Mental Toughness in Rehabilitation - PowerPoint Presentation

Slide1

Mental Toughness in Rehabilitation

Seth Haselhuhn, PhD, CSCSWashington State University

Download presentation at:

http://mentaltoughnessamp.weebly.com/Slide2

What is Mental Toughness?

The natural or developed psychological edge that enables an individual to:

Generally

Cope better than your opponents with the many demands (i.e., competition, training, lifestyle) that sport places on a performer

Specifically

B

e

more consistent and better than your opponents in remaining determined, focused, confident, and in control under pressure. Slide3

Having an unshakeable self-belief in your ability to achieve your competition goals.

Considering Dweck’s (2000) Self-Theories, we want to encourage

Incremental Beliefs

and

Mastery OrientationsSlide4

Bouncing back from performance set-backs as a result of increased determination to

succeed.

Clear goals and feedback –

really an

unshakeable

need

to

be

successful Slide5

Having an unshakable self-belief that you possess unique qualities and abilities that make you better than your opponents

Preparation and intelligence.

We

can feed this through our own

self-confidence

.

It

will rub off on them.Slide6

Having an insatiable desire and internalized motives to succeed

Intrinsic motivation

Autonomy

, Competency,

Relatedness

.

The culture of the program. Slide7

Remaining fully focused in the face of competition-specific distractions

Concentration

is

an ability to

focus

attention

.

Athletes focus

on

executing rehabilitation movements. Slide8

Regaining psychological control following competition specific unexpected, uncontrollable events

Relaxation and

Energization

BreathingCognitive Appraisal

Performance ExpectationsSlide9

Pushing back the boundaries of physical and emotional pain, while still maintaining technique and effort under distress in training and competition

Self-talk cues for

rehabilitation

movements.

Visualize

pain

scales,

use

as

tool

and challenge

not

warning

and threat

. Slide10

Accepting that competition anxiety is inevitable and knowing that you can cope with

it.

The hard is what makes it great.

Focus on

process

and

mastery

orientation

. Slide11

Not being adversely affected by others’ good and bad

performances.

Task oriented

,

self-referencing

measures

of successSlide12

Thriving on the pressure of

competition.

Intelligence – understand what “winning” means in rehab.

Short

and

long term

goals.

Emphasis on short term

. Slide13

Remaining fully-focused on the task at hand in the face of competition-specific

distractions.

Process oriented goals for exercises and sessions.

Focus

on executing exercises –

self vs. normative referencing

. Slide14

Switching a sport focus on and off as required

They are people first, don’t forget - we are

not just mechanics

. Slide15

12 Attributes of Mentally Tough Performers

Having an unshakeable self-belief in your ability to achieve your competition goals.

Bouncing back from performance set-backs as a result of increased determination to succeedHaving an unshakable self-belief that you possess unique qualities and abilities that make you better than your opponents Slide16

12 Attributes of Mentally Tough Performers

Having an insatiable desire and internalized motives to succeed

Remaining fully focused in the face of competition-specific distractionsRegaining psychological control following competition specific unexpected, uncontrollable eventsSlide17

12 Attributes of Mentally Tough Performers

Pushing back the boundaries of physical and emotional pain, while still maintaining technique and effort under distress in training and competition

Accepting that competition anxiety is inevitable and knowing that you can cope with itNot being adversely affected by others’ good and bad performancesSlide18

12 Attributes of Mentally Tough Performers

Thriving on the pressure of competition

Remaining fully-focused on the task at hand in the face of competition-specific distractionsSwitching a sport focus on and off as required. Slide19

Psychology of Athletic Injury

Okay, so now what? Slide20

Cognitive Appraisal Model

Centered on how an individual interprets or appraises an injury determines how the individual will react emotionally.

The fact the injury has occurred is less critical to understanding the athlete's reaction than is the way in which in the injury is perceived by the athlete.Popular models : Lazarus and Folkham

(1984)Wiese-Bjornstal

et al. (1998)Slide21

Lazarus & Folkman’s Model

Primary Appraisal “What is at stake?”

Goal importanceImpact attainment of personal goalsEgo IdentityExtent athlete identifies with

goals, athlete identity, social statusGoal UncertaintyDegree athlete is unsure about goal attainment Slide22

Lazarus & Folkman’s Model

cont.

Secondary Appraisal “What can I do?”Perceived ControlAssess personal coping efforts reduce source of uncertaintyCoping Potential

Athlete evaluates personal skills or strategies to deal with uncertaintySlide23

Lazarus & Folkman’s Model cont.

Overall Appraisal

Threat AppraisalLess desirable, lower motivation, more external locus of control, entity mindset, helpless orientedChallenge Appraisal

More desirable, higher intrinsic motivation, more internal locus of control, incremental mindset, mastery orientedSlide24

Lazarus &

Folkman’s

Model cont.

Problem Focused Coping Focus efforts on changing sources of stress

Increase effort

Planning

Constructive Self-talk

Self-monitoring

Emotion Focused Coping

Focus efforts on changing feelings of stress

Relaxation

Avoidance

Social Support

Reappraisal

Never an “either/or” situation. Problem focused is generally more stable than emotion focused, however both types should be employed for the highest adherence and intrinsic motivation

Two types of coping in response

Slide25

Lazarus & Folkman’s Model cont.

Primary AppraisalSomething at stake?

YesProblem FocusedEmotion Focused

Not stressful!

Secondary Appraisal

Can I handle it?

Overall Appraisal

Threat

Challenge

Behavior Consequences

No

Yes

No

Emotion Focused

Problem FocusedSlide26

Integrated model of psychological response to the sport injury and rehabilitation process.

Wiese-Bjornstal et al. (1998)

Similar to Lazarus &

FolkmanWhich of these factors can we affect?

Which level of appraisal are we working with?

Which type of focused coping should we be promoting? Slide27

For more information contact

:

sethh@uidaho.edu

www.mentaltoughnessamp.weebly.com

Questions?

Comments? Slide28

Strategies for mental toughnessSlide29

Self theories – Unshakeable?

Entity Theorists

Ability is an inherent quality of self. Relatively unchangeable. Global.Stable – doesn’t change

Gift – can be honedHelplessness OrientedAbility is inherent, then what option do I have when I fail? Ego state/goal orientationSuccess = Norm references

Incremental Theorists

Ability is product of effort and challenge. Develops with time.

Learning – gain knowledge

Improvement – apply it

Mastery Oriented

Ability improves when I work show me how.

Task state/goal orientation

Success = Self-references Slide30

Goal Setting 101

Process, Process, Process!

Not about getting “things” done, about how we get to “done”. Focus on technique and strategy execution Then technique and strategy improvement Specific and measureableNo “do your best” goals

Specific to enhance attention and concentrationMeasureable to monitor progress/success - Write it down! Track it!Moderate difficultyToo easy? Anyone can do that, so what? Why am I here? Too hard? What are we doing? Why am I here? Helplessness. Controllable and flexible

Positive, constructive language

Buy in – not all “hugs and juice boxes”

Constructive language better, realistic and focusedSlide31

Goal Setting 201

Short and long term goalsFocus on short term goals closer to injury and with athletes with strong athlete identity

Both team and individual goalsIn the clinic – team (i.e., athlete and ATC/PT)At home – individual Balance self and normative referencing measures of successSelf-referencing

success happens when I do better than I did beforeNormative-referencing success happens when I do better than other people

Self-Beliefs Goals Consequences

Entity Outcome Success and Failure

Incremental Process MasterySlide32

Motivation Hierarchy for Mental Toughness

Process of arousing action, sustaining activity in progress and regulating patterns of activity

Intrinsic Motivation Engaging in an activity for its own sake, particularly the pleasure and satisfaction derived from playing.Internal Locus of Control Belief that individual has control over events that affect themExtrinsic Motivation

Engaging in behaviors in order to attain contingent outcomes beyond of the activity itself (i.e., rewards, fame, prestige)External Locus of ControlBelief that individual has no control over events that affect themSlide33

Motivation Hierarchy for Mental ToughnessSlide34

Amotivation

Intrinsic

Motivation

Extrinsic

Motivation

Low

High

1

2

3

4

5

6

7

Self Determination Continuum Slide35

Self talk

The steady stream of on-going thoughts or internal dialogue that constantly goes on in our minds. Influences our moods, emotions, and ultimately our behavior.

Self Talk ABC’sA = Activating EventNo Inherently stressful situations or events“We are not disturbed by things, but by the views of which we take of them” – EpictetusB = Belief about the Event

Athletes attach positive or negative meanings to neutral events based on their highly automatic belief systemC = ConsequencesOur beliefs about the event lead to positive or negative consequences, both emotionally and behaviorallySlide36

Types of Self Talk

Positive Affirmations

Thoughts that focus on your desirable characteristics and qualitiesGoalsThoughts that keep your mind positively focused on the task-at-hand, promote high effort, and enhance persistenceAppraisals

Thoughts that determine the degree to which a situation is perceived as threatening or challenging. Promote appraising problems as challenges or opportunities to learn

Attributions

Reasons or explanations of success and failure. Encourage performers to attribute success and failure to factors they can

control

and change, such as effort, ability, and degree of preparedness

Cue Words

Quick reminders used during practice and competitionSlide37

Types of Negative Thinking

Catastrophizingexpecting the worst

exaggerating the consequencesOvergeneralizationforming conclusions based on insufficient informationBlaming

not accepting responsibility for mistakesMusturbationmust’s, should’s, and ought

to’s

a form of concrete, inflexible, and unforgiving thinkingSlide38

Types of Negative Thinking

Polarized thinkinggood or bad, right or wrong, succeed or fail, etc.leaves little room for mistakes or being

humanFear of Failure“It is terrible and unbearable when my game is not the way I want it to be”Social Approval

“I must win the approval of others and impress everyone who sees me perform”Slide39

The three “D”’s

DetectSelf-awareness of unconscious thought patterns

DisruptThought StoppingDisputeReframe using types of self-talk counterargumentsSlide40

Attention

A cognitive process whereby you direct and maintain awareness of stimuli detected by the senses and use that information to make decisions and choose responses

.Width of attention Broad focus Attend to a large number of stimuli at the same time

(e.g., QB reading a defense or point guard executing a 3 on 2 fast break)Narrow focusAttend to a small number of stimuli

(e.g., golfer lining up a putt)

Direction of attention

Internal focus

Directed inward on thoughts and feelings

(e.g., monitor your body’s responses and mental skills).

External focus

Directed to events happening in the environment

(e.g., evaluating playing conditions)Slide41

Attentional Capacity

Controlled ProcessingFocus on performing mechanics of a skillSlow, deliberate, attention demanding process

Automatic ProcessingMotor memory, perform without thinkingFast, holistic, not attention demandingSlide42

Imagery 101

Imagery is a form of simulation training where experiences are created or recreated in the mind.Imagery is an experience similar to a sensory experience but arising in the absence of the usual external

stimuli.Imagined events have a similar effect on the nervous system and mental processes as actual events.The brain can’t tell the difference between vividly imagined events and the real thing.Slide43

Imagery 101

Factors affecting imagery effectiveness:Type Of TaskCognitive skills improve more compared to motor skills

.Use in rehab to focus on movement execution, healing Playing ExperienceMore experienced performers benefit the most from imagery.Need to be descriptive when teaching rehab movements

Imaging Ability Imagery fundamentals can be improved through systematic practice.Practice, Practice, PracticeSlide44

Imagery 201

Multi-sensory ProcessRe-experience event realisticallyCreate a new “reality” Include all senses

VividnessVideotape-like quality, High-DefControllabilityImagine consistent excellencePowerful tool – works both waysRelaxation TrainingBrain waves in “alpha” stateComplete focus – requires practiceSlide45

Selected References and Recommended Readings

Bauman, J. (2005). Returning to play: The mind does matter.

Clinical Journal of Sport Medicine, 15(6), 432-435Burton, D., & Raedeke, T. D. (2008). Sports psychology for coaches. Champaign, IL: Human Kinetics.Carr, C. M. (2006). Sport psychology: Psychologic issues and applications. Physical Medicine and Rehabilitation Clinics of North America, 17

, 519-535Clough, P., Earle, K., & Sewell, D. (2002). Mental toughness: The concept and it's measurement. In I. Cockerill (Ed.), Solutions in sport psychology (pp. 32-45). London: Thompson.

Connaughton, D., & Hanton, S. (2008). Mental toughness in sport: Conceptual and practical issues. In S.

Mellalieu

, & S. Hanton (Eds.),

Advances in applied sport psychology: A review

(pp. 317-346). London: Routledge.

Connaughton, D.,

Wadey

, R., Hanton, S., & Jones, G. (2008). The development and maintenance of mental toughness: Perceptions of elite performers.

Journal of Sports Sciences, 26

(1), 83-95

.

Coyle, D. (2009). The talent code. New York: Bantam

Crust, L. (2008). A review and conceptual re-examination of mental toughness: Implications for future researchers.

Personality

and Individual Differences, 45

, 576-583.

Crust, L., &

Azadi

, K. (2010). Mental toughness and athletes' use of psychological strategies.

European Journal of Sport Science, 10

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, E. L., & Ryan, R. M. (1985).

Intrinsic motivation and

self-determination

theory in human behavior.

New York: Plenum Press

.

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Self-theories: Their role in

motivation,

personality, and development.

New York: Psychology Press

.

Dweck, C. S. (2006). Mindset: The new psychology of success.

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.

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Mallett

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Lazarus, R., &

Folkman

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Mamassis, G., & Doganis, G. (2004). The effects of a mental training program on juniors pre-competitive anxiety, self-confidence, and tennis performance. Journal of Applied Sport Psychology, 16(2), 118-137

.Walker, N., Thatcher, J., & Lavallee, D. (2007). Psychological responses to injury in competitive sport: A critical review. The Journal of the Royal Society for the Promotion of Health, 127

(4), 174-180.Wiese-Bjornstal, D. M., Smith, A. M., Shaffer, S. M., & Morrey, M., A. (1998). An integrated model of response to sport injury: Psychological and sociological dynamics. Journal of Applied Sport Psychology, 10,

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