Monthly Archive for September, 2024

A fundamental knowledge: the methodology of sport teaching

Published on September 30, 2024 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments Tags: insegnamento.

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.

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Tennis situational training

Published on September 27, 2024 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments Tags: situazionale.

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.

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

Published on September 26, 2024 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress and Tennis. 0 Comments Tags: mental coach.

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.

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

Published on September 25, 2024 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments Tags: tennis tavolo.

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.

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How to stimulate the awareness about training

Published on September 24, 2024 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments

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.

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

Published on September 23, 2024 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments

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.

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ISSP master class: Mindfulness and ACT under Pressure

Published on September 20, 2024 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments Tags: ISSP.

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

Dr. Peter Habra

DATE: Tuesday, November 5^th, 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 10^th 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.

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Working with athletes today is more challenging

Published on September 20, 2024 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments

Working with athletes today is more challenging than in the past due to various social, technological, and cultural changes that have transformed the world of sports. Here are some of the main factors:

1. Media and social media pressure

Athletes are exposed to unprecedented visibility and media pressure. Social media creates a constant flow of opinions, criticism, and expectations from the public, fans, and the media. This can lead to significant mental stress, requiring professionals working with athletes (like coaches, sports psychologists, or managers) to deal with new challenges related to managing public image and mental well-being.

2. High expectations and early specialization

Today, there is a growing expectation for athletes to reach excellence at a young age, with increasing emphasis on early specialization in a specific sport. This has raised the risk of burnout and injury, forcing trainers to balance performance improvement with long-term health protection.

3. Technology and data

The use of advanced technology, such as biometric data, video analysis, and performance tracking apps, has made the job more complex. Coaches and trainers must be able to interpret and utilize large amounts of data, not only to improve physical performance but also to prevent injuries and personalize training programs.

4. Cultural and global diversity

Sports have become increasingly global, meaning professionals must be able to work with athletes from diverse cultural backgrounds. Cultural sensitivity and the ability to adapt to different contexts are essential skills. Additionally, language barriers and cultural differences can create further communication challenges.

5. Mental health and well-being

Mental health has become a central issue in the sports world. Athletes are no longer seen simply as “performance machines” but as individuals with complex psychological and emotional needs. Coaches and staff must be able to recognize and address issues such as anxiety, depression, and other mental health problems that can affect performance and personal life.

6. Regulation and compliance

Anti-doping regulations and fair play policies have become stricter. Those working with athletes must be highly attentive to these rules, with severe penalties at risk for violations. This increased oversight adds responsibility for support staff such as sports doctors and nutritionists.

7. Communication and transparency

Today, athletes and staff communicate more frequently and openly with the public. This requires professionals working with athletes to be not only technically skilled but also adept at managing communication and maintaining professional relationships in a context where everything can become public.

8. Economic expectations

The financial stakes around athletes have grown significantly. Sponsorships, TV rights, and prize money mean that athletes are often viewed as brands. Working with athletes requires careful management of their careers from not only a sporting perspective but also an economic and contractual one.

In summary, working with athletes today requires a much broader range of skills than in the past, as professionals must deal with issues that go beyond physical performance, including technology, mental health, media pressure, and the integration of economic strategies.

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Sport increases economy and health

Published on September 18, 2024 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments Tags: economia, salute.

Sport and physical activity as a virtuous phenomenon, capable of triggering widespread economic and social benefits for the entire country, starting from increased productivity, employment, and well-being. A continuous increase of 10% in sports participation across the population would lead to a medium- to long-term annual productivity growth of around 1.7%, equivalent to nearly 34 billion more in GDP and about 81,000 more jobs per year. Additionally, the growth of sports participation would result in a healthier population in terms of both physical and mental well-being, reducing healthcare spending by 1.6%.

These are some of the highlights from Deloitte’s report “Sport: a key sector for the social, educational, and economic development of the country.” The multiplier effect of the benefits derived from sport and physical activity represents a true asset for our country, says Fabio Pompei, CEO of Deloitte Italy. In light of this, it is essential to approach sport with an increasingly strategic mindset at the national level, focusing on public-private collaboration and defining key development elements, from social policies to infrastructure, from new skills to sports event planning. Only by following this path will we be able to maximize the positive impact of sport on a national scale, ensuring greater productivity and well-being for our country.

The perception of Italian citizens: sport as a key factor in the educational journey In the daily lives of citizens, sport is a central and deeply ingrained phenomenon, as evidenced by the survey analysis included in Deloitte’s study, conducted with a sample of over 3,000 respondents from five countries (Italy, Spain, Germany, France, and the United Kingdom).

Sport is considered a fundamental element in education by 96% of Italians (compared to an average of 90% in other EU countries), and for more than 1 in 2 Italians (54%), it is as important as school. However, according to respondents, Italy is the country where schools least encourage young people in their sporting endeavors: 62% believe schools do not do enough or even penalize children and young people pursuing competitive sports, compared to an average of 45.5% in other countries. Italians have a deep emotional connection with sports (they are the most interested in sporting events, with 75% compared to 69% in other countries) and not only perceive sporting events as a growth factor (70% of Italians compared to 59% of the continental average), but they also believe that our country is capable of organizing international sporting events with a positive impact (57%). In this context, the Milan Cortina 2026 Olympic and Paralympic Games represent an opportunity to capitalize on, and 3 out of 4 Italians believe they will leave a positive legacy for the country.

The economic and social impact of increasing sports participation Increasing sports participation by 10% would lead to a healthier population in terms of physical well-being (3.3% fewer overweight people, 1.9% fewer people with cardiovascular diseases, and 1.6% fewer with musculoskeletal disorders) and mental well-being (1.1% increase in mental health index, 6.4% increase in life satisfaction). Furthermore, it would improve social well-being (9.9% increase in satisfaction with social relationships), help counter deviance (bad habits and addictions: 5% reduction in smoking and 4.9% reduction in alcohol consumption), and reduce crime rates by 5.2%, especially among young people.

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Concepts to teach young athletes

Published on September 17, 2024 in Allenatori, Calcio, Corsa, Generale, Giovani, Mental coaching, Olimpiadi, Stress, Tennis and Tiro a volo. 0 Comments Tags: impegno, perdere, successo, Vincere.

4 key points to teach young athletes:

“Winning is not the only thing that matters”
The idea here is that sports offer much more than just winning. Athletes who participate solely to win risk overlooking other important aspects, such as personal improvement, inner growth, discipline, the ability to overcome challenges, and teamwork. If the focus is only on victory, the pressure can become overwhelming, leading some athletes to give up when they don’t achieve immediate results. Sports should be seen as an opportunity to learn, have fun, and grow, not just a race to win trophies.
“Failing is not the same as losing”
Failure is often seen as a setback, but it’s actually a natural part of an athlete’s journey. Losing a game or match does not mean failing as a person or athlete. True failure occurs when you stop trying or give up on your goals. Defeats teach valuable lessons: they help you analyze what can be improved and build resilience. It’s important for athletes not to identify themselves with the results of competitions but to see failure as an opportunity for learning and growth.
“Being successful is not synonymous with winning”
This idea makes a clear distinction between “success” and “victory.” Victory is only about the outcome of a competition, but it doesn’t consider the entire process an athlete undergoes to reach that point. True success lies in the journey: the daily work, the commitment to training, the ability to constantly improve, and overcoming challenges. Even if the final result is a loss, if the athlete has given their best and made progress, they’ve still succeeded. This approach promotes a more holistic view of sports, where the journey is more important than the destination.
“Success is tied to commitment”
This idea emphasizes that success, in its truest sense, comes mainly from consistent effort. It’s not just about winning, but about testing yourself every day, improving, and giving your best in every situation. Even if the athlete doesn’t achieve the desired result, they haven’t failed as long as they’ve given their all. This mindset leads to greater personal satisfaction and resilience because it’s based on what you can control (effort) rather than external factors (like the outcome of a competition).

In summary, these ideas promote an approach to sports that focuses more on personal growth, effort, and the learning process rather than simply on winning.

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