| Mental Game Coaching is that the segment
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| | areas I pride myself on is helping
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| of sports psychology that concentrates
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| | athlete identify ineffective beliefs and
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| specifically on helping athletes break
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| | attitudes such as comfort zones and
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| through the mental barriers that are
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| | negative self-labels that hold them back
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| keeping them from performing up to their
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| | from performing well. These core
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| peak potential. By focusing on the mental
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| | unhealthy beliefs must be identified and
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| skills needed to be successful in any
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| | replaced with a new way of thinking.
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| sporting competition, mental game
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| | Unhealthy or irrational beliefs will keep
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| coaching seeks to achieve the overall
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| | you stuck no matter how much you practice
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| goal of performance improvement.
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| | or hard you try.
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| Sports Psychology is about improving your
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| | 7. Improve or balance motivation for
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| attitude and mental game skills to help
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| | optimal performance. It's important to
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| you perform your best by identifying
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| | look at your level of motivation and just
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| limiting beliefs and embracing a
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| | why you are motivated to play your sport.
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| healthier philosophy about your sport.
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| | Some motivators are better in the
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| Below is a list of the top ten ways that
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| | long-term than others. Athletes who are
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| you can benefit from sports psychology:
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| | extrinsically motivated often play for
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| 1. Improve focus and deal with
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| | the wrong reasons, such as the athlete
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| distractions. Many athletes have the
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| | who only participates in sports because
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| ability to concentrate, but often their
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| | of a parent. I work with athlete to help
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| focus is displaced on the wrong areas
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| | them adopt a healthy level of motivation
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| such as when a batter thinks "I need to
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| | and be motivated for the right reasons.
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| get a hit" while in the batter's box,
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| | 8. Develop confidence post-injury. Some
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| which is a result-oriented focus. Much of
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| | athletes find themselves fully prepared
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| my instruction on focus deals with
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| | physically to get back into competition
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| helping athlete to stay focused on the
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| | and practice, but mentally some scars
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| present moment and let go of results.
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| | remain. Injury can hurt confidence,
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| 2. Grow confidence in athletes who have
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| | generate doubt during competition, and
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| doubts. Doubt is the opposite of
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| | cause a lack of focus. I help athletes
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| confidence. If you maintain many doubts
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| | mentally heal from injuries and deal with
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| prior to or during your performance, this
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| | the fear of re-injury.
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| indicates low self-confidence or at least
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| | 9. To develop game-specific strategies
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| you are sabotaging what confidence you
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| | and game plans. All great coaches employ
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| had at the start of the competition.
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| | game plans, race strategies, and course
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| Confidence is what I call a core mental
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| | management skills to help athletes
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| game skill because of its importance and
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| | mentally prepare for competition. This is
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| relationship to other mental skills.
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| | an area beyond developing basic mental
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| 3. Develop coping skills to deal with
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| | skills in which a mental coach helps
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| setbacks and errors. Emotional control is
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| | athletes and teams. This is very
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| a prerequisite to getting into the zone.
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| | important in sports such as golf, racing,
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| Athletes with very high and strict
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| | and many team sports.
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| expectations, have trouble dealing with
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| | 10. To identify and enter the "zone" more
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| minor errors that are a natural part of
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| | often. This incorporates everything I do
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| sports. It's important to address these
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| | in the mental side of sports. The overall
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| expectations and also help athletes stay
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| | aim is to help athletes enter the zone by
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| composed under pressure and when they
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| | developing foundational mental skills
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| commit errors or become frustrated.
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| | that can help athletes enter the zone
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| 4. Find the right zone of intensity for
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| | more frequently. It's impossible to play
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| your sport. I use intensity in a broad
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| | in the zone everyday, but you can set the
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| sense to identify the level of arousal or
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| | conditions for it to happen more often.
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| mental activation that is necessary for
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| | I will add that sport psychology may not
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| each person to perform his or her best.
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| | be appropriate for every athlete. Not
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| This will vary from person to person and
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| | every person who plays a sport wants to
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| from sport to sport. Feeling "up" and
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| | "improve performance." Sport psychology
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| positively charged is critical, but not
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| | is probably not for recreation athletes
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| getting overly excited is also important.
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| | who participate for the social component
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| You have to tread a fine line between
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| | of a sport or do not spend time working
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| being excited to complete, but not
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| | on technique or fitness to improve
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| getting over-excited.
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| | performance. Young athletes whose parents
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| 5. Help teams develop communication
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| | want them to see a sports psychologist
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| skills and cohesion. A major part of
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| | are not good candidate either. It's very
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| sports psychology and mental training is
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| | important that the athlete desires to
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| helping teams improve cohesion and
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| | improve his or her mental game without
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| communication. The more a team works as a
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| | having the motive to satisfy a parent.
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| unit, the better the results for all
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| | Similarly, an athlete who sees a mental
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| involved.
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| | game expert only to satisfy a coach is
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| 6. To instill a healthy belief system and
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| | not going to fully benefit from mental
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| identify irrational thoughts. One of the
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| | training.
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