Archive for the 'Olimpiadi' Category

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Health and safety management systems in sport

Giffin, C.E., Schinke, R.J., Wagstaff, C., Quartiroli, A., Larivière, M., Coholic, D., Li, Y. (2024). Advancing Safe Sport Through Occupational Health and Safety a Thematic Meta-Synthesis Exploring Abuse within Elite Adult Sport ContextsInternational Journal of Sport Psychology, 55(1), 1-31.

Occupational health and safety management systems (OHSMS) promote healthy workplace environments through regulating hazards and health promotion activities. Abuse within elite sports is one hazard that threatens the health and safety of elite adult athletes. Despite the widespread existence of evidence-informed guidelines to safeguard youth athletes, few safeguards have been developed for elite adult athletes, despite sport being their primary occupation. Through a critical realist lens, we used a thematic meta-synthesis to search, appraise and synthesize 20 articles conducted with elite adult athletes who have experienced abuse.

We present three themes to highlight: (a) how abuse types (sexual, psychology, physical, and financial) are fluid and expand over time, (b) the contextual factors that influence abuse (individual, relational, structural, cultural), and (c) temporal impacts of abuse throughout athletes’ early, late, and post-sport careers.

The present work is discussed in relation to perceived advancement of OHSMS and safe sport through protecting athletes from the hazards present within their occupational environments.

In the adolescent age there is a direct influence between physical activity and life satisfaction

Lee, Y., Sung, H., Cho, H. (2024). A longitudinal study on the bidirectional relationship between adolescents’ physical activity and life satisfactionInternational Journal of Sport Psychology, 55(4), 313-333.

The purpose of this study was to investigate the longitudinal relationship between physical activity and life satisfaction in adolescents. We used Autoregressive Cross-lagged Model (ACLM) to investigate the longitudinal relationship and utilized four years of data (N = 1,897) from the Korean Children and Youth Panel Survey, which was conducted by the National Youth Policy Institute. Results showed that physical activity and life satisfaction were found to be s over time.

In addition, we found that physical activity at a previous time point had a significant and consistent impact on life satisfaction at subsequent time points. Conversely, life satisfaction at a previous time point was found to have a consistent effect on physical activity at the subsequent time point. This study demonstrates that physical activity and life satisfaction mutually influence and impact each other, indicating that they have a reciprocal relationship.

In conclusion, it is noteworthy that life satisfaction has a strong influence in predicting physical activity, and that it needs to be considered as a priority and acts as a motivational factor for specific behaviors.

The friendship during social media era

With the spread of social media, friendship has undergone significant transformations, both in terms of social dynamics and communication methods. Here are some of the main changes:

1. Increase in quantity, reduction in quality

Social media has made it possible to connect with a much larger number of people than before, expanding social networks. However, this increase in the number of “friends” often does not translate into deep connections. Many friendships on social media are superficial, more about content sharing than real emotional bonds.

2. More frequent but less personal interactions

Before social media, maintaining a friendship required effort, such as calls, visits, or letters. Now, a “like” or a comment is enough to keep in touch, but these interactions are often less meaningful. Social media favors quick exchanges, with little depth.

3. Constant exposure to others’ lives

Social media allows for continuous visibility into others’ lives through photos, stories, and posts. This can foster a sense of connection but can also lead to envy, comparison, and insecurities. You might feel like you know everything about a person, even without sharing significant moments together.

4. New forms of “virtual” friendship

Virtual friendship has become very common. People who have never met in real life can build close and meaningful relationships online, based on common interests or shared experiences. These relationships can be real and deep, but some argue that they lack an essential physical and emotional aspect.

5. Speed and ease of reconnecting

Social media has made it much easier to reconnect with people you’ve lost touch with, such as old school friends or former colleagues. This has reduced the idea of “losing contact” with someone. However, these rekindled relationships can remain superficial or based solely on maintaining an online connection.

6. Social pressure and FOMO (Fear of Missing Out)

Constant exposure to others’ social lives can create pressure to always be connected or participate in events. The “fear of missing out” is amplified by social media, creating anxiety in relationships and a need for constant approval through “likes” and comments.

7. Self-representation and authenticity

Social media allows people to carefully curate their public image, showing only certain aspects of themselves. This can lead to relationships based on partial or idealized representations, rather than on a true mutual understanding. In some cases, it can increase the gap between who we really are and what we show to our friends.

8. Risk of conflicts and misunderstandings

Communication on social media is often fragmented and lacks vocal tones or facial expressions, which can lead to misunderstandings and conflicts. Moreover, personal opinions shared publicly can cause rifts between friends, especially on sensitive topics like politics or religion.

9. Amplified effect of social media on toxic relationships

Toxic or conflictual relationships can be amplified on social media, where the public sharing of personal information, gossip, or criticism can damage friendships more extensively and quickly than in face-to-face interactions.

10. New ways of support and closeness

However, social media can also be powerful tools of support, especially in situations of geographical distance. People can use platforms like Facebook or WhatsApp to offer emotional support, advice, and comfort in real time, fostering a sense of closeness even when physically apart.

In summary, friendship in the social media era has seen an expansion of social networks, with faster and more immediate interactions but often at the expense of depth. Connections can be maintained more easily but often at the cost of the quality of the bond. Authenticity and direct human contact are, unfortunately, often sacrificed, creating a new balance between the real and virtual worlds

Nobody teaches that mistakes are always made

Speaking today with a young clay target shooter, specializing in Olympic trap, the difficulty in accepting mistakes emerged. This happens because they start from a mistaken assumption: since I’m in good shape and make many sacrifices to train, I should therefore make very few mistakes and, most importantly, win more often.

This is a typical mindset for many young athletes, not only those in precision sports. There are countless examples to illustrate why this approach is wrong. The first is to look at how many world records have been set in the past 30 years. In Olympic trap, it has happened 17 times, indicating how many times the maximum score of 125 targets hit out of 125 has been achieved in an international competition. In essence, over 30 years, only 14 athletes did it (since 3 of them achieved it twice). So, aside from this small number of athletes who have done it once, even they and all the other top athletes in the world haven’t been able to repeat it.

So how can I think, not belonging to this small group of shooters, that just because I’m in shape, I should make very few mistakes? If we are rational, it’s quite clear that I’m thinking something foolish, a belief many hold because no one teaches how to think about what you’re doing, while everyone asks for your score at the end of the competition, as if that were the most important thing to know about an athlete’s performance.

It’s a hard myth to dispel, the one that associates physical shape with the result you want to achieve. What’s not understood is that being in shape is essential to knowing you’ve done everything possible to put yourself in a position to perform well—it’s a prerequisite for performance. You shouldn’t participate in important competitions if you’re not in shape, but this is only the foundation for your competitive performance. The next step is to demonstrate your skill in handling the stress of competition, especially in a sport where a blink of an eye can compromise the shot.

It’s easier for coaches to teach technique and then tell athletes, “You’ve learned how to break the targets, now it’s your job to do it in competition!

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.