the psychology of an elite archer – a developmental perspective katherine bond 8 th november 2011...

The Psychology of an Elite Archer – A Developmental Perspective

Katherine Bond

8th November 2011

With thanks to:Rebecca SymesJo BateyDr Ruth Lowry

IntroductionA tiny % of athletes make it to the very highest

level, and enjoy sustained success through their career.

Few truly fulfil their potential.

Often success at junior level does not translate to success at senior level

Archery is a sport where sustained success is possible (but still quite rare)

Session summaryThe session will:Explore the psychological correlates of success in

archeryHighlight some key discriminates of success at the

very elite levelTake a developmental perspective in discussing

theseDiscuss some implications for coaches and

programme managers

Audience participation welcome!

WAKE AND SHAKE 1!

What does it take (personality, attributes, attitude) to be a successful archer at the highest level?

What does it take to sustain success over a career?

2011 World Archery Coaching Seminar

Development of a profile of the psychological qualities and skills associated with success at World Class level.

We drew from:

Research on successful Olympians and Paralympians Previous profiling data Archer feedback Coach and other ‘expert’ opinion

2011 World Archery Coaching Seminar

The 5 Foundations of Success...

1) Talent is not enough – work hard and work smart

2) Desire to improve

3) Attitude

4) Competition Toughness and Resilience

5) Professional and Balanced

1) Talent is not enough

Detailed and systematic plannerEngages in purposeful, quality trainingPrepares thoroughly for competitionReviews progress and performance

2) Desire to improve

Determination, drive and commitment to achieve

Hunger to improve 100% of the time

3) Attitude

Take responsibilityEmbrace changeContinual evolvementHonest appraisal of own strengths and weaknessesUse all resources available to them

4) Competition Toughness & Resilience

Excellent emotional control and composure in competition

Retains a task focusPerforms under competition pressureDeals effectively with the challenge of

being a major competition

http://www.youtube.com/watch?v=qXdFv2lhbNw&feature=relmfu

5) Professional and Balanced

Embraces challenge and discomfortProfessional team member

Retains perspective and life balanceHas interests and focus outside

archery

Balance, perspective, identity

Keeping a balance, being a rounded person

A critical factor for long term success???

Self-identity – what is it?

WAKE AND SHAKE 2!

Describe yourself in no more than 3 sentences

What are the really important things you identify with?

The Self

I am an archer

I am an archer

I am an artist

I am an artist

I am a studentI am a

student

I am a sisterI am a sister

Self-Esteem

Self-Identities

Expectations

Meaning

Self-Esteem

The value or worth we give to our identity

Circular Relationship

Identity/esteem

Behaviour

Athletic Identity

Self-Identity

I am an Archer

I am a student

I am a sister I am an artist

Strong “Athletic Identity”

Or

Over-identification with one aspect of self

Advantages & risks of a strong AI

Advantages Commitment in training and

focus on sport goals (Horton & Mack, 2000)

Motivation and discipline necessary for intense training and success in high level sport (Callero, 1985; Danish,1983)

When things going well – high self-esteem and higher performance peaks (e.g. Marsh, Perry, Horsely & Roche, 1995)

Risks Over commitment to the athlete

role leading to over-training, reluctance to rest/recover, willingness to do anything to succeed

Restricted development of a multidimensional identity – ‘identity foreclosure’

High levels of competitive anxiety Unstable self-esteem and

performance – rapid decrements in both

Difficulty adapting to injury and retirement

Exclusive AI - at risk from vicious cycle of low self-esteem when things not going well in sport

Research Case Study 110 elite junior archers, ave

age 17.

Research explored:

The nature of their social networks – breadth of relationships

Function of their relationships

Developmental activitiesLowry, R. & Bond, K. (2010) Mapping the social world of high performing youth athletes: Ego network analysis of junior British archers. Association for Applied Sport Psychology. 27th-30th October, Providence, Rhode Island.

Jim, University Student – Alters = 12; Alter Ties = 38; Density = 3.17

Family

Archery

Neighbourhood

M 18M 18 DadDad

F 22F 22

FCoach

FCoachM

Coach

MCoach

MumMum

MCoach

MCoach

F 18F 18

M 18M 18

M 17M 17

M 19M 19

MCoach

MCoach

F 18F 18

F 16F 16

MumMum

F 18F 18

F 21F 21

F 24F 24

FCoach

FCoachM 36M 36

F 16F 16

DadDad

F 16F 16

F 16F 16

F 16F 16

F 16F 16

Claire, School Student – Alters = 12; Alter Ties = 22; Density = 1.83

Family

School

Archery

M 19M 19

DadDad

M 13M 13

MumMum

UncleUncle

MCoach

MCoach

MCoach

MCoach

M 17M 17

GMhGMh

M 17M 17

M 17M 17

FCoach

FCoach

John, University Student – Alters = 11; Alter Ties = 16; Density = 1.45

Family

UniversityArchery

Neighbourhood

Key findings

1) Social networks of archers appear to be smaller than those of non-athletes.

2)Social networks of archers were characterised by relationships with adults more than those of non-athletes

i) Parents were prominent in the archers’ social network – more so than that which would be expected with non-athletes - and were generally the most important source of practical and emotional support

ii) National coaches also emerged as dominant figures in the archers’ networks.

Key findings3) Social networks were characterised by a relative

lack of relationships with same-aged peers. Specifically:

i) Other archers and siblings were not a prominent feature of – or were absent from – social networks.

ii) Archers had fewer same-aged, same-sexed friends from their school, college or neighbourhood than non-athletes.

iii) Relationships with friends assumed less social importance than family (notably parents) and coaches.

WAKE AND SHAKE 3!!

So...what’s the problem???

Two critical developmental experiences

1) Movement from relying on adult support to peer support in teenage years

2) Identity development through ‘role experimentation’

May not happen with elite junior archers -leading to: Development of Strong Athletic Identity Esteem linked to performance May not learn to have equitable relationships Difficulty on transition from sport

WAKE AND SHAKE 4!!

You’re a coach/programme manager/support staff member...

What 3 things would you do to your programme to prevent this from happening?

The role of the coach/manager/practitioner

Given the theory and research, we need to enable athletes to:

• Understand the different identities they hold

• Develop a broad self-concept

• Develop a strong global self-esteem

• Devise career plans

Our responsibility

Example 1 - Create a confidence mind-map

across all identities

Example 2 – identity support networks

My Support Network

MumDad

BrotherCoach

Best friend from

school

Sporting friends

Outside of sport friends

Uncle

Tutor

Other ideas

• Include career planning in programme - vital that athletes understand the need to have career plans in place both in a sporting and non-sporting context

• Include other activities in junior programmes• Restrict training time – and make on-going

education and involvement in external activities a requirement!

May be battling against view that narrow focus on sport is necessary for competitive success

Summary

Multi-faceted, balanced identity may be critical to long term sustained success

We need to take a developmental perspective to ensuring our athlete attain this –

i) Give particular attention to teenage years – critical period of identity formation

ii) Be careful of the messages that you give out and reinforce

iii)Design programmes that are developmental and educational

iv)Balance the quantity of training with other activities

v) De-emphasise a ‘winning at all costs’ mentality through the lifespan

Thank you…

Ready to answer your questions!