Optimization of Swimming Performance Emotion- & Action-Centered Approaches ()

Optimization of Swimming Performance
Emotion- & Action-Centered Approaches
Juri Hanin & Muza Hanina
([email protected])
Research Institute for Olympic Sports,
Jyväskylä, Finland
Swimming Coaches’ Seminar
28.12.2011 Riga, Lavia
5/7/2016
1
Исследования и консультирование
Спортсмены, тренеры, команды:
 1967- 1990 - в России
- 4 Oлимпиады
 1991- 2011 - в Финляндии - 8 Oлимпиад
Основные виды спорта:
 командные: хоккей, футбол, волейбол, гребля
 индивидуальные: л/атлетика, плавание. прыжки в
воду, cтрельба, bowling, гольф, sailing, лыжи,
фиг-катание, гимнастика, oриентирование, теннис,
etc.
Спортивная психология - тенденции в
прошлом
1. Акцент на проблемах:
 стресс-реакции
 тревога
 мертвая точка

коррекция недостатков
2. Групповые сравнения:
 акцент на средних, успешных и неуспешных,

игнорирование внутриинд. динамики
Спортивная психология сейчас
1. Акцент на позитивном:
 выявление инд. ресурсов (strengths)
 использование стресса
 оптимизация деятельности
2. Главный акцент на индивиде:
 индивидуально лучший уровень

стабильность и внутри-инд. динамика
* Hanin, 2000, 2003
Психологическая подготовка систематическое использование
психологических процессов чтобы влиять
на мысли, эмоции, мотивацию, поведение,
действия, и общение спортсмена (или
команды) в специфическом контексте.
* Hanin, 1997
Психологическая подготовка
Общая
Специальная
• умения и навыки
• качества
• черты
• готовность
Успех в спорте/жизни
Стабильность
• ситуативный успех
• выполнение задачи
Optimal Performance:
1. Is based on own strengths
2. Uses personal resources effectively
3. Adjustable under different & difficult conditions
4. Provides tools for personal control
5. Helps to avoid trying too much
6. Involves a skill to deal with the unexpected
7. Helps to re-focus when distracted
8. Consistent performance (PB, SB, top 5)
7
Non-optimal performance in elite sport
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
High performance variability in practices
Good performance in practice, not in competition
Good performance in a warm-up, not in competition
Best results usually in minor competitions
Stress-induced instability of technique
“Lost move syndrome” (LMS) (a ”break-down”)
Habitual (learned) performance errors
Post-injury impact on skill execution
Physical shape (over-development of qualities)
Over-loaded by too many changes
* Hanin & Hanina, 1999-2010
8
Optimization in Sport
Emotion - centered





Personal meaning
Optimal goal setting
Right focus
Optimal energy level
Avoiding dysfunction
Optimal state
Action - centered





Identify ind. optimal skill
Build up a skill chain
Enhance awareness
Standardize skill in practice
Develop competition model
Optimal skill
9
Psychology in elite sport
4. Consistent excellence
3. Peak performance (winning)
2. Competing effectively (stress-free)
1. High quality practices (hard & smart)
Hanin, 1994, 2002
10
Environment
Emotions
Consistent Excellence
Personality
Coping skills
*Hanin, 2006
11
Myths about emotion in elite sport
 “Negative emotions are always bad”
 “Positive emotions are always good”
 “Thus: more positive + less negative”
Positive emotions
Negative emotions
P & N emotions
* Hanin, 1995
Well-being
Ill-being
Performance
12
Emotion-centered Coping
 To prevent overreaction to competitve stress
 To reinforce situational success
 To deal with unexpected distractions
 To get ”psyched up” & mobilized
 To calm down after unexpected success
 To calm down after situational failure
 To deal with potential problems
13
Resources-based appraisals
Emotion
Control
”I want”
”I can”
Emotional
State
Task
Execution
Outcomes
”I must”
Action
Control
14
Emotion content
Pleasure
P+
• Pleasant
• helpful
• optimal
• facilitating
• Pleasant
• harmful
• dysfunctional
• debilitating
Success
N+
* Hanin, 1992
P-
Failure
• Unpleasant
• helpful
• optimal
• facilitating
• Unpleasant
• harmful
• dysfunctional
• debilitating
Displeasure
N15
Idiosyncratic emotion labels
Poor
NAthlete # 1
Athlete # 2
S uc c e s s
N+
• Scared
• Panicky
• Discouraged
• Sluggish
• Aggressive
• Concerned
• Anxious
• Intense
• Anxious
• Tired
• Depressed
• Sad
• Angry
• Worried
• Irritated
• Tense
* Hanin, 1997, 2003; Hanin & Syrjä, 1995
Poor
P+
• Motivated
• Confident
• Energetic
• Excited
•
•
•
•
Willing
Relaxed
Sure
Focused
P• Comfortable
• Calm
• Happy
• Satisfied
• Nice
• Calm
• Pleased
• Content
16
Emotions in hockey (N=97)
Negative
Harmful: (N-) Helpful (N+)










Tired
Sluggish
Unwilling
Uncertain
Downhearted
Depressed
Distressed
Sorrowful
Afraid
Strained
* Hanin & Lukkarila, 1999










Tense
Dissatisfied
Vehement
Attacking
Intense
Angry
Irritated
Nervous
Provoked
Restless
Positive
Helpful (P+)
Harmful (P-)




















Energetic
Confident
Charged
Certain
Motivated
Purposeful
Willing
Cheerful
Enthusiastic
Alert
Easy-going
Tranquil
Satisfied
Overjoyed
Excited
Pleasant
Comfortable
Calm
Exalted
Nice
17
N - Dejection Zone
Unpleasant and dysfunctional emotions
______ _________________________________________________
Tired; Sluggish; Reluctant; Doubtful; Sad;
Unhappy; Upset; Distressed; Fearful; Worried
________________________________________________________
“I can’t do it” > “I don’t want to do it” > “Do I have to do it?”
18
N+ “Emergency zone”
Unpleasant but functionally optimal emotions
_________________________________________
Tense; Dissatisfied; Furious; Attacking; Intense;
Angry; Irritated; Nervous; Annoyed; Restless
_________________________________________
“I have to do it” > “I want to do it” > I “can do it”
19
P+ Challenge zone
Pleasant and functionally optimal emotions
__________________________________________
Energetic; Confident; Charged; Willing; Motivated;
Purposeful; Certain; Cheerful; Enthusiastic; Alert.
__________________________________________
“I want to do it” > “I can do it” > “I have to do it”
20
P- “Comfort, complacency” zone
Pleasant and dysfunctional emotions
_______________________________________
Easy-going; Tranquil; Satisfied; Joyful; Happy;
Pleased; Comfortable; Calm; Content; Relaxed
________________________________________
“I have done it already” > “I was so good” > “I enjoyed doing it”
21
Emotions & performance
Good performance patterns
Underperformance patterns
20
20
ESP-20
ESP-20
15
10
5
10
5
0
unpleasant, harmful
unpleasant, helpful
N- > N+ <
pleasant, helpful
0
pleasant, harmful
unpleasant, harmful
unpleasant, helpful
N- >
P+ > P-
20
pleasant, helpful
N+ >
pleasant, harmful
P+ > P-
20
15
ESP-20
ESP-20
15
10
5
15
10
5
0
unpleasant, harmful
unpleasant, helpful
N-
< N+ >
pleasant, helpful
pleasant, harmful
P+ > P-
0
unpleasant, harmful
N-
unpleasant, helpful
< N+ <
pleasant, helpful
pleasant, harmful
P+ < P-
22
• overconfidence
• switched off
• satisfaction
• complacency
PAST
• regret
• disappointment
• depressed
• dejected
• ready
• excited
• confident
• in control
PRESENT
• action-oriented
• emergency
• fighting spirit
• angry
• complacency
• overconfidence
• trying too much
• trying too little
FUTURE
• nervous
• tense
• uncertain
• self-doubts
23
Basic mental / psychological skills

Relaxation

On-task attention focus, re-focus

Visualization, imagery, mental rehearsal

Becoming & staying energised

Thought-stopping

Self-talk, Staying positive

Realistic goal-setting

Emotion control

Optimization of communication

Problem solving

Pre- & post-event de-briefing
24
The Need for Action-centered Coping







Underperformance in major competitions
Unexpected skill breakdown
”Lost move” syndrome
Physical shape (too much, too little)
Habitual performance errors under stress
Change-induced problems with technique
”New ideas” from outside
25
Athletes’ typical comments:









I don’t know why it happened…
I was in my best ever shape…
Something happened to my technique…
My technique just ”vanished”
Whatever I tried, it did not help…
I tried too much…
My focus was not clear…
I was distracted by unimportnat details…
I was over-arouzed…
26
Typical emotional response
to problems in technique






Disappointment, frustration,
Self-doubts, low self-confidence
Drop in motivation, helplessness
Fears, panick
Questioning selected program
Relationships problems (coach, team)
27
The Identfication-Control-Correction
(ICC)-program






Motor task as a movement sequence/”chain”
Key components in the ”chain”
Functional links between these components
Subjective perception of ”chain” components
Enhancing awareness of ”chain” components
Using key components to enhance self-control
* Hanina & Hanin, 2002-08
28
Action-centered profiling
nn. Action profile
Self-description
I.
Action focus
Internal-external, single-multiple, process-outcome
II.
Action components
Self-generated movement sequence, a chain
III.
Effort dynamics
Hard-easy, relaxed-tense (% max in start-release)
IV.
Action outcomes
Qualitative (+ / -); quantitative (m, sec., points)
* Hanin & Hanina, 2009
29
Striving for excellence in shooting
N=15 elite Italian shooters (2f & 3m carbine & 5f & 5m pistol)
Age 20-47 (M=27.9, SD=8.1) preparing for London 2012 Olympics
Method: The ICC-based 4-step procedure to identify full shooting sequence
& testing chain components in practice & during simulated competition.
#1 Describe usual optimal sequence (chain of actions) of a single shot from
start to follow-through.
#2 Identify 3-4 most important ( & sensitive ) components (breathing control,
gun alignment and sight, and trigger pull.
#3 Self-assessments of accuracy & ”supervision” of core components with
minimum conscious control under optimal conditions in practices.
#4 Assessment of core components under stress & fatigue to be ”mindully
accepted”. Attention is focused on individual’s core components.
* Bortoli, Bertollo, Hanin & Robazza (Submitted)
30
Shooting sequence in elite pistol shooter*
1. Hand
Core componenets
2. Visualisation
3. Breath
4. Grip
Breath
.63
Grip
.61
5. Descent
6. Zoom
Zoom
.70
7. Follow through
Outcome
Outcome
* Adapted from
Robazza,(2011)
31
The overall results of the intervention
1. Before the intervention most shooters were not fully
aware of the core components of their action (H-1)
2. Accurately identified core components were related to
shooting outcomes (H-2)
3. Accurate execution of the individual core components
of the shooting action contrasts the dysfunctional effects of
distress (H-3)
4. These beneficial effects were not observed in shooters
who did not undergo the intevention (H-4)
* Bortoli, Bertollo, Hanin & Robazza (Submitted).
32
Breast-stroke chain (JH)
 Ote kiinni (захват)
 Kiihtyvä sisääntuonti (гребок с ускорением)
 Suoraan palautukseen (возврат вперёд)
 Vartalo jousi (верх тела стрелой)
 Sähäkkä potku (энергичный толчёк)
 Jalat vartalon takana (ноги сзади)
 Teho (интенсивность)
 Toistuvuus (стабильность цикла)
33
”Turn” chain (JH)
 osuminen seinään (касание стенки)
 nopea pyöräminen (быстрый поворот)
 vahva ponnistus (сильный толчок)
 purevat potkut (энергичная рабта ног)
 hyvä pintautuminen (выход на поверхность)
 kokonaisuus (целостность)
34
Components of Optimal Swimming
 Vartalo (тело)
 Käsiveto (гребок)
 Siisteys ja kokonaisuus (точность и целостность)
 Taktiikka (тактика)
* Hengitys kuulu kiinteänä osana jokaiseen viikkoon
Работа по оптимизации дыхания включена постоянно,
не зависимо от главной темы
35
Success => Optimal Shape + Skill
Best
results
Maximum
Shape
Optimal
- Effort
- Focus
Skill
Poor
results
* Hanin & Hanina, 2009
36
Performance Errors
a mistake, or inaccuracy, or
incorrectness (in action, activity)
the condition of deviating from
accuracy, correctness, or some
standard of a task execution
(Collins English Dictionary. 3rd Ed., 1991, p. 528)
Two strategies in learning motor tasks
Error & trial strategy
Error-free strategy
* errors are ignored
* errors are not discouraged,
* errors are not punished,
* errors are encouraged
* new learning opportunities
* new experiences (+ -)
* errors are immediately noticed
* errors are discouraged
* errors are punished
* errors are minimized
* errors are avoided
* errors are prevented
Expected outcomes:
Expected outcomes:
+ Learning to adjust,
+ Benefit in future situations (transfer)
+ Learning based on natural strengths
- Errors can become consistent
- Getting it right the 1st time?
- No need for adjustment ?
- Learning the right way?
- Less problem with correction?
Conventional skill correction
1. Explain what & why the athlete is doing wrong
2. Improve the athlete’s awareness of doing wrong
3. Show the right way & explain why this way is better
4. Ask the athlete to copy it
5. Provide corrective feedback and reinforcement
6. Get the athlete to practice, practice, and practice
Maschette (1985): Re-teaching pattern
Wrong
”Old”
Correct
”New”
Conventional error correction
Retention and forgetting
Proactive inhibition (PI) is a negative effect of
a learned task on retention of a new task
1
Old
PI
2
New
RI
Retroactive inhibition (RI) is a condition when a recently
learned task impairs the retention of an older learned tasks
Wrong
Correct
Old way / New way
in error correction
Learning Trial in Practice
1. Error analysis (coach + athlete)

Consistent vs. random,
 Major - unimportant,
 Single-multiple
Learning Trial in Practice
2. Learning Trial Session
 Developing awareness of own old way
 Developing awareness of the new way
 The practice of differences
 The practice of the new way
Learning Trial in Practice
3. Summary + home work
 Explaining mechanisms
 Expected results
 Handling spontaneous recovery
Extended intervention procedure:
 Error identification from best-worst performances
 Old Way as an erroneous movement pattern
 Causes & effects of the Old Way are identified
 New Way as an individually optimal movement pattern
 Learning Trial (LT) for a rapid & permanent change
 Post-LT standardization & stabilization of a New Way
The ICC applications (2002-11):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Running (100m, 400m)
Jumping (high, long, pole-vault)
Throwing (javelin, hammer, shot-put)
Swimming (starts, breast-stroke)
Diving (1m & 3m springboard)
Volley-ball (ball reception)
Soccer (free kick)
Pistol & rifle shooting
Car-racing (F-1; DBT; FPA)
Sailing
Bowling
Free-style skiing
47
Ведущая проблематика
1. Психологическая подготовка
2. Стресс и тревога
3. Решение проблемных ситуаций
4. Оптимизация эмоциональных состояний
5. Прогнозирование деятельности
6. Анализ выступлений
7. Оптимизация деятельности
8. Коррекция ошибок
9. Межличное общение игроков и тренеров
10.Тренер как руководитель и лидер
11. Карьера игроков и тренеров
12. Клуб и сборная