Archive for the 'Stress' Category

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Damn penalties

Once again, penalties decided the outcome of an important match like the direct elimination game between Atletico Madrid and Inter.

The history of top-level football is filled with glaring failures, such as Roberto Baggio’s mistake in the World Cup final against Brazil, as well as many lesser-known errors that occur continuously on football fields around the world. The success of such executions is determined by two factors: total concentration on performance and timing.

The first factor involves the player focusing entirely on the optimal execution of the sporting gesture. Before starting the run-up, the player concentrates on the sensations related to the movement, knowing that when this happens, the result is positive.

Thus, before the action, the player should mentally rehearse the shot to have exactly what they will do in the next minute at the forefront of their mind. With this image in mind, the player prepares for the actual execution.

The second essential element that every player should adhere to is the timing required to perform the action. It’s a time that takes into account individual preferences and those specified by the rules of football. Often, a penalty is missed because it doesn’t correspond to these requirements. An error can occur by rushing the shot preparation, acting more impulsively than controlled. Other times, the preparation may be too long, almost as if one wants to delay the moment of execution.

An essential aspect of these precision tasks, which is part of the timing and mental rehearsal of the shooting action, concerns the player’s gaze orientation during those moments, as it’s likely that wherever the player fixes their gaze, their attention is directed there.

Where does a player look while about to take a penalty kick? Eduardo Galeano illustrated this in a literary and elegant manner, speaking of a famous penalty kick taken by Meazza:

“It happened in the 1938 World Cup. In the semifinals, Italy and Brazil played their destiny, do or die.

The Italian forward Piola suddenly collapsed, as if struck by a gunshot, and with his only finger still alive, he pointed at the Brazilian defender Domingos de Guia. The Swiss referee believed him, blew the whistle: penalty. While the Brazilians shouted to the heavens and Piola got up, dusting himself off, Giuseppe Meazza placed the ball on the penalty spot.

Meazza was the beauty of the team. A graceful little man in love, an elegant penalty taker, he lifted his head inviting the goalkeeper like a matador with a bull in the final assault. And his feet, as flexible and wise as hands, never missed. But Walter, the Brazilian goalkeeper, was good at saving penalties and had confidence in himself.

Meazza took the run-up, and just as he was about to strike, his pants fell down. The crowd was stunned, and the referee almost swallowed his whistle. But Meazza, without stopping, grabbed his pants with one hand and beat the goalkeeper, disarmed by laughter. That was the goal that propelled Italy to the championship final.”

However, the fact that penalties also represent a difficulty always ready to present itself is confirmed by analyzing the conversion rates of penalties taken by the Italian national team throughout its history. In fact, penalties taken by the Azzurri in all competitions have been 86, of which 67 were scored and 19 were missed. Therefore, the missed ones represent 22% of those taken.

Gen Z and Millenials: Stress and anxiety remain high

Young people born between 1996 and 2010 (aged between 28 and 14) belong to Generation Z, while Millennials refer to those born between 1980 and 1995 (aged between 44 and 30). These distinctions are somewhat rigid because these categories consider differences of about 15 years between the two age extremes, and obviously, a teenager starting high school at 14 is very different from a 28-year-old who should already have years of work experience. The same goes for Millennials, where some have passed 40 years old while the other extreme is approaching 30.

So, keeping these differences in mind, it is still interesting to consider the data from a study conducted in 2023 by Deloitte to analyze these types of groups. The results were as follows:

Nearly half of Generation Z members (46%) and four in ten Millennials (39%) report feeling frequently stressed or anxious at work.

Their long-term financial futures, day-to-day financial availability, and the health/well-being of their families are the main sources of stress, as well as concerns about mental health and work-related factors such as high workloads, work-life imbalance, and unhealthy team cultures. Generation Z and Millennials are reporting increasingly high levels of burnout due to work-related pressures.

More than half of the participants acknowledge that their employers are taking mental health more seriously, and that their efforts to improve workplace mental health are having a positive impact. However, mental health support and resources are still underutilized, likely due to the social and workplace stigma that still surrounds them.

Generation Z and Millennials have conflicting feelings about the impact of social media on their mental health. Nearly half say they have a positive impact, but over 40% state that they make them feel lonely or inadequate and that they feel pressured by constant online presence.

The coach mindset

I quote this text by Vern Gambetta on the mindset that every coach should possess.

Regardless of how many years you have been coaching, always approach what you do with a beginner’s mind (“Shoshin” in Japanese). Never lose this perspective, because it is full of possibilities. It helps to see with a child’s eyes. It is seeing what is actually there, as opposed to seeing what we think is there. Erase confirmation bias. Expect nothing, and you will be surprised with what you see.

Getting better, step by step –some practical pointers:

  • Have a clearly defined vision and mission statement. Turn the words into action and live them in coaching and in life. The vision statement is a statement of purpose; it is why you do what you do. The mission statement is a clear description of the route; it is how you will do it.
  • Practice daily self-reflection, and make it a habit. Debrief after every training session. It can be formal or informal; do whatever fits your situation. Keep a journal and answer these questions: What did I plan to do? Did it get done? Was it exceptional, average or good? Why and why not? What do I need to do better next time? Taking time to answer these questions is a simple but effective way to constantly improve.
  • Read everything you can – read books, articles websites and blogs. Learn from anyone you can. Try to have a focus or the theme to direct your reading. Take notes. Discuss your reading with others.
  • Write – keep a journal. Tie this to your self-reflection and debrief. Take notes on your reading and things you hear or read.
  • Do it yourself –try it and feel it. There is no better way to teach a skill than to learn it yourself. That will give you a feel for what the athlete has to do when they are learning.
  • Network & Collaborate –work together with someone. Together is better. Seek diverse opinions and critical evaluation of your work.
  • Find a mentor both in and out of coaching. Find someone who has been there before and is willing to share their success and failures.
  • Go outside your sport and outside of sport – go far afield. I have found a wealth of ideas look- ing at design thinking. Look at the performing arts.
  • Know what you know, and know what you do not know. Be confident, but never be con- strained by either.
  • Remember that communication is the essence of good coaching. It is also the cornerstone of getting better. It demands intention and attention: intention that the meaning be shared and at- tention that it has been shared. Pay attention!
  • Observe –watch good coaches coach, and for that matter, watch bad coaches coach. You can learn what to do and what not to do. Watch and read interviews of coaches.
  • Specialize in being a generalist –get uncomfortable and go outside your area of expertise. Make connections between seemingly unconnected areas. This will allow you to make more diverse connections to deepen, as well as broaden, your knowledge.
  • Practice tech free coaching days
  • Leave your iPhone and iPad in the office. Put the Go Pro away.
  • Stop! Look! Listen! Heighten and sharpen your observational skills. Don’t worry about bar

Football and autism: To enhance the sports and psychosocial skills

Cei, A., Ruscello, B., Sepio, D. (2023). The role of Football in Enhancing psychosocial skills in Youth with Autism spectrum disorderInternational Journal of Sport Psychology, 54(5), 373-388.

Children with Autism Spectrum Disorder (ASD) exhibit deficits in social interaction, understanding of tasks, and verbal and nonverbal communication (APA, 2013). Several studies have examined the role of physical activity and sports in promoting skill acquisition in these areas and also in improving psychological and social abilities (e.g., Cei et al., 2017; Cei and Luiselli, 2017; Bremer et al., 2016; Luiselli, 2014).

The main reason for increasing these activities in children with ASD is to counter their predominantly sedentary condition (Lalonde, 2017), enhancing their body functioning, cognitive and emotional processes, as well as enriching and improving interactions with peers and adults. These are certainly ambitious goals but are the same ones developed and valued by typically developing peers in sports clubs.

Up to now, the dissemination of physical activity programs in youth with ASD has been neglected, even though research data show motor, psychological, and social benefits from continued practice over time. Additionally, sports can serve as effective support for therapies involving these youth. Despite these positive findings, it remains more likely for a young person with intellectual disabilities to lead a sedentary lifestyle, which in turn contributes to problems like obesity, cardiovascular diseases, and respiratory issues (De, Small, and Baur, 2008; Kahathuduwa et al., 2019).

In contrast, engagement in physical activity programs, even at moderate levels of intensity, can improve flexibility, increase muscle strength, reduce weight and body mass index. It also impacts psychological issues by reducing behavioral difficulties (reduction of stereotyped movements and self-stimulating behaviors), improving self-concept, and developing cognitive functions (Luiselli 2014; Sowa and Meulenbroek, 2012).

Major literature reviews have highlighted that the activities mostly involve individual sports such as running, cycling, weight training, roller skating, horseback riding, walking, and water activities  and treadmill use (Bremer et al., 2016; Lang et al., 2010; Sowa and Meulenbroek, 2012; Lancioni et al., 2009). These studies have shown that short and intense exercises can facilitate learning and reduce behavioral problems during and immediately after training sessions.

The reason why individual sports have been used more frequently compared to other sports lies in the apparent ease of teaching strategies and the reduction of practical cooperative activities and development of social skills compared to team sports. However, team sports and group activities might facilitate those prosocial behaviors and interpersonal communication that play a more marginal role in individual activities.

To address this need, Cei et al. (2017) developed a naturalistic intervention to study the effects of a football-based training program on children with ASD. In the initial phase, “Calcio Insieme” (Football Together) project recruited 30 children (6-13 years old) with ASD from the public schools.

To assess the impact of the training program on psychosocial skills (collaboration, communication, socialization, problematic behaviors, self-support), interviews were conducted with parents and school teachers before and after the training period. The results showed that after 8 months of activity, parents and school teachers perceived that participants had improved their psychosocial and motor skills, with differences based on the severity of their condition.

Coach and psychologist role to develop the young

To teach young athletes to compete with satisfaction, deriving pleasure from the competition with their opponents and from solving the difficulties that are usually present in competitions, it is necessary for coaches and psychologists to work together to guide them through this experience.

Today, young people often experience competitive situations with insecurity compared to the past. As repeatedly mentioned, an important cause of this psychological condition stems from growing up from childhood to adolescence in environments almost always organized by adults, where play managed autonomously by them has been and continues to be almost entirely absent. In these situations, there are always adults teaching them how to do things, thus creating a vicious circle in which teachers, family members, and coaches completely organize their lives.

In this way, young people must constantly be accountable to an adult and are rarely free to behave spontaneously.

This way of living leads young people to never feel fully responsible for their actions, not learn to correct themselves, and never decide how to do an activity because it is already organized and they are expected to participate while respecting the rules.

This is one of the reasons why these young people tend to become less autonomous and develop a psychological condition of low self-confidence. On this basis, no professional can alone solve the situation. The coach cannot become a psychologist on their own, but together they must integrate their skills to promote the sport and psychological development of the young people they work with.

It is quite obvious that young people may be more influenced by the coach because they spend all the time dedicated to sports with them, compared to the psychologist with whom they do not have such daily contact. However, it is the adults first, the coach and the psychologist, who must interact frequently with each other to decide how to act with the young people, each respecting the different professions to make the young people they work with increasingly autonomous.

It is an exchange of work that should take place on a weekly basis, like a real training program that develops gradually. It would be a serious mistake if the coach’s work took precedence even in the psychological area because they do not possess the necessary skills.

Walking is good but at least more than 2200 steps

We have been told for years that walking 10,000 steps a day reduces the risk of heart disease and premature death, even in those who spend the rest of the day sedentary.

Recent research has highlighted that the minimum number of steps is 2,200 per day and that health risks decrease as we increase our steps throughout the day. The risk is significantly reduced among people who take between 9,000 and 10,500 steps per day, with a 39% reduction in the risk of premature death and over a fifth reduction in the risk of a heart attack or stroke.

Although the results have shown that any number of daily steps above 2,200 was associated with lower rates of death and heart disease, regardless of sedentary time, the benefits increase with more steps taken by individuals.

These new studies indicate that every single step toward reaching 10,000 steps a day counts in reducing the risk of death and heart disease.

So let’s stay active for our health as advised, through 150 minutes of moderate exercise per week. And in any way possible, we should strive to reach 10,000 steps a day.

It’s truly alarming if global health organizations have to remind us to walk, to engage in the simplest and most natural action a human can take.

Nevertheless, we must follow this advice because, as the saying goes, “it’s a matter of health.”

Physical activity and interventions on psychopatology

Singh B, Olds T, Curtis R, et al. Effectiveness of physical activity interventions for improving depression, anxiety and distress: an overview of systematic reviews. British Journal of Sports Medicine 2023; 57:1203-1209.

PA was effective at reducing depression and anxiety across all clinical conditions, though the magnitude of the benefit varied between clinical groups. The larger effect sizes observed in clinical populations may reflect that these populations experience above-average symptoms of depression and anxiety and have low PA levels, and, therefore, have a greater scope for improvement compared with non-clinical populations.

All PA modes were beneficial, including aerobic, resistance, mixed-mode exercise and yoga. It is likely that the beneficial effects of PA on depression and anxiety are due to a combination of various psychological, neurophysiological and social mechanisms. Different modes of PA stimulate different physiological and psychosocial effects, and this was supported by our findings (eg, resistance exercise had the largest effects on depression, while Yoga and other mind–body exercises were most effective for reducing anxiety). Furthermore, our findings showed that moderate-intensity and high-intensity PA modes were more effective than lower intensities. PA improves depression though various neuromolecular mechanisms including increased expression of neurotrophic factors, increased availability of serotonin and norepinephrine, regulation of hypothalamic–pituitary–adrenal axis activity and reduced systemic inflammation. Therefore, low-intensity PA may be insufficient for stimulating the neurological and hormonal changes that are associated with larger improvements in depression and anxiety. Overall, our findings add further support to public health guidelines, which recommend multimodal, moderate and vigorous intensity PA.

PA was effective at reducing depression and anxiety across all clinical conditions, though the magnitude of the benefit varied between clinical groups. The larger effect sizes observed in clinical populations may reflect that these populations experience above-average symptoms of depression and anxiety and have low PA levels, and, therefore, have a greater scope for improvement compared with non-clinical populations.

All PA modes were beneficial, including aerobic, resistance, mixed-mode exercise and yoga. It is likely that the beneficial effects of PA on depression and anxiety are due to a combination of various psychological, neurophysiological and social mechanisms. Different modes of PA stimulate different physiological and psychosocial effects, and this was supported by our findings (eg, resistance exercise had the largest effects on depression, while Yoga and other mind–body exercises were most effective for reducing anxiety). Furthermore, our findings showed that moderate-intensity and high-intensity PA modes were more effective than lower intensities. PA improves depression though various neuromolecular mechanisms including increased expression of neurotrophic factors, increased availability of serotonin and norepinephrine, regulation of hypothalamic–pituitary–adrenal axis activity and reduced systemic inflammation. Therefore, low-intensity PA may be insufficient for stimulating the neurological and hormonal changes that are associated with larger improvements in depression and anxiety. Overall, our findings add further support to public health guidelines, which recommend multimodal, moderate and vigorous intensity PA

Paris 2024 posters

In the spirit of equality that has become a hallmark of the upcoming Games, Paris 2024 chose not to make a distinction between the Olympics and Paralympics in the design of the posters. As with the torch and the mascots, the posters are linked together and united.

On Monday 4 March, a giant version of the posters went on display at the Musée d’Orsay in Paris. They will remain there until 10 March for visitors from all over the world to see.

“It’s a new, key moment in the Paris 2024 story,” said Paris 2024 president Tony Estanguet at the event where the posters were revealed. “We’ve tried to be different and imagine posters that look like us, posters that go beyond a mere logo.”

Paris 2024 hired Ugo Gattoni, a Parisian illustrator with a vibrant style, to create the posters. He worked in his studio from 19 September 2023 to 19 January 2024, spending a total of 2,000 hours creating the two posters that will become a lasting symbol of the Olympic and Paralympic Games Paris 2024.

Paris 2024 poster

Obesity, OMS: is a complex multifactorial chronic illness

Globesity  - as named by the Italian economist and agronomist Andrea Segrè – shows that the global costs of overweight and obesity will reach $18 trillion annually by 2060.

The WHO defines obesity as a chronic multifactorial disease characterized by excessive fat deposits, which can compromise health, due to obesogenic environments, psychosocial factors, genetic variables, as well as major etiological factors such as diseases, medications, forced immobilization, and iatrogenic procedures.

In an obesogenic environment, the availability of healthy and sustainable food at locally accessible prices is structurally limited, there is a lack of easy and safe physical mobility in daily life, and there is an absence of adequate legal and regulatory context.

The progression towards obesity is aggravated by the lack of an effective response from the healthcare system, which fails to identify early in the initial stages the excess weight gain and fat deposition in people who are at higher risk of getting sick.

Obese individuals have an increased risk of developing heart disease, type 2 diabetes, and tumors. Obesity also significantly influences bone health and reproduction and impacts quality of life, such as mobility and good sleep.

Childhood and adolescent obesity have negative psychosocial consequences, from lower academic performance to worsened quality of life. It is exacerbated by stigma, discrimination, and widespread bullying.

Epidemiological data show that, compared to 1990, obesity has doubled in adults and quadrupled in adolescents. It appears that in 2022, one in eight people worldwide lived with obesity: there were 890 million people (aged 18 and over), representing 16% of the adult population. Another two and a half billion adults are overweight (43%). There are also 37 million children under 5 years old and 390 million children and adolescents aged 5 to 19 who are overweight, with 160 million of them living with obesity.

It seems paradoxical that in the poorest countries, malnutrition in all its forms and obesity commonly coexist. There is a double burden of malnutrition. Children, more vulnerable to inadequate nutrition, are more exposed to high-energy foods – high in sugars, fats, and salt – but poor in micronutrients, which cost less but also have lower nutrient quality. WHO believes that these dietary patterns, associated with reduced levels of physical activity, lead to a sharp increase in childhood obesity, leaving malnutrition problems unresolved.

To reduce risk, people can enjoy a healthy life by taking better care of their diet, the duration and quality of sleep, emotional self-regulation, as well as avoiding tobacco and alcohol and engaging in regular physical activity. It is also important to be careful not to gain too much weight during pregnancy, practice exclusive breastfeeding for an extended period, and support all children, regardless of their weight status, to ensure they eat healthily, sleep well, and are not sedentary.”

How to improve the relationship with the athlete?

Often, coaches ask how they could improve their relationship with the athletes they coach.

My first response is always to advise them to listen to them and talk to them more. Some understand while saying they don’t have the time. I reiterate that it is better to stop the activity 10 minutes earlier to talk to them than to coach technique for 10 minutes longer.

Athletes like any other human need to share thoughts and emotions. It is not enough just to do, you also need to learn that you need to give words to what you have done in training and competition. It is not enough just to do, you also need to be able to explain it and let others know through a process of observing and evaluating yourself. Is this not part of training? Or should training mean just doing drills, like a robot doing without knowing the meaning of what it is doing and, therefore, cannot understand the meaning for itself.

Easier and less demanding for the coach is to administer exercises with the hope that what he teaches will come true, just as a doctor administers medicine to a patient.

The coach should get out of this ambiguity of wanting to lead with only a directive approach and lacking interest in building autonomy and developing the young decision-making skills.