Archive for the 'Corsa' Category

Athletes face continuous psychophysical challenges: fostering recovery processes. Bove case.

The case of footballer Edoardo Bove, who collapsed on the field due to a cardiac arrest, should make us reflect on human fragility, even when young and well-trained, when subjected to constant psychophysical stress. This remains true even when such challenges are freely chosen, as they are inherent to an athlete’s profession. Alongside these thankfully rare cases, there are others less severe but equally significant for the individuals involved, as they can keep athletes away from activity for up to a year and often predispose them to frequent relapses over time. Take Juventus as an example: since the beginning of this season, they have had at least 7-8 players continuously injured, to the extent that five youth team players were called to the bench.

This isn’t limited to football; the issues differ but are also prevalent in tennis, where injuries during the sports season frequently cause players to miss several tournaments. Kobe Bryant once said that while his mind wanted to keep playing, his body refused, leading him to retire. Nadal and Federer would have liked to continue, but their bodies rejected this through repeated and severe injuries. The lengths to which athletes go to win are extraordinary: Gianmarco Tamberi severely damaged his health in his attempt to win gold in Paris, resulting in hospitalization during the Olympic Games. Noah Lyles competed in the 200m final in Paris, finishing third, despite having COVID.

The Causes

Too many competitions, too much social visibility, and the financial pressures to always perform at one’s best are the underlying causes. The system is structured this way, and slowing down seems impossible. Athletes first struggle to reach the top, and then fight to remain there and achieve ultimate excellence.

There is nothing inherently negative in pursuing a career this way. I have participated in the Olympics since Atlanta 1996, collaborating with many medal-winning athletes at both the Olympic Games and World Championships. I am actively involved in this process of performance enhancement. However, I am equally convinced that more should be done to safeguard athletes’ physical and mental health. High-level sports are physically taxing and have a significant emotional impact. Humans were not designed for such extreme and repeated trials over time, and it is evident that training alone is not sufficient to ensure an athlete’s health and well-being. However, we can offer athletes much more than what is typically done, beyond preventive training, which should already be part of their daily routine.

Fostering Psychophysical Recovery

Promoting recovery processes is crucial but not always practiced by athletes. This includes managing sleep, nutrition, and hydration, engaging in well-being activities (such as yoga, relaxation, and meditation), and maintaining meaningful relationships. Focusing solely on the number of competitions would be a missed opportunity, as there is no single solution to this issue. Instead, we need to implement all the opportunities that depend on individual choices. This requires experts working with athletes to adopt this mindset and propose solutions. Otherwise, the status quo will persist, where prevention and lifestyle choices are left to individual discretion. Greater care and respect for one’s body are essential.

Asking question is a relevant skill

Asking questions is one of the most important skills a young person can develop because it drives curiosity, learning, and personal growth. Here’s why asking questions is crucial:

1. Stimulates Learning

Questions are the starting point for exploring and understanding the world. When a young person asks questions, they show a willingness to dig deeper, learn more, and expand their knowledge. It’s through questions that new ideas are discovered, skills are developed, and boundaries are pushed.

2. Enhances Critical Thinking

Asking questions, especially challenging ones, helps develop critical thinking skills. A young person who asks questions learns not to accept everything at face value but to reflect, analyze, and evaluate what they encounter. This is vital in a world overflowing with information, opinions, and influences.

3. Builds Authentic Relationships

Asking others questions demonstrates genuine interest and openness toward their experiences and opinions. This not only strengthens personal connections but also teaches empathy and active listening—key skills in both personal and professional life.

4. Boosts Self-Confidence

Learning to ask questions takes courage, especially when there’s a fear of appearing ignorant or interrupting others. Overcoming this fear helps build self-esteem and confidence, showing that every doubt is an opportunity to grow.

5. Fosters Creativity

Questions spark curiosity and often lead to innovative solutions. A young person who asks, “Why not?” or “How can I do this differently?” is already thinking creatively, a skill highly valued in today’s world.

6. Creates Opportunities

Asking the right questions to the right people can open unexpected doors. Whether it’s seeking advice, clarifications, or new possibilities, questions show initiative and determination—two essential qualities for success.

7. Is a Lifelong Practice

Asking questions isn’t something you learn once and for all; it’s a practice that evolves over time. Every new experience brings new curiosities and perspectives. A young person who maintains this habit will continue to grow well into adulthood.

Conclusion

Asking questions is more than a skill; it’s an attitude toward life. For a young person, it means embracing their potential, welcoming change, and finding their place in the world. So never be afraid to ask—every question is a door waiting to open.

As a coach which is your coaching philosophy?

In many individual sports, training still tends to focus almost exclusively on technical perfection, as if mastering athletic movements were the only requirement for success. This approach stems from the belief that precision and flawless execution are at the core of athletic performance. However, this perspective risks overlooking a crucial element: the development of awareness in young athletes.

Coaches often prioritize the mechanical repetition of movements, aiming to produce excellent performers. The goal is to create athletes who can execute technical gestures without mistakes, like machines programmed to respond to specific stimuli. While this method can be effective in the short term, it often leaves little room for the athlete’s mental and personal growth. As a result, young athletes become skilled at doing what they are told but fail to understand the reasoning behind their actions, the purpose of a technical or tactical choice, or how to handle complex situations independently.

This lack of awareness can become a limitation. When faced with more complex competitive contexts that require adaptability, intuition, and quick decision-making, these athletes may struggle. A “thinking” athlete, on the other hand, is not just a good performer but someone who understands the meaning of their training, can read situations, and brings a personal strategic vision to the field.

To overcome this issue, a shift in approach is needed. Coaches should encourage young athletes to ask questions, experiment, make mistakes, and reflect on those mistakes. This doesn’t mean abandoning the focus on technique but integrating it with mental and cognitive development, empowering athletes to take ownership of their journey. Only then can we nurture not just technically skilled athletes but individuals capable of thinking and acting with autonomy and awareness.

The value of graduation discussion in-person

The return of in-person thesis discussions represents a significant milestone for graduating students and their families. This traditional approach, following the extended period during which graduations were predominantly held online due to the pandemic, offers tangible benefits from emotional, symbolic, and relational perspectives.

For Graduating Students

  • Recognition of Effort
    The opportunity to present one’s thesis in person restores the solemn and meaningful nature of graduation. Students can fully experience the public acknowledgment of their academic journey.
  • Greater Emotional Engagement
    Presenting their work in front of the committee and loved ones makes the event more intense and fulfilling, transforming it into a true rite of passage.
  • A Formative Experience
    In-person discussions allow students to refine crucial soft skills such as verbal and non-verbal communication, stress management, and direct interaction with the committee.
  • Networking and Relationships
    Attending in person provides opportunities to interact with professors, peers, and guests, fostering connections and shared moments.

For Families

  • Sharing the Moment
    Physically attending the thesis discussion enables families to experience the pride and satisfaction of their loved one’s accomplishment more profoundly.
  • A Symbol of Completion and Success
    Being present at the venue strengthens the emotional connection compared to merely observing remotely, turning graduation into a tangible celebratory moment.
  • Reunion and Social Bonding
    In-person graduations also serve as an opportunity to gather family and friends, creating a festive and communal atmosphere.

Comparison with Online Graduations

Online graduations ensured the continuity of academic milestones during a challenging time, but many felt the absence of human connection and solemnity. Key drawbacks of online graduations include:

  • The lack of a formal setting to emphasize the importance of the event.
  • The absence of direct interaction with faculty and peers.
  • Technical or environmental issues that, in some cases, compromised the quality of the experience.

Conclusion

The return to in-person discussions highlights the human and symbolic value of graduation, going beyond the mere attainment of an academic degree. It becomes an experience that celebrates both individual and collective achievement, enriching the memory and significance of this milestone.

Are coaches and psychologist prepared to work with young?

I do a job that puts me in close contact not only with athletes but also with many coaches across different sports. We often say that young people have changed, and we discuss their attitudes and how we can help them. But we rarely talk about ourselves as adults, coaches, athletic trainers, and psychologists. Are we sure we’re doing our work with young people in the best possible way?

This is not a trivial matter. It’s not about questioning the commitment, time spent, or desire to do our best; in most cases, these aspects are sufficient. Instead, I want to focus on the knowledge we possess and ask whether it is adequate, up-to-date, and suitable for training those in front of us. Is a coach who only knows their sport a good coach? Is a psychologist who only knows psychology a good sports psychologist? If we agree with what Mourinho says, the answer is no. For him, a soccer coach who only knows soccer cannot be a good coach. Many times, I’ve met athletes who told me they stopped seeing a psychologist because the psychologist knew nothing about their sport and kept asking questions about training and competitions without ever offering something useful.

The same applies to coaches who lack knowledge, for example, of the fundamental principles of communication and how to provide feedback to athletes. I see many coaches who don’t read books and are unfamiliar with the psychological basics needed to work with athletes. Similarly, I see psychologists who only meet athletes in their office because they wouldn’t know what to do on a sports field during training.

As always, the solution lies in studying, understanding, applying, making mistakes and correcting them, and then applying again, continuing until the desired results are achieved.

Teaching athletes to develop a positive self talk

The coach plays a fundamental role in teaching athletes to develop positive and constructive self-talk, which is crucial for improving performance and managing stress during competition. Here are some strategies coaches can use to guide athletes in this process:

1. Educate About Self-Talk

The coach can start by explaining what self-talk is, how it affects performance, and why it is important. Often, athletes aren’t aware of their own thoughts or how they impact their emotions and actions. Educating them to recognize self-talk is the first step.

2. Replace Negative Thoughts with Positive Ones

Encourage athletes to identify negative thoughts (e.g., “I’ll never make it” or “I’m sure I’ll mess up”) and replace them with positive or neutral thoughts (e.g., “I trained well, I can do this” or “I’ll just focus on the next step”). This process takes practice and consistency but is key to building a winning mindset.

3. Use Positive Affirmations

Affirmations are motivational phrases or words athletes can repeat to themselves to build confidence. The coach can help each athlete find affirmations that fit their character and goals, such as “I am strong and prepared,” “I can overcome challenges,” or “I trust my abilities.”

4. Visualization Techniques

Visualization is a powerful technique that helps athletes replace negative thoughts with positive mental images. The coach can guide athletes to visualize their success, the correct technique, and moments of optimal performance. This not only trains the mind but helps them mentally prepare to face competition with greater confidence.

5. Create Pre-Game and Pre-Training Routines

Pre-competition or pre-training routines, such as a short motivational speech or mantra, can help athletes enter a positive and focused mindset. Repetitive routines and rituals teach athletes to quickly access constructive self-talk.

6. Build Resilience and Error Management Skills

It’s essential to teach athletes to view mistakes as growth opportunities rather than failures. Constructive self-talk can help athletes manage errors and recover quickly. The coach should reinforce a growth mindset by praising effort and improvement, even in the case of mistakes or losses.

7. Practice Mindfulness

Mindfulness techniques help athletes stay in the “here and now,” observing their thoughts without judgment and focusing on the present moment. The coach can guide athletes to practice short mindfulness sessions to increase awareness of their self-talk, improving stress management and concentration.

8. Self-Talk Writing Exercises

A practical exercise is to have athletes write down their recurring thoughts, both positive and negative, in a notebook. This way, they can become aware of limiting beliefs and work to transform them. The coach can provide feedback on these exercises to help athletes reframe thoughts positively.

9. Post-Game or Post-Training Reflection

After a game or practice, the coach can reflect with the athletes on how they felt mentally. Exploring which thoughts helped or limited them and how these thoughts affected their performance. This helps athletes learn to evaluate the effect of their self-talk and make adjustments in the future.

10. Model Positive Self-Talk

Finally, the coach should embody positive and constructive self-talk, showing athletes how to face challenges with a proactive attitude. When the coach speaks constructively and reinforces positive language, athletes are more likely to adopt the same approach.

Conclusion

These tools, if applied consistently, help athletes develop a mindset geared toward growth and success.

How to keep adolescents engaged in sports

To keep adolescents motivated to engage in sports today, we need strategies that meet their need for stimulation and instant gratification, while also highlighting the long-term benefits. Here are some useful ideas:

1. Set short-term Goals with visible results

  • Today’s teenagers are used to immediate results (think social media, video games, and the “instant response” culture). It’s helpful to set sports goals that are achievable in a relatively short time frame. For example, proposing weekly challenges, monthly improvements, or small in-group competitions can give them a continuous sense of progress.

2. Use technology as a supporting tool

  • Fitness apps, step counters, video recording, and platforms to track and share progress can help keep motivation high. Achieving “badges” or hitting “goals” provides that gratification they seek while linking it to physical activity.

3. Create an environment of support and belonging

  • Sports are often more enjoyable when part of a community. Training with friends or creating workout groups can turn physical activity into a social event. Feeling part of a team provides motivation and mutual support, which is essential during adolescence.

4. Experiment with different sports and activities

  • Offering multiple sports, such as rock climbing, parkour, team sports, yoga, or group games, allows teens to discover the activities that best suit their interests. Variety can break the monotony and keep curiosity high.

5. Emphasize fun and reduce pressure on results

  • For many teens, competitive pressure can be stressful. The primary goal should be enjoyment, experience, and the pleasure of the activity rather than competition. This approach reduces performance anxiety and encourages spontaneous engagement.

6. Allow room for autonomy and responsibility

  • To empower teens, it’s useful to involve them in planning workouts or activities: choosing exercises, proposing training ideas, and taking initiative. When teens feel that their opinions are valued, they tend to be more motivated.

7. Teach the physical and mental benefits of sports

  • Educating teens about the mental and physical benefits of exercise—like better sleep, increased energy and concentration, and stress relief—helps them understand the long-term value of sports. Awareness of these benefits can motivate them to keep going.

8. Use a personalized approach

  • Every teen has different motivations: some enjoy competition, while others prefer more relaxed or artistic activities. Understanding each teen’s preferences makes it possible to tailor sports to their needs and interests, making the experience more fulfilling.

9. Provide positive feedback and recognition

  • Young people, often influenced by the search for approval, respond well to positive feedback and recognition. Praising improvements, acknowledging even small progress, and encouraging them without too much pressure can build a positive mindset and keep them motivated.

10. Integrate sports into daily routine, not as “optional”

  • Physical activity should be seen as part of their daily routine, not an extra or optional activity. Getting teens used to viewing sports as a moment of relaxation, pleasure, and self-care rather than as a duty helps encourage lasting involvement.

11. Encourage personal growth goals

  • Talking about sports as a journey of personal growth, where the competition is with oneself, can motivate them more than competition with others. This way, sports become a tool for building discipline, willpower, and self-confidence.

In conclusion

Making sports accessible, enjoyable, and rewarding for teenagers requires a mix of instant appeal and a broader personal growth strategy. Cultivating internal motivation that meets their needs can encourage a lasting commitment to physical activity, with all the benefits it brings for their health and development.

How to maintain consistency and perseverance in daily activities

Maintaining consistency and perseverance in daily activities—such as work, study, and sports—can be very challenging, yet it is also essential for achieving lasting and meaningful results. Here’s why these qualities are difficult to maintain, but also why they are so fundamental.

Why is perseverance so difficult?

  1. Delayed gratification - In many activities, results don’t come immediately. Studying for an exam, training for a sports goal, or advancing in a career takes time, and the fruits of your efforts aren’t always visible right away. However, our brains tend to prefer immediate rewards, and a lack of instant results can lead to frustration or fatigue.
  2. Monotony and fatigue - Consistency often involves repeating the same actions or exercises over and over. Over time, this can feel monotonous and tiring, especially when facing difficult tasks or obstacles. Repetitiveness can lower motivation and make it hard to stay on course.
  3. Self-doubt - Facing setbacks or obstacles can undermine self-confidence and create doubt about whether one is “good enough” or has the necessary talent. When confidence wanes, it’s easy to feel discouraged and give up.
  4. External factors and distractions - Daily life is full of distractions and unforeseen events. New interests, other people, and obligations can pull us away from our long-term goals. For example, time spent on social media or just the routine of work can keep us from exercising or studying.

Why is perseverance so essential?

  1. Tangible progress - Perseverance enables small progress steps that, over time, add up to visible and concrete improvements. This growth is often the only way to develop skills and achieve meaningful results. In work, consistent practice leads to mastery; in study, it strengthens memory and understanding; in sports, it builds endurance and strength.
  2. Overcoming limitations - Persevering allows us to face and push past our own limits. It’s natural to encounter obstacles, but overcoming them gives strength and motivation to keep going. Consistency trains us to handle difficulties without giving up, developing a growth mindset that prepares us to take on even greater challenges in the future.
  3. Self-esteem and resilience - Sticking with a commitment despite difficulties boosts our self-esteem and builds resilience. Each small goal achieved through perseverance confirms that we are capable of success, even when it seems distant or difficult. This, in turn, increases self-confidence and the ability to face new challenges.
  4. Lasting changes - Perseverance is often the key factor in maintaining long-term change. Whether it’s improving work performance, earning a degree, or achieving a fitness goal, consistency is what transforms a temporary effort into a lasting habit. This makes results stable over time, creating lasting improvement in one’s life.

How to strengthen consistency and perseverance?

  • Set realistic goals: Having clear and achievable goals, both short- and long-term, helps maintain motivation and follow a precise action plan.
  • Measure progress: Keeping track of progress, even small steps, gives a sense of accomplishment and reinforces motivation.
  • Develop routines and habits: Creating habits makes it easier to stay consistent because repeated actions become more automatic and less tiring.
  • Embrace moments of difficulty: Being aware that fatigue and obstacles are part of the process and that these are not signs of failure but stages along the path.

In summary, perseverance is challenging to maintain because it requires sacrifice, discipline, and patience, but it is essential for achieving the best results. It allows us to turn our efforts into success, creating lasting improvements in every area of our lives.

The psychology training of the coaches

The years go by, and coaches’ questions remain the same. They largely concern anxiety management, how to improve their athletes’ concentration during competitions, and how to keep motivation for training high. For those coaching teams or individual athletes, these are the three main questions.

My role in the sessions I conduct with coaches is twofold. On one hand, I provide theoretical information on these three topics, and on the other, I suggest interventions to be implemented in training to teach young athletes techniques for handling situations of excessive anxiety and reductions in concentration and motivation.

Generally, the time that federal training courses dedicate to these issues is limited, and the approach is mostly theoretical, as the lessons are held in a classroom (either in person or remotely). Thus, one could say that the sessions are often primarily informational rather than truly formative. The consequence of this is that, despite the high level of interest from coaches, the impact on their daily practice is likely less evident than it should be.

I understand that for both the federations and the coaches, improving this training would require greater resources—not only financial but also in terms of time and willingness to undertake a training pathway. However, this approach would enhance the professional skills needed to work with athletes, providing a clear advantage for the sports community.

Without going into the details of how a better training system could be organized, it seems that, almost 40 years later—as I’ve been teaching at the School of Sport since 1986—being asked the same questions as when I first started teaching sports psychology in coaching courses indicates that the training system has gaps that need to be addressed. On a positive note, these questions show that coaches have a strong interest in and desire to improve their psychological skills in guiding athletes.

I would like to conclude with an example. It could reasonably be argued that these questions remain relevant because coaches participating in the courses are still in training, and these are precisely the moments when they learn these skills, which they will later apply. To illustrate this, I’d like to give an example concerning breathing, which, among other functions, also helps improve self-control. Yet, no breathing exercise is typically included in the usual warm-up and training routines. This means that this skill is, in many cases, not part of athletes’ experience, even though it is covered in training courses. Coaches are probably so focused on teaching and refining the technical and tactical aspects of their athletes’ performance that they don’t feel they need to dedicate time to this area.

Communication and teaching