Reasons why coaches do not choose to work with psychologists

Many coaches tend to view themselves as the primary individuals responsible for the mental well-being of their athletes, rather than relying on sports psychologists. This is due to a variety of reasons related to culture, training, perceptions of the coach’s role, and the dynamics of sports itself. Here are some of the key explanations for this phenomenon:

  1. Traditional Role of the Coach as a Holistic Guide
    • Holistic Vision: Historically, the coach has been seen as the central figure responsible for all aspects of an athlete’s performance, both physical and mental. Many coaches have internalized this comprehensive responsibility, viewing the mental well-being of athletes as part of their overall management and control, alongside physical and tactical preparation.
    • Personal and Trusting Relationship: Coaches often build a close, trusting relationship with athletes. Athletes turn to their coaches not only for technical advice but also for emotional and psychological support. This can lead coaches to feel primarily responsible for their athletes’ mental well-being since they know them on a personal level and believe they can provide 360-degree support.
  2. Lack of Specific Training in Sports Psychology
    • Limited Training: Many coaches do not have extensive training in sports psychology. However, they may have received basic courses or information on general principles of motivation, leadership, and stress management, elements that make them feel prepared to handle psychological aspects as well.
    • Lack of Recognition for Psychology’s Importance: In many coaching training programs, the emphasis is placed on sports techniques and tactics, with less focus on psychology. This leads some coaches to underestimate the importance of expert intervention in psychology, as they believe what they know is sufficient.
  3. Fear of Losing Control
    • Desire to Maintain Full Control: Some coaches may fear losing some control over the team if they bring in a psychologist. Managing athletes’ mental states is seen as an integral part of their overall leadership approach, and delegating this responsibility might feel like a reduction of their role.
    • Collaboration Difficulties: Not all coaches are ready to work as a team with other experts (such as a sports psychologist), as this requires close collaboration and a division of responsibilities that can conflict with their vision of the job. Some coaches prefer to manage everything directly to avoid potential misunderstandings or external interference.
  4. Stigma and Distrust Toward Psychology
    • Cultural Stigma Toward Psychology: In many sports environments, especially more traditional ones, psychology is still viewed with suspicion. The common mindset is that “mental toughness” is something developed naturally through experience and determination, not through professional support. The idea that athletes might need psychological help could be seen as a sign of weakness, so some coaches avoid introducing psychologists to shield their athletes from this negative perception.
    • Reducing “Mental Performance” to Motivation: Many coaches view the psychological aspect simply as a matter of motivation, determination, and focus, which they believe they can manage through motivational speeches or boosting athletes’ self-esteem, rather than as a complex area requiring professional support.
  5. Personal Experience and Established Approaches
    • Coaches’ Direct Experience: Many coaches are former athletes, and during their careers, they may not have had access to professional psychological support. Consequently, they base their approach to managing athletes’ mental states on their personal experiences and the strategies that worked for them, rather than on scientifically validated psychological practices.
    • Past Success: If a coach has achieved good results by also managing athletes’ mental aspects themselves, they may not see the need to change their approach. If their experience confirms that they can motivate and support athletes, they will be less inclined to seek external help.
  6. Pressure for Immediate Results
    • Focus on Short-Term Results: Coaches are often under immense pressure to deliver immediate results, especially in high-level competitions. In this context, they may perceive involving a psychologist as a process that takes time to bear fruit, while they are forced to seek quick and visible solutions to improve athlete performance.
    • Psychology Seen as Non-Essential: In a context where rapid results are crucial, psychology can be viewed as an “extra” rather than an essential factor for short-term success. Coaches might then focus on more tangible aspects like tactics and physical condition.
  7. Conflict Between Authoritarian and Psychological Approaches
    • Traditional Leadership Models: Many coaches adopt an authoritarian approach to team management, where they strictly control every aspect of an athlete’s performance. Psychology, with its focus on listening, understanding emotions, and involving the athlete in decision-making processes, can conflict with this leadership model. Coaches with a more directive style may see the introduction of a psychologist as a threat to their authority.
  8. Perceived Differences Between Physical and Mental Preparation
    • Greater Visibility of Physical Preparation: Physical preparation is visible, measurable, and closely linked to performance outcomes. Mental preparation, on the other hand, is more difficult to quantify and often manifests less evidently. This makes it easier for coaches to delegate physical preparation to an expert while feeling competent to handle mental aspects personally.
    • Confusion Over Role Boundaries: It is not always clear where the coach’s responsibility ends and the psychologist’s begins. While physical aspects have defined boundaries, such as strength, endurance, and technique, sports psychology covers areas that often overlap with leadership and motivation, aspects many coaches believe to be an integral part of their role.

Conclusion In summary, many coaches see themselves as primarily responsible for athletes’ mental well-being due to a combination of tradition, limited training, desire for control, cultural biases, and the perception of psychology as a less tangible and immediately effective area compared to physical preparation. However, with the growing recognition of psychology’s role in sports, it is likely that greater collaboration between coaches and sports psychologists will develop over time.

Psychologist o motivator?

Another champion and serial winner, Lewis Hamilton, has spoken about his mental health struggles:

“Ever since I was a kid, when I was around 13, I suffered from depression. I think it was because of the pressure from racing and bullying at school. I had no one to talk to… In my twenties, I went through some really tough times, and I’ve battled with mental health all my life.” In particular, during the pandemic, many of his old demons resurfaced. To face them, Lewis studied, read, and helped himself with meditation “because at first, I struggled to calm my mind.”

In the world of sports today:

athletes talk about themselves not only by highlighting their successes but also their difficulties, fears, and concerns; the International Olympic Committee and the most advanced nations provide athletes with services to improve psychological preparation for competition, as well as other services aimed at promoting their well-being, offered by professional psychologists specializing in these different areas. In our country, there are still those who assert the need for a motivational coach, set in opposition to a sports psychologist. Unfortunately, many think this way, and it’s hard to counter their beliefs because their opinions are pre-scientific, not based on solid data but on stereotypes and the presumption of wanting to be right at all costs.

Time for school and sport

A fundamental knowledge: the methodology of sport teaching

Yesterday at the School of Sport in Reggio Calabria, I attended a lecture on psychopedagogy applied to sports. As I listened to the speaker, I was reminded of when we first introduced this subject, which concerns the methodology of teaching. It was a few years ago, in 1997, when the School of Sport published the first book titled “Methodology of Sports Teaching”, a 147-page work entirely dedicated to this subject for coaching courses. The book was the result of a year’s work by a few people: Alberto Madella, Mariella Londoni, Nadia Aquili, and myself.

The introduction of this subject in coaching courses was something entirely new because, up until that point, this aspect of training—how one teaches—had never been given sufficient recognition. For the world of sports, only the quality of the program mattered, not how it was delivered. Even before, there had been discussions about coach-athlete/team communication and the behavior of the coach in relation to their leadership style, but this was the first time that the methodology of sports teaching became a specific subject, independent of others.

I bring up this topic because I believe it is important to remember and to inform those who are unaware that behind every teaching lies the history of this subject. Understanding its evolution is essential, both to avoid ignorance and to recognize the origins of the topics we discuss today. These topics are the result of a change in mindset that allowed for the introduction of new teachings and knowledge that should not be forgotten.

Knowing the history of a subject also serves as an invitation to today’s experts to contribute new content, which builds upon the foundations of what was produced in the past, thus continuing an endless process of ongoing innovation.

Tennis situational training

In tennis, situational training is particularly useful for simulating match situations that require specific tactical, physical, and mental skills. The goal is to prepare the tennis player to optimally react to different scenarios that may arise during a match.

Here are some examples of typical situations and how situational training can be carried out in tennis:

1. Balanced Score (40-40 or Deuce)

Situation: The player is at 40-40 or deuce, where every point is crucial. In these moments, managing pressure and making the right shot selection becomes essential.

Training: You can simulate a balanced score situation by starting the game directly at 40-40. The player must choose the right strategy to win the point, such as serving with precision or defending patiently. The goal is to improve mental and tactical management in important points.

Objective: Train the player to stay calm and make the right decisions in critical score situations, such as deciding whether to take a risky winning shot or adopt a more conservative strategy.

2. Break Point Advantage or Disadvantage

Situation: The player is in a crucial moment of the match, facing either a break point advantage or disadvantage.

Training: Simulate these break point situations, both in defense and offense. For example:

  • Break point against: The player starts the game at 0-40 or 15-40, with the goal of holding serve and neutralizing the opponent.
  • Break point in favor: Simulate a situation where the score is 30-40 or 15-40, and the player needs to convert the break point with a clear tactical plan.

Objective: Develop the ability to play aggressively (when ahead) or defend solidly (when behind) in crucial moments, improving pressure management.

3. Tie-break

Situation: Tie-breaks are high-pressure moments where focus and strategy are key. Mistakes can be decisive here.

Training: Simulate tie-breaks (both at 6-6 and in the third set of a practice match). During the training, the focus is on:

  • Choosing the right serve (where to serve based on the opponent’s strengths/weaknesses).
  • Managing crucial points (not giving away mini-breaks and maximizing your own serve).
  • Getting used to the pressure, treating each point as decisive.

Objective: Improve focus, composure, and effectiveness in tactical decisions during tie-breaks.

4. Comeback from a disadvantage

Situation: The player is down by one set or a break in the second set and must find solutions to turn the match around.

Training: Simulate a situation where the player is down 3-5 or 1-5 in a set and has to work on making a comeback, both mentally and tactically. They may need to change strategy, increase aggression, or try to destabilize the opponent.

Objective: Train mental resilience, learning not to give up and finding ways to get back into the match even when the odds are not in their favor.

5. Serve under pressure (second serve)

Situation: The player must serve a second serve in a delicate moment of the match, possibly at a key point or break point.

Training: Simulate different scenarios where the player has to hit a second serve under high pressure, aiming to avoid double faults or gifting easy points to the opponent. The focus can be on second serve precision and choosing the right spin (kick, slice, or flat).

Objective: Build confidence in the second serve and develop the ability to stay calm when serving under pressure.

6. Handling wind or adverse conditions

Situation: Playing in strong wind, light rain, or extreme heat can affect the match dynamics and require tactical adjustments.

Training: If possible, practice in adverse weather conditions to simulate matches played in wind or intense heat. For instance, in windy conditions, players can work on safer, deeper shots and more consistent serves with less risk.

Objective: Improve the player’s adaptability to different weather conditions, preparing them to maintain focus and modify their game plan accordingly.

7. Rhythm management and tactical variations

Situation: During a match, the player may face opponents who constantly vary the pace, alternating between powerful shots and drop shots or slower balls.

Training: Simulate matches against an opponent who frequently changes the pace, alternating topspin and slice, high and low balls, or combining fast attacks with shorter shots. The player must learn to read the variations and respond effectively without losing their game strategy.

Objective: Improve adaptability and the ability to maintain control of the game even against opponents who use pace changes to destabilize.

8. Net play or serve-and-volley in specific situations

Situation: The tennis player is in a scoring situation where they need to quickly finish the point at the net or with an aggressive approach (serve-and-volley).

Training: Simulate scenarios where the player serves and follows the serve to the net or approaches the net after an aggressive shot. The focus is on positioning and quick execution to close the point, especially in decisive moments of the match.

Objective: Develop the ability to vary the game and finish points at the net, increasing confidence in this tactic.

Conclusion

Situational training in tennis aims to prepare the player not only technically but also tactically and mentally, by simulating match scenarios that test their adaptability, focus, and resilience. These situations train tennis players to be more prepared and responsive in crucial or challenging moments of a match.

How the role of the mental coach in elite teams has changed in the last 30 years

In the past 30 years, the role of the mental coach in elite teams has changed radically, evolving from a marginal and sometimes overlooked figure to an essential component of the multidisciplinary team supporting athletes. Here’s how this transformation has occurred:

1. Growing Awareness of the Importance of Mental Preparation

In the 1990s, psychological preparation was often seen as a secondary complement to physical and technical training. Elite athletes focused primarily on physical training, strategy, and tactics, while mental aspects were neglected or handled informally. Over time, awareness has grown that mental skills are fundamental to athletic performance, especially when competing at the highest level, where physical and technical differences are minimal. Today, the mental coach is considered as crucial as the physical trainer or nutritionist.

2. Integration with Technical and Medical Teams

Initially, the mental coach often operated in isolation or was consulted only in times of emotional crisis or performance slumps. Today, they are part of a multidisciplinary team alongside athletic trainers, physiotherapists, and coaches, working in an integrated way to optimize the athlete’s performance in all its dimensions. Collaboration between mental coaches and coaches has become more fluid, with a focus on synergy between physical and mental preparation.

3. Proactive Rather than Reactive Approach

Historically, mental coaches were called in to intervene during difficult moments, such as injuries or confidence crises, in a reactive manner. In recent decades, the mental coach has become a figure who works proactively, providing continuous support to athletes to prevent problematic situations. This means ongoing work to improve aspects such as stress management, concentration, motivation, and psychological recovery, rather than just offering a temporary fix.

4. Application of Scientific Methods and Psychometric Tools

With the evolution of sports psychology as a scientific discipline, mental coaches have begun using increasingly evidence-based methods. In the 1990s and 2000s, techniques such as mindfulness, neurofeedback, biofeedback, and psychometric tools were introduced to measure and enhance mental performance. These tools allow for a more precise assessment of athletes’ psychological conditions and personalization of intervention strategies.

5. Focus on Resilience and Emotional Management

In the past, mental coaching focused mainly on improving concentration and self-confidence. Today, there is greater emphasis on mental resilience and emotional management, especially to cope with the growing pressures from media exposure and high expectations. Working on an athlete’s ability to quickly recover from setbacks, manage frustration, or face personal challenges has become a key objective of mental coaching.

6. Impact of Social Media and Public Visibility

In recent years, with the rise of social media, elite athletes face greater external pressures than ever before. The mental coach has had to adapt to help athletes manage not only internal pressures but also external ones stemming from constant attention from fans, media, and critics on social platforms. Mental training today includes strategies to protect athletes from the negative impacts of public visibility.

7. Increased Recognition and Professionalization

Over the past 30 years, the role of the mental coach has become increasingly recognized and professionalized. In the past, anyone could claim to be a “mental coach,” whereas today certified skills and specific academic training in sports psychology are required. This recognition has contributed to improving the quality of work provided and structuring mental coaching within elite athletes’ preparation programs.

8. Personalization of Psychological Interventions

In the past, mental coaching tended to adopt a more generalized approach, but today interventions are increasingly personalized according to the athlete’s needs. Every athlete has their own story, their way of handling stress, and their unique mental framework. As a result, mental coaches work to create individual plans that respond to the athlete’s specific personal and sporting needs.

9. Sustaining Mental Well-Being and Burnout Prevention

A key evolution in the mental coach’s role is the shift from an exclusive focus on performance to a greater emphasis on the athlete’s overall psychological well-being. Preventing burnout and promoting balance between sports life and personal life have become central aspects. Today, mental coaches help athletes find a balance between training, competitions, personal life, and mental recovery, recognizing that long-term well-being is essential for achieving lasting success.

10. Diversification of Areas of Intervention

Over the years, mental coaches have started working not only on individual aspects but also on team dynamics, leadership, and communication. For example, in team sports, the mental coach works to improve cohesion, communication, and collaboration among team members, while also strengthening the leadership of captains or coaches.

11. Importance of Dual Career for Today’s Athletes

A recent and increasingly important area of focus for mental coaches is the dual career of athletes—balancing their sports careers with academic, professional, or personal development. In today’s world, athletes are encouraged to prepare for life after sports, reducing the psychological pressure that comes from knowing their athletic careers are limited in time. Mental coaches play a key role in helping athletes manage the challenges of balancing competitive sports with education or other pursuits, enhancing their sense of purpose and well-being both during and after their athletic careers. This focus on dual careers helps athletes build a more sustainable future and prevents emotional crises when their sports careers end.

Conclusion

The role of the mental coach has evolved from being an auxiliary service to an essential and integrated component of elite teams. Today, this figure works proactively and scientifically to optimize athletes’ mental performance, protect them from external stresses, and promote their long-term well-being. The introduction of dual career management highlights the broader approach to mental well-being, preparing athletes for life beyond sports and contributing to their holistic success. This transformation reflects the evolving mindset in the world of sports, where the mental dimension is recognized as crucial to achieving excellence.

How a player can improve the ability to understand the opponent’s game

In tennis or table tennis, a player can improve their ability to understand the opponent’s game through targeted training, developing various tactical, mental, and technical skills. Here are some ways this process can take place:

1. Studying the Opponent’s Tactics

A key aspect of understanding the opponent’s game is careful observation during matches or practice sessions. Coaches and players can study match videos to analyze the opponent’s habits and tendencies:

  • Preferred strokes: Observe which shots they use most often, such as whether they favor the backhand or forehand, or tend to hit cross-court or down the line.
  • Positioning on the court: Understand how they move and what their comfort zones are.
  • Weaknesses: Identify weaknesses, such as less effective responses to high balls or particular spins.

2. Situational Training

Situational training helps players develop the ability to react quickly to different conditions that can arise during a match:

  • Simulations with sparring partners: A player can train with opponents who replicate the style of a specific opponent, simulating real match situations. This helps internalize the most effective responses.
  • Training with spin and speed variations: Facing shots with different spins (topspin, backspin) or speeds helps recognize and react more quickly to the opponent’s shots.

3. Improving Game Reading

Training the ability to read the game helps a player better anticipate the opponent’s intentions:

  • Reading body language: Especially in table tennis, where actions are faster, it’s crucial to learn how to read movements and anticipate shots by observing posture and racket motion.
  • Recognizing pre-shot cues: Anticipating the opponent’s decisions, such as whether they will play an aggressive or defensive shot, by observing positioning and shot preparation timing.

4. Mental Training and Reactivity

Speed in recognizing the opponent’s game heavily depends on mental sharpness:

  • Reaction drills: Working on drills that improve mental and physical reaction speed allows players to respond quickly to changes in the opponent’s rhythm and tactics.
  • Simulating pressure situations: Simulating high-pressure situations during training helps maintain calm and focus during critical phases of the match, allowing for better “reading” of the opponent even in tense moments.

5. Tactical Variation Training

A player can improve their understanding of the opponent’s game by varying their own style:

  • Changing rhythm and shots: Getting used to constantly varying the rhythm, depth, and angles of shots helps put the opponent in difficulty and test their reactions. This reveals how they tend to respond to certain tactical stimuli.
  • Adaptability: Developing a versatile game allows players to test different tactical solutions against the opponent during the match, helping to identify which strategies work best.

6. Feedback from Coaches and Post-Match Analysis

After matches or training sessions, detailed analysis can be crucial:

  • Game statistics analysis: Gathering data on errors, winners, shot types, and how they were dealt with during the match allows players to identify patterns in the opponent’s game.
  • Coaches’ advice: Coaches often notice details that may escape the player, providing insights on how to better read and react to the opponent’s tactics.

7. Developing Long-Term Game Vision

Players can train to look beyond individual rallies and understand the broader tactical picture:

  • Planning long-term strategies: Not every point needs to be won immediately. Learning to construct points, gradually forcing the opponent into uncomfortable positions, improves understanding of their weaknesses over the course of the match.

Conclusion

Improving the understanding of an opponent’s game requires a systematic and integrated approach to technical, tactical, mental, and analytical training. Through specific simulations, detailed observation, and mental reactivity, a tennis or table tennis player can become increasingly effective at decoding the opponent’s game, increasing their chances of winning.

How to stimulate the awareness about training

For a coach of young adolescents, making training interesting and meaningful is essential for their engagement and development. Here are some practical approaches to help them understand the reasons behind each exercise and its connection to the game:

1. Explain the “Why” Behind Each Exercise

  • Direct connection to the game: Instead of having them perform exercises as a routine, explain how each one develops a specific skill useful in competition. For example, if you’re doing endurance exercises, relate it to the ability to maintain a steady pace during a match.
  • Continuous feedback: After each exercise, emphasize how and where it will be useful during competitions. For instance, “These sprints will help you recover quickly when you need to get back on defense.”

2. Training with Game-Like Situations

  • Create realistic scenarios: Recreate situations that occur in a game during practice. If the players see how the skills they are developing will be applied directly in competition, their interest will grow.
  • Mini-games or challenges: Occasionally turn exercises into competitions or mini-games, so they can see the connection between the skills practiced and in-game actions.

3. Individual and Team Goals

  • Set clear and personal goals: If each player has a specific goal to achieve, they are more likely to commit to the training. Goals can be related to both personal progress and contributions to the team. For example, “Improve your long pass by 10% to help the team transition faster from defense.”
  • Track progress: Show them the progress they have made, comparing the before and after, so they can see the tangible effects of their work.

4. Use of Gamification

  • Fun and competitive training: Introduce game elements into training, such as point challenges, team competitions, or unlockable levels. This approach makes them more motivated and engaged, as they feel like they are “playing” and improving at the same time.
  • Rewards or recognition: Not necessarily material rewards, but symbolic recognition for those who show great effort or successfully transfer skills into game situations.

5. Emotional Involvement

  • Share success stories: Tell stories of athletes who worked hard in training and saw extraordinary results in competition. Emotional involvement helps young players understand that daily effort leads to great long-term results.
  • Mentorship: Create a team environment where more experienced or advanced players can guide the less experienced ones, explaining firsthand how training has impacted their performance.

6. Variety and Creativity

  • Change routines often: Avoid making training repetitive and boring. Regularly introduce new exercises or variations, always explaining why they are relevant.
  • Creative training: Use unconventional objects or methodologies (such as outdoor training or in new environments) to stimulate curiosity and creativity.

7. Education for Awareness

  • Short theory lessons: Explain in a simple and understandable way the basic principles behind training: physiology, tactics, technique. You don’t need to dive into scientific details, but give a foundation to understand how the body works or why a certain tactic is effective.
  • Video analysis: Show videos of their games or professional athletes, highlighting moments where the skills trained are applied. This reinforces the connection between practice and performance.

8. Training a Competitive Mindset

  • Mental training: Help the players understand that each exercise also serves to develop their mental resilience and ability to react to difficult situations in a game. For example, simulating pressure during a decisive moment can help link physical and mental preparation.

By adopting these approaches, training will no longer be seen as just an obligation, but as a conscious tool for improvement and winning.

The generational paradox: young graduates underrecognize the impact of social on adolescents

Question: Why do many young students writing their thesis on adolescents discuss them with ideas from the ’90s, without acknowledging the changes brought about by social media and smartphones, even though there are no more than 10 years between them?

Many young students writing theses on adolescents seem still anchored to the ideas and theories of the 1990s, despite the profound changes in youth reality due to the rise of social media and smartphones.

There are several reasons that may explain this phenomenon, even though the generational gap is no more than 10 years:

Influence of classical academic literature: Theories and foundational studies from the 1990s, such as those by authors like Erikson, Piaget, or Bauman, are still heavily cited in academic research. These works have had a significant influence on defining adolescent dynamics, and universities often place great importance on well-established literature. This can lead students to reference “historical” concepts, overlooking the current context dominated by social media and technology.

Academic training: Students may be trained by professors who themselves have been influenced by outdated approaches and may not integrate more recent studies or concepts related to digitalization into their teaching. This leads students to reproduce a more traditional view of adolescence, neglecting the role of modern tools like smartphones.

Speed of technological change: The evolution of social media and smartphones has occurred so rapidly that it may be difficult for some students to fully grasp the impact of these technologies on adolescents, despite their generational proximity. While the “smartphone generation” has very specific characteristics (such as increased social isolation, cyberbullying, attention difficulties), those approaching their thesis may not yet be accustomed to considering these factors as central to their academic work.

Underestimation of the impact of social media: Even though many students use social media and smartphones daily, they may not fully realize the deep effect these have on the psychological and social development of adolescents. Critical awareness of these issues often develops through in-depth analysis, which may be lacking if the research is more based on pre-existing beliefs than on updated reflection.

Difficulty accessing recent studies: Not all students have access to the latest research or the most up-to-date databases. The most innovative studies on social media, smartphone use, and their effects on adolescents may be less available or less emphasized in certain study programs, making it more likely that outdated approaches are adopted.

Reassuring familiarity with the past: Clinging to views of adolescents from the ’90s may be comforting, as they offer accepted and consolidated theories that appear “safe” compared to more complex and challenging phenomena, such as the impact of modern technology.

In summary, despite the generational closeness, many students tend to rely on 1990s paradigms for a variety of reasons related to academic training, difficulty adapting to rapid technological changes, and the weight of classical literature, which still dominates many areas of research.

ISSP master class: Mindfulness and ACT under Pressure

Mindfulness and ACT under Pressure. Lessons from the Olympic Games.

Dr. Peter Habra

DATE: Tuesday, November 5th, 2024
Speakers: Dr. Peter Haberl
Length of Session: 90 minutes
(60-minute lecture, 30-minute Q&A)
Language: English
(Translated live captioning available)
Time: 14:00 UTC (New York, 9:00; Belo Horizonte, 11:00; Beijing, 22:00; Seoul, 22:00) 
Recordings: Available for 60 days after the lecture or from on-demand purchase.

About the lecture

The presenter, Dr. Haberl, will offer a personal and practical perspective on pressure and mindfulness at the Olympic Games. Comparing and contrasting applied experience from 10 Olympic Games with research findings and traditional practice recommendations in the field of applied sport psychology, this presentation will aim to address a key set of questions:

  • What exactly is pressure and how does pressure impact athletes at the Games?
  • How do athletes prepare to cope with pressure?
  • What role does mindfulness play in that preparation?
  • How and why is mindfulness used and at times misused and often misunderstood when it comes to dealing with pressure at the Games?
  • What is the true currency of performance?
  • How can we train mindfulness to protect the true currency of performance?

REGISTER HERE

About our speakers

Paris 2024 marked Peter’s 10th Olympic Games as an applied sport psychologist and mental performance consultant. Dr. Haberl is in private practice and works with US National Teams and international athletes in preparation for performing at the Olympic Games. Dr. Haberl was employed by the United States Olympic and Paralympic Committee from 1998 to 2023. Prior to moving to the U.S., Peter played professional ice hockey in Austria, where he was born and received his bachelor’s degree in sports science from the University of Vienna, Austria. He later earned his master’s degree in counseling and his Ed. D. in counseling psychology at Boston University. A licensed psychologist, Dr. Haberl focuses on mindfulness and ACT-based training approaches. Peter is a Certified Mental Performance Consultant (CMPC) with the Association of Applied Sport Psychology (AASP). He is the recipient of the 2011 AASP Distinguished Professional Practice Award. Peter is the founder and chair of the AASP International Olympic Providers SIG (Special Interest Group). Dr. Haberl has lectured and given workshops in Austria, Sweden, Japan, Denmark, Norway, Switzerland, China and the US.

 Program Format

Attendees can participate in an ISSP Master Class session right from their office or home. Registrants will be provided the Zoom link upon registration to access the presentation right on the web in real time. If you are unable to watch the session live, a recording will be provided afterward to all registrants.