A curious thing about sports at the highest level of performance is that there is often very little difference in physical skills between athletes. The real difference between players is what’s in their heads---who wants it the most, who has the most confidence, the mental toughness to go the extra mile.
Another curious thing regarding sports is that everybody “knows” what mental toughness is; yet, no one really knows how to define it. A search on mental toughness revealed a general lack of conceptual clarity or consensus as to the meaning of mental toughness, or even a consistent way of identifying the essential attributes an athlete must have to develop this mental toughness. So there are two issues regarding mental toughness: how can we define it? and what are its essential attributes? (Jones et al. 2002)
The Definition of Mental Toughness
The problem in defining “mental toughness” is that the term is more often used to judge rather than to describe the attributes of a particular athlete; and top performers, no matter what other combination of attributes they might posses, are automatically grouped with the mentally tough. Nevertheless, no one will argue that individuals who possess mental toughness are more likely to perform to the best of their ability regardless of any stressors, pressures or challenges (Connaughton 2008).
Scientists have isolated eight factors that are closely associated with mental toughness: Commitment, Control, Emotional Control, Control over Life, Confidence, Confidence in Abilities, Interpersonal Confidence, and Challenge; all of which, of course, worked together in a combined, and perhaps synergistic, rather than independent fashion (Vesselka 2010). This helps explain why mental toughness defies definition. That also explains why many scientists feel more comfortable with the expression “mental toughness profiles.”
This lack of a formal definition of mental toughness is frustrating for coaches, who want to enhance their players’ performance; and for clinicians, who want to provide better treatment programs for their patients.
Nevertheless, scientists have developed a number of tests designed to assess an individual’s mental toughness, but even here there is substantial controversy regarding the validity of the tests, or the methodology followed in administering the tests, for they too have a difficult time arriving at a workable definition of the phenomenon they are trying to test (Mack 2008). Furthermore, these tests rely heavily on self-assessment, traditionally one of the least reliable methods of gathering data.
One of the quickest and most reliable tests that has been designed to assess an individual’s mental toughness is the MTQ48 test (Vesselka 2010). The test also measures four core components associated with mental toughness: control, challenge, commitment and confidence. Basically the test evaluates an individual's capacity to handle pressure in a variety of environments by determining whether this person will succumb or thrive under a particular set of circumstances, as well as this person’s strengths and weaknesses in these areas.
Strategies I Can Use to Develop Mental Toughness in My Soccer Players
“Success is no accident. It is hard work, perseverance, learning, studying, sacrifice and most of all, love of what you are doing or learning to do." Pele
The development of mental toughness is a long-term process, and is rooted in a complex web of psychological, physiological, and environmental factors. In general, these factors include a work ethic, physical toughness, support by various individuals, effective use of psychological skills and strategies, and an unshakeable desire and internalized motive to succeed. And of course, deep love of the sport. These are the elements that a coach should strive to develop in his players to enable them to remain focused and competitive during training and competitions (Coulter 2010).
Once mental toughness has been developed, it must be maintained through the same mechanisms. A coach can either help or hinder the process: what is the coach-athlete relationship, coaching philosophy, and training environment? What strategies does the coach use to develop an athlete’s confidence, resilience, and control under pressure? (Jones et al, 2002).
Coach-Athlete Relationship
The coach-athlete relationship plays a major role in the development and maintenance of mental toughness in a player (Gucciardi 2009). There are a number of skills and strategies that a coach can acquire to build the self-confidence and mental strength of his players (Connaughton 2008). A good approach is to program your players for success, by celebrating winning and not dwelling on failure--- a loss should be thought of as an opportunity to teach your team to become better players. A good coach also strengthens the relationship between each player and all other team members, and stresses that a team is not just a collection of individuals but a group of players driven by a common goal. A good soccer player wants to win one for the team, not for himself (Sheard 2010).
Coaching Philosophy
It is fairly simple to come up with a coaching philosophy that promotes mental toughness; living up to it is another thing. A coach in charge of a school’s soccer team needs to set standards for himself and for the team. This helps establish a base from which he can not only create better soccer players, but also prepare his students for other aspects of life, for a tough mind is valued across disciplines. A good coach demands high academic standards from his players. By accepting this responsibility, students learn to prioritize and manage their time as they develop stronger minds.
Another way a coach can help promote mental toughness in his players is to provide opportunities for them to make their own decisions, hold them accountable for their actions, and teach them grace under pressure (Connaughton 2008). It is important for a player to learn control in the face of failure. The ultimate goal for the team should be to become the very best that they could be, through the most rigorous training and competition, and the greatest sacrifices (Sheard 2010).
Training Environment
The most important thing is for the students to have an experienced and talented teacher with a passion for soccer. Another key factor is for a coach to provide his students with as many opportunities as possible to test their soccer skills against good players during competitions against strong teams. Above all, a coach must encourage daring creativity and intense practice of ball skills. Training should be rigorous and demanding, and players should be motivated to take risks with the full knowledge the coach will turn both failures and triumphs into learning experiences. Each player should be taught to understand and respect the roles of each other’s position on the field.
Finally, the coach’s long-term goal is to produce soccer players that recognize and solve the challenges of the game on their own. Soccer is a team sport but an individual challenge.
Reflection
There exists no “best way” to teach soccer to players, nor is there just one style of coaching soccer. There are as many styles and methods as there are coaches teaching the game, for each of us experiences the game in different ways.
A good coach knows this, seeks to learn from others, listens to advice, and never hesitates to forego a favorite strategy should a situation call for change.
Works Cited
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