Methodological aspects of the psyche
Psychological training is the targeted and controlled influencing of psychological performance components that contribute to emotional stability and mental strength. As the brain learns unconsciously and constantly (implicit learning), conscious planning of this training is important. In terms of brain physiology (and in very simplified terms), learning takes place through the formation of nerve cell connections. These connections are created through constant repetition. The formation of such connections is supported by the learner being able to build on previous knowledge or familiarity. If the learner experiences positive emotions, areas of the brain are activated that are relevant to the learning content. Negative emotions, on the other hand, lead to the activation of brain regions that are responsible for stress and anxiety reactions. This is a poor prerequisite for stable learning. The learning process is favoured as follows:
Consciously arrange the learning situation (learning always takes place)
Enabling experiences of success (matching ability and requirement)
Build a positive learning environment (joy and fun as motivation)
Frequent practice and repetition
Build on what you already know (methodical series of exercises)
An essential feature of human life is constant change and development. Just as the athletic, academic or professional, psychosocial level can be considered, the psychological level also plays a role. It encompasses the developmental stages of childhood (up to and including the age of 12), adolescence (13-18) and early adulthood (from the age of 19 upwards). On an emotional level, children (from the age of 6) begin to feel complex emotions such as guilt and shame and become more empathetic. From childhood (from 5) to mid-adolescence (from 15), cognitive functions develop significantly. Children begin to think more concretely and logically. At around the age of 12, they are able to categorise the causes of success or failure. At this age, they are therefore (psychologically speaking) ready for competition. During puberty, young adolescents become more emotional and moody. In middle adolescence, mood swings are less frequent and adolescents learn to express their feelings better. During adolescence, adolescents also begin to think abstractly. As they develop their identity, they begin to concern themselves with political, social and moral issues. The availability of all cognitive functions is guaranteed from around the age of 16. For this reason, more complex psychological training methods should only be used with adolescents at the age of 16. Before that, exercises should be carried out in a playful manner or in the form of age-appropriate stories.
In psychological training, the first question is which mental processes should be improved. An analysis of the requirements of the sport carried out on a psychological level together with the determination of the existing strengths and the development potential of the athlete provide the answer. Promoting motivation and self-confidence, concentrating, perceiving and processing, regulating the psyche, controlling the will, anticipating, communicating, tactics and strategy are the most important psychological training areas based on the performance model in the Y+S core teaching material.
Many psychological training methods are essentially a variation of the three basic techniques of visualisation, self-talk and breathing regulation. In order to optimise emotional stability and mental strength, the athlete can choose one or more methods depending on the goal, learning type, situation and stage of season planning.
Visualise
Visualisation is one of the most frequently used techniques in psychological training. When visualising, the athlete imagines a situation and mentally simulates a real event. It is as if a film is running in their head, which they can consciously direct and control themselves. Athletes can learn to consciously visualise clear ideas that have a strong influence on their behaviour and performance. Regular and consistent visualisation makes it possible to improve athletic performance in parallel with practical training.
Visualisation is not only based on the visual imagination. The athlete tries to build up an inner mental image using all their senses. The mental image can be viewed from two different perspectives. On the one hand, the athlete can visualise the images from an internal perspective (first-person perspective). The mental image becomes more vivid as soon as the senses of hearing, body, sight, smell or taste are included (kinaesthetic visualisation). On the other hand, the athlete can view themselves from the perspective of a third person or as if on a video recording. The athlete can also change perspective during the visualisation process.
Self-talk
Self-talk is an inner dialogue in the form of thoughts directed at oneself. Thoughts have a strong influence on a person. Systematically influencing self-talk is about using thoughts or self-talk in such a way that they help the person to perform. Self-talk that supports performance can be trained and a positive thinking style can be practised. However, there are also thinking or self-talk styles that have a negative impact on people and prevent them from realising their potential. It goes without saying that the athlete needs to use self-talk that is conducive to performance.
Breathing regulation
Breathing is usually automatic. Its main task is the intake of oxygen and the release of carbon dioxide. Breathing is also an important control element for human states of arousal (and therefore also emotions). Emotional states and breathing are therefore interrelated. When we are anxious, insecure or tense, our breathing is shallow and rapid. Calmness, security and relaxation, on the other hand, are characterised by slow and deep breathing. As a result, it is practically impossible to breathe calmly and relaxed and be excited at the same time. Emotions can be influenced by (deliberately) changing the breathing pattern (e.g. reducing anxiety through calm, slow, relaxed breathing). Athletes can learn to change their own state of arousal through their breathing. Conscious breathing also distracts attention from distracting thoughts or events and serves as concentration training.
Intervention areas
People are constantly learning, consciously (explicitly) or unconsciously (implicitly). This means that mental performance components are also constantly being changed without this being intentional. This influence is exerted by situations or people.
Conducive trainer and leader behaviour: The psychological stability of an athlete is strongly influenced by skilful coach behaviour.
Psychologically orientated coordination/conditioning and tactics training (POT): The technical, conditioning or tactical exercises used in normal training improve a psychological skill with the help of supplementary measures. The main feature of this form of training is that the athlete does not even realise that important psychological skills are being specifically improved. They learn implicitly.
Psychological training during training (PT during training): Special psychological exercises are used in training.
Psychological training outside of training (PT outside of training): This involves carrying out specific exercises to strengthen psychological skills at home or outside of training.
The area of POT and PT is very sport-specific and should be developed with a specialist. All areas of intervention aim to build up mental energy and optimise the control of mental processes.