IV. 2.1.3.3 Cartera de Activos
IV.2.2 Contrato de Cesión de Activos
Following below are a number of recommendations for practitioners working with Olympic favorites:
Step 1: Assessment of role perceptions – raising awareness.
(a) Assess how the athlete perceives his or her role at the Olympics by asking a number of open-ended questions, such as “How do you see your role at the Games? What do you think the psychological impact of that role is on your performance? How do you think the favorite will feel? What about the underdog?”
(b) Have the athlete do a cost-benefit analysis: What are the advantages of the favorite? What are the disadvantages? Ask the athlete to assign a percentage rank to each side and get an indication which side the athlete prefers.
Step 2: Continue to raise awareness and normalize emotional reaction to being the favorite:
(a) Educate the athlete about the Olympics by providing him/her with stories, quotes, and video examples of Olympic favorites who dealt with the role of the favorite successfully and unsuccessfully.
Step 3: Help the athlete understand the crucial role the mind plays in adjusting effectively to the role of the favorite
(a) Return to the cost-benefit analysis and take a close look at the disadvantages mentioned. Use this list to uncover unhelpful thoughts and beliefs that will distract the athlete from staying focused on the process. Work with an A-B-C sheet, where “A” stands for activating event, in our case being in the role of the favorite, “B” stands for beliefs and thoughts the athlete has about the situation of being the favorite, and “C” captures the emotional and behavioral consequences of those thoughts about being the favorite. These thoughts can be performance facilitating or debilitating. Ask a series of questions about the thoughts (about the B’s): “Is it helpful to think this way? Is it logical to think this way? Are there other ways to think about it? If your best friend is in the same situation would you tell him/her the same thing you are telling yourself? If the answer is no, why not? Are there any shoulds present in your thoughts? What would happened if you change them into a ‘want to, prefer to’?”
(b) Come back to the example in the form of, quotes, stories, videos and look at the thoughts of the athletes in the role of the favorite and see if the athlete understands how those thoughts impacted performance
Step 4: Training in Mindfulness.
a. Train the athlete in formal mindfulness meditation practice, using such techniques as sitting meditation, walking meditation, yoga and mindful eating.
b. Encourage the athlete to train mindfulness informally as well by taking the practice of mindfulness to the practice field.
c. Debrief competition and practice from the perspective of mindfulness by using journaling or talking about the competition/practice. When was it difficult to stay focused on the task at hand? What came up? When did the athletes notice their internal dialogue and the distraction it presented? Were they successful at refocusing back to the task at hand?
Step 5: Planning for distractions
(a) Begin planning for distractions at the Olympic Games. Brainstorm about various external (media, friends and family, etc.) and internal distractions that might arise at the Games.
(b) Come up with contingency plans for handling those distractions. Work on active problem-solving, but also on more emotion based coping.
(c) Pay specific attention to the internal distractions (using the thoughts and beliefs uncovered as material for this part, along with the A-B-C form to work on effective thinking and the mindfulness work).
Step 6: Goal-setting.
a. Ask your athlete to set outcome, performance and process goals for all competitions leading up to the Olympics.
b. Encourage the athlete to practice moving attention from outcome to process goals the closer it gets to the competition.
Step 7: Use mastery and coping imagery to prepare for the emotional experience of the Games
Step 8: Ask the athlete to put a perspective “kit” together.
The “kit” can consist of anything that gives the athlete perspective in life. Make sure it is transportable and small enough to bring to competitions and the Olympic Games.
R
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