Monthly Archive for February, 2025

Visualization exercises in golf and tennis after an error

Visualization exercises in golf and tennis after an error are essential for maintaining focus, regaining confidence, and improving performance on the next shot. These exercises need to be specific rather than generic visualizations. While the approach is similar in both sports, there are key differences that a sports psychologist must understand in order to guide the player effectively.

Here are some typical exercises:

1. Positive Review of the Missed Shot

Common part: Close your eyes and mentally replay the missed shot, but this time, correct it. This helps replace the error with a positive image.

  • Golf: Imagine the correct trajectory of the ball and the feeling of a well-executed shot.
  • Tennis: Visualize your body positioning, the racquet movement, and the ball landing exactly where you intended.

2. Breathing and Mental Reset

Common part: Take a deep breath and imagine exhaling away the mistake and any tension.

  • Golf: Visualize a mental reset, as if pressing a button to erase the missed shot.
  • Tennis: With each breath, visualize your body relaxing and your mind becoming clear.
  • Tennis: Use this exercise between points to stay focused.

3. Reliving a Perfect Shot

Common part: Focus on the sensation of ball contact, the fluidity of movement, and the ideal trajectory. This strengthens confidence in your game.

  • Golf: Recall a perfectly executed shot from the past.
  • Tennis: Think of a similar action you have successfully performed before.

4. Pre-visualization of the Next Shot

  • Golf: Create a stronger mind-body connection. Before taking the next shot, vividly imagine how you want it to unfold:
    • The correct posture and alignment.
    • The smooth motion of the backswing and swing.
    • The ball following the desired trajectory and landing in the ideal position.
  • Tennis: Picture how you want to play the next point, visualizing:
    • A solid stance on the court.
    • Perfect timing on the ball.
    • The intended trajectory and placement of your shot.

5. Positive Emotional Anchor

  • Associate a gesture (such as clenching your fist, touching the visor of your cap, or gripping the racquet) with a positive emotion.
  • Use this gesture after an error to bring your mind back to a state of confidence and control.

These exercises help players recover quickly from mistakes, maintain emotional control, and play more effectively and consistently.

Imagery training in track and field

 

What is the value of sport psychology without internship in sport organizations?

The issue of professional training in sports psychology presents numerous limitations for several reasons, the main one being the lack of internships within sports organizations.

Consequently, in my opinion, master’s programs in sports psychology that are purely theoretical and do not include internship opportunities cannot be considered true training courses for several reasons:

  • Lack of Practical Experience – Sports psychology is an applied discipline that requires practical skills in interacting with athletes, teams, and real sports contexts. Without an internship, students have no opportunity to develop fundamental operational skills.
  • No Access to the Job Market – A master’s program should provide not only knowledge but also concrete tools for professional integration. Without field experience, participants risk not acquiring the skills required by potential employers.
  • Difficulty in Translating Theory into Practice – Studying psychological theories and models without the chance to apply them in real situations limits understanding and learning effectiveness. Direct interaction with athletes and technical staff is essential for internalizing intervention methodologies.
  • Limited Professional Recognition – In other countries, many professional boards and associations require supervised practice hours to recognize competencies in sports psychology. A purely theoretical master’s program does not meet these requirements.
  • Reduced Job Opportunities – Sports organizations, teams, and federations prefer to work with professionals who have already gained direct experience in the field. A degree without practical experience hardly provides a competitive advantage in the job market.

In conclusion, a master’s degree in sports psychology without an internship cannot be considered a true professional training path because it does not provide the necessary practical skills nor facilitates entry into the job market.

Supervision role in sport psychology

Supervision in sport psychology is a fundamental element for professional development and continuous learning, especially when working with athletes and teams from diverse cultural backgrounds. It is not just a moment of discussion or self-evaluation but an opportunity for growth that allows professionals to refine their skills, enhance the quality of their interventions, and develop a greater awareness of cultural dynamics.

When working in a sports context, psychologists interact with athletes who bring their own values, beliefs, and interpretations of sports and competition, deeply influenced by their cultural backgrounds. A standardized approach that lacks intercultural sensitivity risks being ineffective or, in the worst cases, creating misunderstandings and barriers in the relationship with the athlete. This is where supervision becomes a powerful tool for reflection and learning. Through discussions with experienced colleagues or a supervisor, sport psychologists can develop more effective strategies to tailor their interventions and improve their communication and support skills.

One of the most important aspects of supervision is that it allows professionals to gain new perspectives. Often, when working with a specific team or athlete, one tends to develop a limited view based on personal experiences and cultural background. Engaging with a supervisor or a group of colleagues helps to challenge preconceived notions and consider alternative approaches that might otherwise go unnoticed. This is particularly useful in multicultural settings, where an approach that works well with one athlete may be ineffective for another due to cultural differences.

Furthermore, supervision provides a safe space to address emotional and professional challenges that may arise in daily work. Supporting athletes with high expectations and significant pressures can be demanding, even for professionals, who may experience moments of uncertainty or stress. Having a supervisor to discuss these difficulties with helps not only to find practical solutions but also to maintain emotional balance, which is essential for providing effective support.

Finally, supervision helps ensure a high standard of professional practice, preventing sport psychologists from relying solely on personal intuition or outdated methods. Sport psychology is an evolving field, and ongoing engagement with experts facilitates the integration of new knowledge and evidence-based techniques, ultimately improving the quality of service provided to athletes.

Embracing this approach, the International Society of Sport Psychology offers a high-level program for becoming recognized supervisors, enabling professionals to provide effective and competent guidance to young psychologists seeking expertise in this field. Explore supervision in sport psychology with Prof. Poczwardowski. Learn key practices for becoming an ISSP-registered supervisor, including fostering supportive environments, addressing ethics, and ensuring culturally safe supervision.

“After Us” Project in sports for young people with intellectual disabilities: From game to job-training

Work is a fundamental part of adult life: it not only ensures financial independence but also allows individuals to choose how to spend their time, participate in society, and feel part of a community. This applies to everyone, but for people with disabilities, it carries an even deeper meaning. Having a job means being recognized for one’s abilities, building stronger relationships with family and friends, engaging in recreational activities, and relying on support, both from services and from family and social networks.

Unfortunately, data shows how difficult it is for people with disabilities to access decent employment. In the case of individuals with Down syndrome, only 31.4% of those over 24 are employed. Even among those who do work, the majority do not have a standard contract: over 60% are employed in social cooperatives without real job protections. Even more concerning is the fact that in 70% of cases, they receive no compensation at all or are paid a symbolic wage, far below the actual value of their work. The situation is even more critical for autistic individuals: among those over 20, only 10% are employed.

This job insecurity affects not only people with disabilities but also their families. As highlighted by Censis years ago, many families feel increasingly alone in planning their children’s future. While 30-40% of parents of children and teenagers with Down syndrome up to the age of 15 envision an independent or semi-independent life for them, this percentage drops drastically to 12% once their children reach adulthood. A similar trend is seen among families with autistic children: 23% hope for a future of autonomy for them, but this confidence plummets to just 5% after the age of 21.

To try to change this reality, an innovative project has been launched in Italy: for the first time, a sports club, the Accademia di Calcio Integrato, has created a professional training program for six young people with intellectual disabilities. The project, funded by the 8×1000 contribution from the Waldensian Church, enabled participants to take an online course offered by the Italian Paralympic Federation for Intellectual and Relational Disabilities, earning a qualification as assistant instructors. With the support of two tutors—a sports psychologist and an instructor with a degree in sports science—these young adults completed a 16-hour training course and are now beginning a five-month paid internship.

This inclusion model could open new opportunities. Until now, job placement projects for people with intellectual disabilities have focused mainly on the restaurant and hospitality sectors. However, for many of them, sports already serve as a space for socialization and personal growth—a place where they have built relationships with peers and family members. So why not turn this passion into a professional opportunity? With the right training, these young individuals could become assistant coaches in soccer, basketball, and other sports, actively contributing to the life of sports organizations.

Italy has thousands of sports clubs, some small, others highly structured, that could seize this opportunity provided by Fisdir to offer a professional future to many young people with intellectual disabilities who are passionate about sports. The Accademia di Calcio Integrato project proves that it is possible—now, other organizations need to follow this example, transforming passion into a real career path.