programs”” with with periodizedperiodizedannual plans annual plans –– with mental component. with mental component.

•• Smith College Squash ExampleSmith College Squash Example

Activity: What mental qualities & skillsActivity: What mental qualities & skillsto emphasize at each stage of LTAD?to emphasize at each stage of LTAD?

a)a)

b)b)18+18+Training to WinTraining to Win

a)a)

b)b)16-2316-23Training toTraining to

CompeteCompete

a)a)b)b)

11-1611-16Training to TrainTraining to Train

a)a)

b)b)8-128-12Learning to TrainLearning to Train

a)a)b)b)

6-96-9FUNdamentalsFUNdamentals

a) Qualities b) Skillsa) Qualities b) SkillsAgeAgeStageStage

Coach Professional PracticeCoach Professional PracticeMT KnowledgeMT Knowledge

The MOST important mental The MOST important mental ““thingthing”” (technique, (technique,exercise, fact) you have learned about mentalexercise, fact) you have learned about mentaltraining and squash:training and squash:

Workshop Summary/EvaluationWorkshop Summary/Evaluation

To download presentation, videos, notes, etc. andTo download presentation, videos, notes, etc. andpost comments & opinions:post comments & opinions:

http://scienceofcoachingsquash.wordpress.com/ http://scienceofcoachingsquash.wordpress.com/

Jahangir Jahangir KhanKhan (1985):(1985):

““There is one other very good training exerciseThere is one other very good training exercisethat I didnthat I didn’’t really want to reveal. I had to bet really want to reveal. I had to bepersuadedpersuaded……itit’’s not the players who read abouts not the players who read aboutthese things who will be dangerous, itthese things who will be dangerous, it’’s the oness the oneswho go out and actually do them. There wonwho go out and actually do them. There won’’ttbe many of those.be many of those.””

Questions? Comments?Questions? Comments?

ReferencesReferences

Bacon, T. (1989). The planning and integration of mental training programs.Sport Periodical on Research & Technology in Sport, 10(1).

BalagueBalague, G. (2000). , G. (2000). Periodization Periodization of psychological skills training. of psychological skills training. Journal of ScienceJournal of Science& Medicine in Sport& Medicine in Sport, , 33(3), 230-237(3), 230-237

Harwood, C.G. and Biddle, S.J.H., ''A practical application of achievement goalHarwood, C.G. and Biddle, S.J.H., ''A practical application of achievement goaltheory'', in Solutions in Sport Psychology, theory'', in Solutions in Sport Psychology, CockerillCockerill, I.C. (Ed.), Thomson, I.C. (Ed.), ThomsonLearning, 2002, 58-73.Learning, 2002, 58-73.

Smith, R., Smith, R., SmollSmoll, F., & Cumming, S. (2007). Effects of a Motivational Climate, F., & Cumming, S. (2007). Effects of a Motivational ClimateIntervention for Coaches on Young Athletes' Sport Performance Anxiety.Intervention for Coaches on Young Athletes' Sport Performance Anxiety.Journal of Sport & Exercise PsychologyJournal of Sport & Exercise Psychology, 29(1)., 29(1).

Refer to references in Bacon (1989). A full reference list is published at:Refer to references in Bacon (1989). A full reference list is published at:http:http://scienceofcoachingsquash//scienceofcoachingsquash..wordpresswordpress.com/.com/