Is thinking only about improving always positive?

Athletes, and not just them, are engaged in training to improve themselves. They are highly attuned to how they can correct mistakes or maintain ever-greater consistency and intensity. The same can be said for the coaches who support them. Clearly, this approach to improvement is an important quality; it is a sign of perseverance and resilience.

If this is the “A side” of those working to improve themselves, it is also worth remembering the “B side.” In this case, it might involve never being satisfied with one’s qualities or the skills acquired, and this mindset can lead to focusing more on one’s limitations and shortcomings rather than one’s athletic abilities.

It is not uncommon to hear athletes lamenting that they have not yet reached a certain level of skill or that they are still struggling with a particular aspect of their competence. As if that weren’t enough, before competitions, they think more about their limitations than about what they know how to do. And when they make mistakes, they attribute the error to these perceived inadequacies.

However, there is a path they could take: focusing solely on their abilities before a competition, setting aside any form of critical thinking. Pragmatically speaking, I often tell the athletes I work with that two days before the event, they should focus only on what they know how to do, on their skills, and banish from their minds any thoughts that might generate doubt, excessive anxiety, or insecurity.

IJSP search Associate Editors

Why are the resources to train in sport 1,000 young people with intellectual disabilities not being found?

The difficulty in securing funding for projects involving young people with intellectual disabilities can be attributed to several reasons, including:

1. Prioritization of Public and Private Resources

  • Limited public funds: Public entities often have tight budgets with multiple demands, such as healthcare, education, and infrastructure. Specific projects like training young people with disabilities may not be an immediate priority.
  • Competition for private funding: Many organizations compete for donations from foundations, companies, or individuals, which can reduce the likelihood of securing the necessary funds.

2. Lack of Awareness

  • Limited visibility: If the project is not well-promoted or does not capture the attention of the public and decision-makers, it may be difficult to generate the required support.
  • Stereotypes and prejudices: Unfortunately, projects involving people with intellectual disabilities may not be perceived as “profitable” or as urgent compared to other social initiatives.

3. Challenges in Fundraising

  • Inadequate fundraising strategies: Without structured plans to secure funding, such as crowdfunding campaigns, partnerships with companies, or charity events, attracting funds can be challenging.
  • Management costs: Organizing fundraising campaigns requires resources, staff, and specific skills that are not always available.

4. Lack of Strategic Partnerships

  • Insufficient collaborations: Engaging companies, foundations, or local entities could expand funding opportunities. However, such partnerships require time and effort to establish.

Possible Solutions

  • Promoting awareness: A well-designed campaign that shares the stories of these young people and highlights the benefits of training could attract more donors.
  • Crowdfunding: Online platforms can be useful for raising funds and engaging the community.
  • Corporate partnerships: Companies could contribute in exchange for visibility or to enhance their corporate social responsibility efforts.
  • Accessing European or international funds: Specific programs fund social inclusion and projects for people with disabilities.
  • Involving the media: Highlighting the issue could attract the attention of both public and private donors.

Innate or earned Killer Instinct?

Gentle, humble, and mild-mannered, Rod Laver, arguably the greatest tennis player of all time, possessed it and used it to become the only player to win the tennis Grand Slam twice.

In his recently updated and republished memoir, The Education of a Tennis Player, Laver discusses the killer instinct (an excerpt follows).

By Rod Laver:

“When I was a young boy just starting to play well—better than average—I experienced the thrill of playing in front of an audience.

It was a wonderful feeling to be admired for my shots, and I wasn’t in any hurry to leave the court.

As a result, I let too many opponents hang around.

I discovered that you have to play with the intention of making it a short journey—do the job quickly and thoroughly.

I don’t mean hastily.

Far from it.

But when you get the chance to strike, you realize that no lead is as big as it seems.

If your opponent is down 1–4, it feels pretty good: a three-game lead.

But it’s just one service break, and if you don’t maintain the pressure, you’ll find yourself in trouble.

It’s certainly not the time to experiment with new shots.

I’ve heard it said that you’re either born with the killer instinct or you’re not.

I don’t agree with that.

I feel I had to develop this killer vision, which for me means making the shot required to win the point.

Don’t make life harder for yourself when you have an easy shot, and your opponent is out of position.

Good opportunities are rare, and the killer definitely seizes them when they arise.

The killer doesn’t let go.

This can be learned.

You must be certain about easy shots—focus even harder on those.

Everyone struggles with difficult shots, but the killer achieves their goal because they are meticulous.

Don’t congratulate yourself when you’re ahead.

Focus on staying in it.

When my coach, Charlie Hollis, decided I wasn’t ruthless enough, he trained me with the goal of winning every match 6–0, 6–0.

It might seem strange to you, but Charlie’s idea was good and accurate: push forward and don’t let anyone feel comfortable.”

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.