Winter 2013 2014 issue4

Scan the code to view the magazine online at: www.issuu.com Search “Coach and Athlete”

Why athletes should develop preperformance routines to set the stage for success.

ISSUE WINTER 2014

Interview with Clemson Football Player, Tahj Boyd and how he defines “SWAG.”

P.32

P.8

Elevate your mind with these top hits.

P.11

Coach Oates shares his experience on this mental sport.

P.20

No matter how good you are, this could be the Number that stops you.

The RuleS ARe chAnGinG.

The GPA To PlAy lAy Ay

core course & eligibility coNfereNce presented by clemson athletic leadership in association with the Ncaa

learN about the New chaNges regardiNg Ncaa eligibility requiremeNts aNd how they will effect studeNt athletes.

SATuRdAy 12Th of APRil 10:00 Am To 1:00 Pm AT clemSon univeRSiTy

for eveNt details aNd registratioN email: alcoaches@clemson.edu or scan the code to register

ISSUE WINTER 2014

The Mental Athlete

The mental aspect of coaching and athletic performance is unique for each person. We learn the place that best serves our performance through the mind, spirit and body connection. When physical and mental preparation are sufficient for a particular level of performance, an athlete enters a core of peace & confidence where the power to execute becomes fluid and effortless. This mental state is a balance of knowing one’s own unique truths, and capabilities.

When athletes do all they can, with what they’ve got, from where they are (Mike Dooley, www.tut.com) —they always win; even if the score comes up short. Athletes who live from this core of peace & confidence carry it with them throughout life, experiencing one success after another.

“With every thought we think we either summon or block a miracle. It is not our circumstances, then, but rather our thoughts about our circumstances, that determine our power to transform them.“ -Marianne Williamson

May Love, Peace and Joy be your gifTS in The neW year!

editors’ note

Coach & Athlete in Education

deborah cadorette, editor

Micheal godfrey, co editor

OUR FAVORITE THINGS this Month...

EMAIL US @

djcat@clemson.edu mgodfre@clemson.edu

folly beach, Sc

COACH & ATHLETE Contents ISSUE WINTER 2014 CONTINUED

Scan the code to view the magazine online at: www.issuu.com Search Coach and Athlete

Why athletes should develop preperformance routines to set the stage for success.

ISSUE WINTER 2013

Elevate your performance with these top hits.

P.11

Interview with Clemson Football Player, Tahj Boyd and how he defines “SWAG”.

P.32

P.8

Elevate your mind with these top hits.

P.11

Cover Photo from Depositphotos

Coach Oates shares his experience on this mental sport.

P.20

interview with clemson football player, tahj boyd oyd and how he defines “SWAG.” P.32

ON THE COVER

Why athletes should develop preperformance routines to set the stage for success.

Article by: Adam Kelly

P.8

Coach Oates shares his experience on this mental sport. P.20

COACH & ATHLETE Contents ISSUE WINTER 2014 FEATURED ARTICLES

writings on the wall or for these athletes in their performance...P.12

There are times when athletes require more than just a coach to help them at their sport. David Harrison, a Sport & Exercise Scientist responds to questions about the importance of Sport Psychology.

P.35

in an interview with c&a magazine coach matt berg tells us how he took a struggling high school soccer team from adversity to success.

p.14

Imagery in Sports: Elite Athlete Examples and the PETTLEP Model

Mary Quinton discusses how imagery has demonstrated its effectiveness in sports through positively affecting psychological states.

P.38

Interview with former Clemson Riflery Coach John Cummings and how he keeps his team on target.

P.26

WHAT and WHEN to eat during exercise. Article by: Rob Lawson

P.42

CREDITS Coach & Athlete in Education Magazine: DEBORAH CADORETTE Editor MIKE GODFREY Research Editor RENIE MEZZANOTTE Copy Editor Winter Š2013 Clemson University Clemson, SC 864-656-0434 Contributing Writers: ROB LAWSON MARY QUINTON ADAM KELLY Graphics & Design: KELLY STAGGS Art Director Interviews: MATTHEW BERG TAHJ BOYD JOHN CUMMINGS SAM OATES DAVID HARRISON Photography: DAWSON POWERS CLEMSON UNIVERSITY CLEMSON ATHLETICS ORANGE & WHITE C&A IN ED STAFF HARFORD TECH ATHLETICS Contributing Student Writers: ALEX DALPIAZ YANA KOROLEVA EMILY TURK AUSTIN BURRIS NICK WHITROW COURTNEY ADAIR HANNAH KIRBY Publication: PURPLE TIGER INK, LLC

Positive Coaching Alliance (PCA) is a non profit organization that promotes positive coaching in youth sports and athletics. They provide online training and live workshops for coaches, athletes and parents. for more information on how they can assist your organization, visit their website at:

www.positivecoach.org

RESOURCE Guides EDITOR’S CHOICE

driVe

By Daniel H. Pink

An Athlete’s Guide to sport psycholoGy:

How to Attain Peak Levels of Performance On A Consistent Basis.

By Tony Reilly (2012) Tony Reilly has been a mind coach for sports professionals and amateurs since 1997. Reilly believes that mental strength can enhance an athlete’s performance at any level. He begins the book with an excellent quote by a professional tennis player, Rafael Nadal, “Losing is not my enemy....fear of losing is my enemy.”

In order to be an elite athlete, physical and mental training must be combined to achieve maximum performance. Most athletes have mastered the physical side with disciplined workout routines and practice ethics. But there are many athletes who have never realized the importance of mental training in their daily regimen, and this gets to the purpose of Reilly’s book.

There are many different techniques that can be used to improve mental toughness in an athlete, Reilly focuses on four main areas of significant importance: goal setting, the role of the coach, visualization and self-talk. When these concepts are incorporated into a training plan, a skilled and experienced coach can effectively monitor progress and adjust the athlete’s physical and mental state as needed. This type of involvement from the coach allows the athlete to focus on the training at hand.

Pink reveals surprising facts and data about what motivates us. “Provocative and fascinating.” Says Malcolm Gladwell. DRiVE is a New York Times Bestseller. You will agree from the very first page.

If you wonder how the future is leading people to become motivated and realize purpose in their lives this is a must read. College and high school students should be required to read this— followed by meaningful dialog and inquiry with their peers, teachers and coaches.

“When the cold front of demographics meets the warm front of unrealized dreams, the result will be a thunderstorm of purpose the likes of which the world has never seen.” -Daniel H. Pink Below is a link to Daniel H. Pink’s video presentation on The Puzzle of Motivation. http://www.ted.com/talks/dan_pink_on_ motivation.html

COACH & ATHLETE in Education

7

While the blow of a whistle or the sound of a buzzer might signal the start of a competition, the game begins for the athlete much earlier.

Whether it’s praying before each game, listening to that special song or making an exact number of consecutive lay-ups, each athlete and coach has their own unique routine for getting into a gameday mindset.

Author Adam Kelly explains the importance of such a routine by answering four key questions.

GETTING STARTED: / WHAT IS A PRE

PERFORMANCE ROUTINE?

ARTICLE BY:

ADAM KELLY CONTRIBUTING WRITER:

HANNAH KIRBY

A pre performance routine is defined as ‘sequence of task relevant thoughts and actions which an athlete engages in systematically prior to his or her performance of a specific sport skill’ (Moran 1996). As

this definition highlights there are three components to a pre performance routine: cognitions (thoughts), behaviours (actions) and task specific / systematic.

This is employed prior to a skill, often used in closed self-paced skills (Singer, 2000; Cohn, 1990; Cotterill, 2010) i.e. gymnastic performance, basketball free

CONTINUED: throw shooting or golf putting.

A closed skill is one performed in a stable and predictable environment with a clear defined beginning and end (Schmidt, 1991). Self-paced skills are skills which the athlete decides when to execute the skill (Singer, 2000).

However research is developing and starting to reveal pre performance routines being used in more open skills, such as Rugby Union goal kicking (Jackson & Baker, 2001; Cotterill, 2011).

// HOW DOES THIS APPLY

TO ME?

As an athlete you will know if you use a routine or not. However some of these ‘routines’ may in fact be a superstition. A superstition is similar to a routine however it is a fixed and rigid set of behaviors, which are not relevant to the task in hand (Lahey, 1992; Moran, 2004).

Therefore write down a list of the task requirements and desired outcomes. Then write down your current routine and compare the two. Does your routine enable you to achieve the desired outcomes and task requirements? If yes, great.

If not, then you may need to change/develop your routine.

/// WHAT IS THE PURPOSE

OF A PRE PERFORMANCE ROUTINE?

The purpose of a pre performance routine is to provide you with:

• The optimal mind set to achieve the desired outcome • Assist the neuromuscular pathways • Assist in schema development or maintenance

(Adams, 1967; Schmidt, 1977; Cohn, 1990; Singer,

2000; Jackson & Baker, 2001; Cotterill et al, 2010; Cotterill, 2011) Optimally a pre performance routine is a tool to enable you to achieve your best on a consistent basis.

//// YOU MENTIONED

BEHAVIORS, BUT WHAT BEHAVIORS SHOULD I BE USING?

The behavioral component needs to be task specific, this way you’ll stimulate the

CONTINUED: neuromuscular pathways to the skill.

For example, practice putts in a pre performance routine used by golfers.

Further to this research has shown that players who use a consistent set of behaviors are more successful (Lonsdale & Tam, 2008; Gayton, 1992; Jackson & Baker, 2011; Mack, 2001).

Avoid deviating from your behaviors. When an athlete deviates from their routine they are less accurate. If you notice that you have missed a behavior, added a behavior or implicated a behavior in the wrong order, STOP! And start again.

///// YOU ALSO MENTIONED

COGNITIONS, SO WHAT SHOULD I BE THINKING?

The cognitions are an area where the quantitative research is inconclusive, yet the two qualitative studies Jackson & Baker, 2001 and Cotterill, 2010 have provided support for the term Set Hypothesis by Adams (1961).

This states that an athlete’s psychological state will change between skills. Therefore the athlete needs to adjust their mindset prior to executing the next skill in order to optimise his or her mindset. This is

different for each athlete, therefore do what works best for you.

However, there are two factors that play a role in the mindset of the athlete and therefore the cognitions used are (Cotterill, 2011): (1) Situational Demands and (2) Desired Outcome.

The situational demands change all the time therefore you may look to change your

mindset accordingly. This has an impact on the desired outcome, which will change during the match.

For example you may need to consolidate after the opposition are on top, or you may need to be more aggressive. Both of these require different mindsets to achieve the desired outcome.

CONCLUSION: HOW TO ESTABLISH AND DEVELOP A ROUTINE: • Routines Take Time To Establish Themselves.

• Routines Will Develop, As You Get Better As An Athlete.

• Routines Are Individual. It’s What Works For You! • Consistency In Behaviour Is Key. • Keep Routines Task Specific.

• Avoid Deviating From The Routine, If This Happens, Stop And Start Again.

ABOUT THE AUTHOR Adam Kelly has completed a Bachelor’s of Science in Sports Coaching and is currently working on a PhD. Kelly has provided mental skills training to the High Performance Academy athletes at Southampton Solent University and is currently working with the Millfield School Cricket team. He is working towards his BASES SE accreditation and developing a thesis looking into pre-performance routines.

Music, by design, can elevate performance in both athletes and spectators alike. When utilized appropriately, it releases chemicals in the brain that increase focus, reduce mental fatigue and promote prolonged periods of exercise. Here are some all time favorite pregame songs.

Champions RON ARTEST we will rock you QUEEN eye of the tiger SURVIVOR jump around HOUSE OF PAIN All I do is win DJ KHALED hot in here NELLY back in black AC/DC Welcome to the jungle GUNS N’ ROSES stuntin’ like my daddy LIL WAYNE let’s get it started BLACK EYED PEAS stronger KANYE WEST more USHER move LUDACRIS let it rock KEVIN RUDOLF soldier EMINEM

“I know where I want to be before each game, and the music is how I get there” - Lebron James

MICHAEL JORDAN

BOBBY MOORE

PATRICK ROY

SERENA WILLIAMS

The greatest basketball player of all time was known for a specific quirk. during his legendary

england’s 1966 World cup winner would never put his shorts on until the rest of the team had

Perhaps the greatest goaltender in the history of the nhL, Patrick roy, the former Montreal

one of the greatest and most feared female tennis players of all time believes much of her winning

career, the five time MvP wore his university of north carolina shorts under his uniform in every game. he believed the mesh marvels brought him luck. in order to cover his lucky pair, Jordan began wearing longer shorts, which inspired a trend in the nba.

done so. his fellow teammate, Martin Peters caught onto Moore’s unique superstition and would wait for him to put on his shorts... before then dropping his own.

Moore responded by removing his shorts once again and waiting patiently for Peters to pull his up.

canadien would skate backwards toward the net before turning around at the last second—an act he believed made the goal shrink. he would even converse with the posts, thanking them when a puck was deflected. This relationship with his goal earned him the nickname St. Patrick—and an unprecedented three conn Smythe trophies.

ways are the result of closely followed routines. These quirks include bringing her shower sandals to the court, tying her shoelaces a specific way and bouncing the ball five times before her first serve and twice before her second. The three time Wimbledon champ will even wear the same pair of socks during a tournament run.

Williams is so set in her superstitions, she has chalked up major losses to not following her own routine correctly.

There are certain behaviors or actions that an athlete performs with the belief that these behaviors have a power to influence their performance during competition. These athletes’ rituals range from the number of socks they wear to the foods they eat.

JASON TERRY

JOHN TERRY

BJÖRN BORG

TURK WENDELL

easily the most superstitious player in the nba, dallas Maverick shooting guard Jason eugene

The chelsea captain has revealed that he has “about 50” superstitions, which include listening

This tennis legend had superstitions that related to one specific event— Wimbledon. borg

The former new york Mets player was a full-blown maniac when it came to superstitions. his

Terry’s list of quirks includes eating chicken before games and wearing five pairs of socks while playing, but the 32-year-old’s most bizarre habit occurs while he’s sleeping.

The night before every game, Terry goes to bed wearing the shorts of the next day’s opposing team.

This compulsion has left Terry desperately tracking down the right trunks on a bad night, but a network of equipment managers and fellow players usually hook him up.

to the same usher cd, using the same urinal at Stamford bridge and taking the same seat on the chelsea team bus. he also claims to have used the same shinpads throughout his career before he misplaced them after a champions League tie with barcelona in 2005. “Those shin-pads had got me to where i was in the game,” Terry revealed.

would always prepare for the tournament by growing a beard and wearing the same fila shirt. he won five straight Wimbledon titles with this practice and the “lucky beard” became one of sports most popular superstitions. it’s been adopted by many in the nfL, nhL, and MLb.

eccentricities included always leaping over the baselines when walking to the mound, chewing black licorice while pitching, and brushing his teeth between innings.

Wendell also wore a necklace decorated with the sharp teeth of wild animals he had hunted and killed.

Wendell’s quirks extended off the field, too. in 2000, the reliever asked that the new york Mets make his contract for $9,999,999.99, in honor of his uniform number 99.

By: Alex Dalpiaz Photographs Courtesy of: Harford Technical High School Soccer Team

HARFORD TECHNICAL

HIGH SCHOOL SOCCER

FROM ADVERSITY

TO SUCCESS Before Coach Berg got to Harford Tech in 2007 the Lady Cobras’ record in 2004, 2005, and 2006 was 12-25-1. From 2007 til 2013, the combined record is 63-347. Coach Berg opens up to C&A about how team bonding and adopting rituals that enhanced team performance changed this program.

HOW DID YOU PREPARE FOR TAKING OVER A STRUGGLING PROGRAM? My vision was to offer an opportunity for high school kids to learn the game as both the teammate and opponent, practice good sportsmanship and build an inner desire for becoming a successful student athlete. I knew I had a team whose hearts were in the game and there for each other, I just needed to get that out. Sometimes that’s the hardest part and typically the most important.

that I enjoyed watching it be played out.

WHAT IS YOUR PHILOSOPHY ON THE MENTALITY OF AN ATHLETE? Team bonding, positive messages and great communication help lead to more success on the field and greater improvements during each practice, regardless of talent level.

AS A COACH, HOW DO YOU PREPARE MENTALLY? There is always opportunity to create new relationships with really dynamite kids.

Most of the prep for me goes into creating new drills!

Paige Chapman exhibiting her blazing speed.

WHAT WAS THE MENTALITY OF THE TEAM WHEN YOU TOOK OVER? The players wanted to work hard for each other and for their coach. They were absorbent and appreciative. My assistant coach, Russell Schlissler, who had dedicated many years to Harford Tech soccer, also brought a lot of experiences to the table. Because of that, I was able to quickly begin teaching the game the way

TO YOU, HOW MUCH OF SUCCESS IN SOCCER IS MENTAL, AND HOW MUCH IS PHYSICAL? I always tell my kids that soccer is 20% physical and 80% mental. Obviously, there has to be a certain level of athleticism. If an athlete doesn’t use their physical skills, it’s a huge let down for a coach and for the team. In addition to applying themselves physically, if the player isn’t always thinking…where are my teammates, where do I need to be to help my team, what’s the best position to be in relation to my opponent, is this a good opportunity for an overlap, run, switch fields, can I beat my opponent on the run, or am I going to have to use a give and go pass, etc… then doors to offensive opportunities

will also close.

WHAT CHALLENGE HAS BEEN THE BIGGEST FOR YOU AS A COACH? The right combination of counselor and coach. It is important to care about and listen to players, but also important to be firm with demands and expectations. I may have just had a player in my office grieving over the loss of a parent during the school day, but then need to tell that same player to step up their practice efforts after school. I’m not sure there is a perfect combination of one over the other so, I will probably struggle with this for as long as I coach.

will listen and learn more intently when spoken to with respect. There is always an intelligent and positive method of communication with adolescents; the challenge is to find it.

WHEN TAKING OVER A STRUGGLING PROGRAM, WHAT ADVICE WOULD YOU GIVE TO MENTALLY PREPARE SOMEONE TO HELP THEM BE SUCCESSFUL? Be happy with the small growths and successes and find ways to praise effort more than talent.

WHAT DO YOU BELIEVE IS YOUR STRENGTH IN PROMOTING THE SUCCESS OF THIS TEAM? Developing a caring relationship with the players is my favorite strength. I believe each player knows that I love them for their strengths just as much as I would for their weaknesses. Ultimately the players will remember their experiences with their team and coaches more than the wins and losses.

WHAT IS ONE MISTAKE YOU SEE COACHES MAKE WITH THEIR PLAYERS/TEAMS? I don’t think there is any room in coaching for cursing, ridicule, or allowing unsportsmanlike play. The players admire those that work the hardest, the right way, and

Shannon Conlon playing against C. Milton Wright High School

2013 UCBAC Championship Team. Coaches in back (from L to R) - Mike Pistorio, Russ Schlissler and Matt Berg.

“Coach Berg was always stressing the importance of confidence in my ability. He would continually tell me that I had the skills, and needed to be confident to reach my full potential in the game. I played 4 years varsity high school soccer and 2 years collegiate soccer. This lesson Coach Berg has taught me helped me reach my full potential in the game that I love and has helped me maintain a 3.6 GPA as a D-I collegiate athlete.�

- Taylor Melton, Student-Athlete, Delaware State University

“My sister knew Coach Berg and described him as a trustworthy and understanding adult.

When I had the chance to play on his team he left each of us with a sense of respect for one another, and ourselves. Coach Berg gave us each a card with a motivational quote before every game that helped so much. He says the game of soccer is “20% physical and 80% mental” and if you are mentally prepared, you can do anything.”

- Paige Chapman, Harford Tech student-athlete

“Coach Berg always kept me focused and positive. Coach Berg would keep me focused on what I could do well and helped me stay positive about the outcome. Coach Berg would read a quote to our team before every game. Those quotes were full of encouraging words that I would think about right before going onto the field. Honestly, I was nervous going into any game, but Coach Berg would always make sure I was mentally ready.”

- Charity Lumpkins, Senior, Towson University, pursuing a degree in Physical Education

“I feel like you always helped us prepare mentally before a game by giving us some background on the other team, like their strength and weaknesses, ranking, and so on. You definitely spent the majority of your time focusing on us though. You would tell us what we needed to work on and what it would take to win each game. You would make sure that we stayed focus throughout our warm ups and then bring us all in for the team huddle. I think one of the greatest ways you helped us become mentally ready for each game was when you handed us our special quote right before we went out on the field. The quotes were always very motivating and made me feel closer to everyone on the team knowing we were all carrying around the same message in our shin guards.”

-Jamie Hoban, Freshman, Alvernia University

“Coach Berg has been a huge impact in my soccer career at Harford tech high school. I have always been the person to not believe in myself and that no matter how much I worked and practiced I would never been good enough. Through Coach Berg’s support and encouragement I have become a more confident person on and off the field. Coach Berg pushed the team in every practice and knew that with hard work our team would be successful, and he was right, that year our team made it to the state finals for the first time.

My senior year as team captain I was unsure I was the right person for the job, but Coach Berg had confidence in me to be a team leader. Coach Berg has been an inspiration and a great supporter in my life. I could not thank him enough for all he has done for helping me grow into a confident, strong young woman that I am today.”

-Katelyn Kelly, Captain, Harford Tech alumni

Sam Oates has been coaching golf for 30 years in Greenville County

School District S.C. He was named coach of the year for Greenville County and 6 times for the region. He took his golf team to the state championship 17 times in 20 years. In our interview Coach Oates shares his experience about

the mental game of

Interview by: Yana Koroleva

“Golf is an individual sport. You’re the judge, the jury, and the verdict. You are the one who has to make all the decisions.” - Lee Trevino

W

HAT DO YOU LOVE THE MOST ABOUT YOUR JOB? Seeing my athletes grow and improve during their time with me. It is also gratifying to see them continue their sport in college and into the professional field.

WHAT IS THE TOUGHEST PART OF YOUR JOB? The toughest part of the job is keeping a player’s attitude positive when you know he is good enough to be on your team, yet may not be starting. As in most high school sports, many parents openly challenge their child’s playing time. It is a sensitive topic and coaches must be diplomatic with parents, and realistic of an athlete’s ability.

In support of Coach Oates comment on playing time, numerous coaches at the high school level have strongly recommended the coach and athlete have a relationship that communicates an athlete’s playing time. The role of the athlete on the team should be explained by the coach so it is fully understood.

This creates mutual respect among coaches, athletes and their peers. We

hear from many high school coaches what topics are off limits to parent discussion, and playing time is one of them. - C & A Editors HOW IMPORTANT IS THE MENTAL ASPECT OF THE GAME IN GOLF? Most of golf at the high school level is mental. The players are just learning the game. They are developing their swing and some have it. Most high school athlete golfers do not know how to play the course. A common goal is to be able to hit the driver 300 yards.

“The hardest thing in the world for an amateur to do is go from the practice tee to the first tee. It’s hard simply because you don’t have to chase your ball on the driving range.” - Lee Trevino HOW DO YOU MENTALLY PREPARE YOUR PLAYERS FOR COMPETITION? We talk about certain situations on the course we are playing, how to keep one bad shot or hole from turning into a huge number. Or worse yet, into two or three bad holes!

ARE THERE ANY SPECIFIC MENTAL TRAINING EXERCISES THAT YOU USE IN PRACTICE? I try to make them hit shots that they don’t want to hit in a match.

We play two balls sometimes and have to play the worst shot. We also play a game where they have to try to hit into sand traps. If they get into the sand they don’t count that stroke. I try to put them in situations they are uncomfortable with so that if they get in a tough spot on the course in a match they have been in similar spots in practice that prepared them.

WHAT IS YOUR VIEW ON HIGH SCHOOL ATHLETES USING SPORT PSYCHOLOGISTS? I have had a few athletes choose to use one but I try to not make our golf that big a deal. They can save those trips for when they are trying to make a living playing golf.

IS PRE-GAME ANXIETY A BIG ISSUE? Most golfers make the mistake of playing against their opponent instead of the course.

Watching a guy shoot low makes them try to press to get low scores themselves. This takes their mind

PAR for the Course “There are so many variables that go into hitting a good golf shot that you can’t possibly conquer them all.”

- Deborah Graham, Sports Psychologist

PROFESSIONALS in Academic Athletics

off what I prefer to have them concentrate on.

HOW CAN A PLAYER DEAL WITH PRE-GAME ANXIETY AND TURN IT INTO A POSITIVE THING THAT DOESN’T NEGATIVELY IMPACT PERFORMANCE? You just have to talk them through it. I had a golfer the other week that started freaking out when he found out that all of the scores were going to be counted instead of only three. I wasn’t sure

he was going to be able to hit the ball. Once he calmed down he played good.

THE FAMOUS QUOTE BY YOGI BERRA SAYS: “BASEBALL IS 90% MENTAL, THE OTHER HALF IS PHYSICAL.” IN YOUR OPINION, WHAT WOULD BE THE PERCENTAGE FOR GOLF? I agree.

In golf to advance to the different levels you have to have the skill needed but you can advance farther than you think if you believe in yourself.

HOW BIG IS THE DIFFERENCE BETWEEN COMPETING IN HIGH SCHOOL AND COLLEGE? IS IT A TOUGH TRANSITION FOR ATHLETES AND HOW DOES IT IMPACT THEIR MENTAL GAME? There is a HUGE difference.

When you move to different levels the margin of ability differences shrinks. I have had golfers that were all state high school golfers go to college and quit the game. It has a lot to do with the time spent practicing as well as the feeling of independence from the parents.

There is a lot of newfound freedom students experience in college. How well they handle being on their own with no one telling them what

PAR for the Course “The game is simple when you don’t get in your own way.”

- Andy North

22

COACH & ATHLETE in Education

to do is likely to be an indicator of making the decisions that serve them.

Coach Oates has a valuable view on this situation for high school athletes wanting to play in college. Collegiate student-athletes report that time management is essential for their success. In college student-athletes must balance their academics, practice and competition with a very attractive social life. Studentathletes may want to head out with their friends or party, yet they know in doing so they will sacrifice sleep and ultimately, academic or athletic performance. Student-athletes do not have the hours of freedom regular non-athletes in college have.

Therefore, many student-athletes social community consists of other student-athletes who share the same rigorous schedule and are more likely to be a positive influence and support one another. - C&A Editors WHAT IS ONE THING YOU DO TO MOTIVATE ATHLETES? You have to give them incentives. It can be as little as a candy bar or whatever works for your athletes. I take my athletes out to eat if they shoot a certain team score or meet our goal in a tournament. It’s something they appreciate.

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PROFESSIONALS in Academic Athletics Interview with Dr. John Cummings

Professor at Clemson University and former Riflery Coach Interview by Emily Turk

A NEW SPORT takes an injured long distance runner to an exciting new level of competition! John Cummings’ life

changed dramatically when he was involved in an accident that extinguished his running career. Little did he know that shooting sports would provide a mental challenge that would challenge a runner’s high!

26

COACH & ATHLETE in Education

PROFESSIONALS in Academic Athletics

WHAT FIRST DREW YOU TO RIFLERY?

The real short answer of what drew me to riflery is self-preservation. In general, you

gravitate towards the things that you have some skills in and away from the things you don’t. I was a track and cross-country runner on a scholarship, and I was in an automobile accident that destroyed my hip and I couldn’t run. Because of that I was full of selfloathing and self-pity, which is a bad place to be. When I averaged running 13 miles a day for seven years and suddenly had to stop, there was a time chunk that needed to be filled.

So what could I do? I could shoot. So I got involved in shooting. It was much like running; I had that ‘zen’ state and I could completely immerse myself in the shooting. It kept me busy and the more I practiced, the better I became.

DID RIFELRY COME EASILY TO YOU? WHAT TYPE OF WORK GOES INTO EXCELLING IN THIS SPORT?

No, it didn’t come easy to me. There were some

people who were really natural rifle shooters and I envied them. I had some raw talent but I had to practice harder than anyone else just to be equal. I had motivation to get me to practice, it gave me a return.

I could practice and see gains that I was making to become a better and better shot.

I got to become part of the team, then I became part of the Varsity team, I got to travel and do all these things. I became one of the top shooters of the team, and then I became the team captain--so there was a lot of growth that was happening. I also got to be influential in other shooters’ lives by helping them gain access to the range. Then I started to get serious and COACH & ATHLETE in Education

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PROFESSIONALS in Academic Athletics compete at an international level, the Pan American games. I had two offers to be on the Olympic teams. I suddenly realized the sport was taking time away from my children, so I quit competing. Shortly after, I was asked to help put together a rifle program at Clemson.

Because of what riflery had done for me, I wanted to give back. My role changed from being the shooter to being a coach of shooters and director of our conference.

CAN YOU DESCRIBE THE MENTAL ASPECT AND PREPARATION OF THIS SPORT?

Riflery is about doing exactly the same thing each time -- repetition. Mental distraction

disrupts this. Mental preparation is essential. Riflery becomes an event that is roughly 99% mental and 1% physical.

You work in practice on training the mental components through affirmation statements and training your subconscious mind. As you do this you begin to convince yourself that you’re a different person than you really are. Then you start visualizing yourself doing these things. Belief in yourself; whether it is true or making yourself believe it, can pay off.

“Success breeds success and failure breeds failure.” I encourage my shooters to talk about their successes.

If you share your success with me, not only are you likely to repeat your success but I am likely to repeat your success because you told me about it and you told me how you succeeded. We would journal success, we would talk about success, we would share success.

We wanted to be around success so whenever anyone had it, the group around them would feed off it. We didn’t let negativity into our world. If you think about missing, you’re going to miss, so why think about it? Think about hitting and you’re going to hit, give yourself the chance. That’s the type of training that happens. You have to go through the mental stuff. The muscle part comes by repetition. I never use the phrase “practice makes perfect” because if you do it wrong each time you practice, guess what, you’re going to do it wrong each time. So I change it to “practice makes permanent.” Practice doing it right, and make it permanent. “Perfect practice makes perfect.”

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DID THE MENTAL PREPARATION FROM RIFLERY HELP YOU IN PREPARING FOR SCHOLASTIC WORK? IF SO, IN WHAT WAYS?

Absolutely. Riflery helps you focus. One of the

things that I really liked about shooting is that when you’re into it, it’s the only thing you can think about.

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he last National Championship, we shot against the same team 7 times. That team beat us by 40 to 70 points every time. We were both invited to the National Championship. So who should have won the National Championship? Them, right? Also, the #2 shooter for the Clemson team was dismissed from the team for poor conduct. So, we already had been losing by 40 to 70 points and we get rid of our #2 shooter and we have to replace him with our #5 shooter, who was about 60 points below the average of our #2 shooter as we go into nationals. But we worked real hard on the mental aspect of the national match as opposed to any other match.

We fired the match at 8 am and the team that had beaten us 7x that year were firing at 1pm. And so we left the range. I got my team out of there so there would be no way that that team would be able to even see us. We went back when they were firing and watched them destroy themselves on the line. They were so worried about not losing points, they didn’t even finish in the top 5. It was simply because we went into the match believing that we could do it. And they went into the match afraid that they might lose. By using your imagination vividly, you can change the outcome of something.

2010 Inaugural Intercollegiate Rifle Championship Team. Back (L to R) Eugene Diefenbach, John Cummings, Dylan Smith, and Jordan Smith.

Front (L to R) Trey Jordan, Chase Dixon, Erin Gotterbarm and Amy Presher.

PROFESSIONALS in Academic Athletics My coaching philosophy is “wherever you are, be all there.” For example, don’t come to rifle practice if you’re thinking about the chemistry test you’re taking tomorrow because you’re not going to practice right.

When you’re not working on the task at hand, you’re not going to be productive.

Riflery also helps you manage your time. As with any athletic activity, you have to give it time, which means that the other constraints on your time have to be managed. You’re going to be more serious about studying and actually doing it because the only way you can go to practice is if you get it done.

There is also a sense of accountability that is gained. For example, if you shoot an absolutely perfect shot, you get to take full credit for that because it’s all you. The rifle doesn’t shoot itself. If you miss, you have to take full credit for that as well. That transfers to the rest of your life.

riflery events are the second most attended events in all the Olympics, and are not televised in the United States.

IN WHAT WAYS HAVE YOU BENEFITTED FROM THIS SPORT? IS THERE ANYTHING YOU WOULD CHANGE ABOUT THE GAME?

IS THERE A PARTICULAR PERSONALITY THAT MAY BE MORE SUCCESSFUL IN SHOOTING THAN OTHERS?

Well the benefits are easy, I’m a much better person. Riflery helped me through one stage of

my life and into another one. I also became better scholastically and in my athletic pursuits. I competed at the international level and set the world record in rifle. I was the best in the world at something.

When I taught the sport, I benefitted from seeing the lives that I had changed. Having the ability to give someone the opportunity to excel at something and challenge themselves, opens them up to success. I don’t care if it’s the rifle range, the soccer field, or the middle of a classroom, finding a way to let something inside of someone out so that they can be better is definitely rewarding.

As for the sport, the one thing I think I’d like to change is its negetive perception. Because the sport is centered around a firearm, there is a lot of negative connotation associated with it. While guns have done some very devastating things in the hands of the wrong people, it wasn’t the gun that did it. I would like for the sport to be recognized as a real sport. The Olympic

Photo of John Cummings (Middle) accepting the 2010 Alumni Master Teacher Award at Clemson University.

It’s funny, I was joking with someone not too long ago that “you show me an engineering major and I’ll show you a rifle shooter.”

Engineering majors are like variable tuners. They want to bring everything up so that it’s at their optimal peak, so they are big into riflery.

I would also say anyone who has a slight hint of Obssesive Compulsive Disorder (OCD) and is eager to always do better would be a good canidate for the sport. Because the idea of doing the same thing over and over the exact same way and then asking, “can I go back to the end of the line and try again because I think I can do better?”, that person is a rifle shooter.

WHAT ADVICE WOULD YOU GIVE STUDENTS REGARDING MENTAL OBSTACLES IN THEIR SCHOOLWORK? COACH & ATHLETE in Education

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PROFESSIONALS in Academic Athletics There are always ways to overcome obstacles.

Sometimes obstacles are our brain communicating to us that we are really not happy doing what we are doing and we should listen to that. Sometimes an obstacle is our mind telling us to reevaluate. Those obstacles can come in many forms, and we use them to blame when we fail to do something. Sometimes we know what it would take to be successful but we’re not willing to make it happen. Once we can identify the mental obstacles we can figure out how to work around it or make it disappear. Sometimes we should look at an obstacle not as something to be avoided but as a challenge that we can grow from. Just a simple syntax or mindset of how we view things can turn it into an opportunity.

The Rules Are Changing

ARE YOU READY?

4.12.2014

Register Today www.clemson.edu 2011 National Qualifying Match, fired at the Citadel. Shooters (L to R) Erin Gotterbarm, Trey Jordan and Dylan Smith.

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Search: GPA to Play

WORDS for THOUGHT

“Things turn out best for the people who make the best of the way things turn out”.

- John Wooden

Picture: Action Shot Of Australian Wheelchair Racer, Louise Sauvage, During A Race At The 2000 Sydney Paralympic Games (28 October 2000).

Source: Australian Paralympic Committee/Australian Sports Commission Author: Sport The Library

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or most athletes, confidence comes from mental preparation, also known as their intimidation factor. Looking good both on and off the field gives players their “swag.� Clemson quarterback, Tajh Boyd and the equipment staff, talk to us about what goes into getting ready for Game Day.

By: Austin Burris HOW WOULD YOU DEFINE SWAG WITH RESPECT TO ATHLETES? TB: Swag is an attitude. It’s how you carry yourself with confidence while looking the part. Everything has to flow together the right way. When it comes to athletes, it means your performance has to be on point, too.

HOW DOES THIS ATTITUDE TRANSLATE ON THE FIELD? TB: When you look good you feel good.

When you feel good you play good. It means the other team is a nameless opponent to us and we do our own thing.

SO YOU BELIEVE LOOKS AFFECT PLAY? TB: Absolutely.

the hall to the equipment room to talk with DJ Gordon, assistant football equipment manager.

WHAT GOES ON BEHIND THE SCENES THAT AVERAGE CLEMSON FANS DON’T KNOW ABOUT? DJ: We take care of everything from gameday attire to players’ workout clothes and practice equipment. We also outfit the entire football staff.

HOW DO Y’ALL HELP THE PLAYERS FIT THEIR PERSONAL IMAGE ON THE FIELD? DJ: We have everything players could want to create an image for themselves.

From facemasks to sweatbands and towels.

HAVE YOU EVER TRIED TO CHANGE YOUR LOOK AND FELT OUT OF PLACE? TB: Yeah, I’ve tried other helmets and different styles of cleats or whatever and it can feel awkward for a little bit.

WHAT DO YOU THINK ABOUT PLAYERS USING SWAG TO INCREASE CONFIDENCE? DJ: It’s simple. When they look good and are comfortable, it shows in their demeanor and impacts performance on the field.

DOES THAT INFLUENCE PLAY? TB: It does at first until you get into the flow of the game.

HOW DOES THE EQUIPMENT STAFF DEAL WITH SWAG? DJ: It’s our job.

LAST QUESTION, FAVORITE JERSEY COMBO? TB: Orange and white. That’s where we have had our success and it’s traditional.

Appearance has shown to have a direct impact on performance and confidence.

When your players look good and feel good, they’ll play good.

After interviewing Tajh, I headed across

“Of course things might have gone roughly in the past, but the past is over and cannot touch you unless you hold on to it. Right now, in this moment, the universe is responding not to your past but to the truth of who you are, always were, and always will be�.

- Marianne Williamson

PROFESSIONALS in Academic Athletics

Sport Psychology: A Professional Perspective

W

HAT ARE THE MOST COMMON REASONS ATHLETES MAY SEEK THE HELP OF A SPORT PSYCHOLOGIST?

COACH: CONFIDENCE. Many players benefit from speaking with an objective outsider about their confidence concerns. Secondly, athletes ask for help with visualization.

There are times when athletes require more than just a coach to be successful in their sport. The following responses are from a D-1 head coach, and supported with comments from David Harrison, Sport & Exercise Scientist in Sport Psychology.

BY COURTNEY ADAIR

HARRISON: I agree confidence is often the reason athletes give for working with a sport psychologist. I work extensively on belief and confidence with my athletes. I also think that athletes use confidence to term other aspects of the mental side of sports such as managing emotions. Working with a sport psychologist can help them understand the difference and work on strategies to improve aspects of their mental preparation.

IN YOUR EXPERIENCE AS HEAD COACH AT A DIVISION 1 UNIVERSITY, WHEN DOES AN ATHLETE NEED TO SEE A PROFESSIONAL IN THE AREA OF SPORT PSYCHOLOGY?

COACH: Often players lose confidence in themselves and their abilities. Sometimes, they can’t get over a shattering loss or a failure on the field. It stays in their head prohibiting their progress and results. At this point, there is only so much a coach can do before a sports psychologist needs to step in and help them re-evaluate themselves and set realistic goals.

HARRISON: As a sport psychologist often get the call from athletes as coach says, “When they are experiencing a dip in form.” My role is then to work with the athlete to return to their previous form. However I believe athletes benefit from continuous work with a sport psychologist (even when they are playing well) because this approach becomes proactive rather than reactive to a dip in form.

WHEN DOES A COACH KNOW TO SEND A PLAYER TO A SPORT PSYCHOLOGIST? COACH: There are three big indicators something is bothering an athlete and they might need help: 1. Extreme mood swings 2. Severe drop in performance 3. Actively seeking attention.

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PROFESSIONALS in Academic Athletics

All these signs typically indicate there is something going on internally with the athlete that they are not verbalizing to other players or coaches.

HARRISON: Coaches know their athletes and they know when something is wrong. An objective outside view from a sport psychology professional can help facilitate improvements in athletes. I think that coaches should, where possible, use a sport psychologist to minimize dips in performance. A sport psychologist works best over a long period of time so it becomes proactive and preventative.

Psychology is the discipline concerned with behavior and mental processes and how they are affected by an organism’s physical state, mental state and external environment.

Prentice Hall 2002

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HOW CLOSELY DOES A COACH WORK WITH THE SPORTS PSYCHOLOGIST DURING TREATMENT OF A PLAYER? COACH: Unless there is an incredibly dangerous situation, everything between the sports psychologist and the athlete remains confidential. It is rare to have circumstances in which a coach would be involved in the treatment.

HARRISON: To work effectively there does need to be a level of confidentiality to ensure the athlete feels comfortable discussing their situation with me. There are times when I feel that the coach should be aware of our work but before I pass on any information I seek

confirmation that this is fine with the athlete. They usually are in favour of the inclusion as they see the benefit of having the coach involved. If an athlete works with a sport psychology professional over a long period of time then the success is more noticeable and objective measures can be used to demonstrate this success. Working with a sport psychologist can enhance the performance by supporting the work of other support staff and coaches and can really take an athlete to the next level of performance.

DAVID HARRISON

is a BASES accredited sport and exercise scientist (psychology) who runs PINNACLE PERFORMANCE, a sport, business and education consultancy company based in Sheffield, South Yorskhire. He also works as a HE lecturer at Sheffield College. His education and experience gives him a unique understanding of sports psychology, the sports industry, education and working with individuals to realise their PINNACLE PERFORMANCE. His passion is working with clients to develop success and increase their chances of winning.

WORDS for THOUGHT

famous failures Some athletes seem to rocket to fame, while others may endure a path with a little more adversity.

1

michael JordaN The best basketball player of all time was cut from his high school basketball team. Luckily, he didn’t let this stop him from playing the game. He has stated, “I have missed more than 9,000 shots in my career. I have lost almost 300 games. On 26 occasions I have been entrusted to take the game winning shot, and I missed. I have failed over and over again in my life. And that is why I succeed.”

2

babe ruth You probably know Babe Ruth because of his home run record (714 during his career), but along with all those home runs came a pretty hefty amount of strikeouts as well (1,330 in all). In fact, for decades he held the record for strikeouts. When asked about this he simply said, “Every strike brings me closer to the next home run.”

3

staN smith This tennis player was rejected from even being a lowly ball boy for a Davis Cup tennis match because event organizers felt he was too clumsy and uncoordinated. Smith went on to prove them wrong, showcasing his not-so-clumsy skills by winning Wimbledon, U. S. Open and eight Davis Cups.

4

tom laNdry As the coach of the Dallas Cowboys, Landry brought the team two Super Bowl victories, five NFC Championship victories and holds the record for the most career wins. He also has the distinction of having one of the worst first seasons on record (winning no games) and winning five or fewer over the next four seasons.

Never give up, never give in, and when the upper hand is ours, may we have the ability to handle the win with the same dignity that we absorbed the loss.

- Doug Williams

PROFESSIONALS in Academic Athletics

imagine this:

Close your eyes. If you can leave your eyes open and escape interference with imagery, do it. Headphones with your favorite music can also assist; or not. Your preference—what works for you is the key. The bottom line is regardless of what technique or aids you elect to use, visualization and imagery are paramount among elite athletes and in realizing significance at all levels of performance in numerous areas of life. Create your perfect performance over and again—either you performing, or you watching yourself perform—you control the outcome. Mary Quinton provides her explanation of what imagery is and how to use it.

BY MARY QUINTON

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PROFESSIONALS in Academic Athletics Described as “an experience that mimics real experience, and involves using a combination of different sensory modalities in the absence of actual perception” (Cumming & Ramsey, 2009, p.5), imagery is a psychological technique that has demonstrated its effectiveness in sport through positively affecting psychological states, such as decreasing anxiety and enhancing selfconfidence, self-efficacy and concentration (Garza & Feltz, 1998; Post & Wrisberg, 2012). It is also beneficial for use as a coping strategy, in maintaining existing skills, and for reviewing past performances (Thelwell & Maynard, 2002; White & Hardy, 1998). Imagery is popular among all athletes, from grassroots level up to elite sports personalities. For example, Brazilian soccer player Ronaldinho employs imagery for game preparation and strategy purposes: “When I train, one of the things I concentrate on is creating a mental picture of how best deliver the ball to a teammate, preferably leaving him alone in front of the rival goalkeeper. So what I do, always before a game, always, every night and every day, is try and think up things, imagine plays, which no one else will have thought of, and to do so always bearing in mind the particular strength of each team-mate to whom I am passing the ball. When I construct those plays in my mind I take into account whether one team-mate likes to receive the ball at his feet, or ahead of him; if he is good with his head, and how he prefers to head the ball; if he is stronger on his right or his left foot. That is my job. That is what I do. I imagine the game.”

Former England rugby international fly-half, Jonny Wilkinson, also uses imagery as an important mental preparation technique. He talks about how he listened to a pre-recorded imagery script (another method of employing imagery) before the 2003 World Cup Final: “I surface for my usual pre-match ritual of a shave and shower before settling down to listen to a mental rehearsal CD. The script is prepared by myself and [my coach] but read by him. This visualization technique is a sort of clarified

daydream with snippets of the atmosphere from past matches included to enhance the sense of reality. It lasts about twenty minutes and by the end of it I feel I know what is coming. The game will throw up many different scenarios but I am as prepared in my own head for them as I can be. If you have realistically imagined situations, you feel better prepared and less fearful of the unexpected”.

So how does imagery actually lead to such performance benefits? In 2001, Holmes and Collins proposed a model of imagery that highlights the shared areas in the brain that are activated during both physical and imagined movements. This is defined as “functional equivalence”and is hypothesized as the means by which imagery can improve performance. It is suggested that the greater the similarity between the image and the actual physical movement, it may help to add more detail to the image and enhance the vividness of the image. Introducing the PETTLEP Model to demonstrate.

The PETTLEP Model PETTLEP is an acronym that stands for seven key elements of imagery that create the most functionally equivalent image possible. Using the example of a soccer player, the specific details to include are below:

p

hysicAl imagine the relevant physical characteristics. For example, a soccer player would imagine themselves in uniform with the soccer ball at his feet.

e t

nVironment imagine where the performance takes place. In this case on the field.

Ask try to imagine other details relevant to the task (e.g. attentional

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PROFESSIONALS in Academic Athletics demands) and imagine the appropriate level of expertise for the player (i.e., a novice athlete should avoid imagining himself as an elite level player as it is not as functionally equivalent).

t

iminG the most functionally equivalent approach is to imagine doing the action in “real time,” but “ in slow motion”. This allows imagery to be used to emphasize and perfect more difficult aspects of a skill (O & Hall, 2009).

For example, a tricky piece of footwork.

l

eArninG the image should be continually adapted and reviewed over time to match changing task demands and the experience level of the athlete.

For example, as a novice soccer player progresses and masters a skill, he should adapt the imagery to reflect his improvement in performance.

e

motion the image should include the emotions that would be felt in the physical situation; however, try to avoid debilitative emotions (e.g. fear, panic).

For example, a player imagining taking a penalty kick would include feelings of confidence and adrenaline rushes.

p

erspectiVe the imagery perspective can be first person (through your own eyes) or third person (watching yourself on video); however, one perspective may be more advantageous depending on the task characteristics. A first person perspective (or internal visual imagery) may be more beneficial for tasks including open skills and focus on timing (e.g. tackling). On the other hand, a third person perspective (or external visual imagery) is preferred 40

COACH & ATHLETE in Education

for tasks where form and positioning are important, such as heading the ball or kicking technique (Hardy & Callow, 1999).

The more PETTLEP elements included in the image, the better. Previous research that has included all seven elements has seen performance benefits when compared to non-PETTLEP imagery interventions (Smith, Wright, Allsopp, & Westhead, 2007).

“Imagery can be used at any time, whether it is pre-match, during performance, or postmatch. It can even be the last thing you do before bed”.

About The Author

mAry Quinton recently graduated from the University of Birmingham with a BSC HONS in Sport & Exercise Sciences. She is currently at Birmingham completing a research Masters in Exercise & Sport Sciences, focusing on Sport Psychology. Her research area involves the investigation into which psychological skills and techniques are required for optimal performance in elite players at a premier soccer academy.

She also has a particular interest in mental imagery and last year had her research presented at the conference for the North American Society for the Psychology of Sport and Physical Activity.

RESOURCE Guides

THE HUMAN GARAGE

Now that you are fueled up aNd ready for traiNiNg or competitioN...Do you need to think about adding more fuel to the tank as you exercise? Well, it depends on the duration and intensity of the activity. In general, nothing but water is needed for sessions lasting 60 minutes or less if the intensity is light to moderate. If the intensity is high, there may be some benefit to adding a little fuel at 30-45 minutes into the session. For moderate intensity exercise lasting more than 90-120 minutes, carbohydrate intake is suggested to delay the onset of fatigue.

This is not to say that a little league baseball player who is at practice for two hours needs to eat, because the intensity is probably low and there is a lot of rest/down time.

article by: rob lawsoN

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RESOURCE Guides

why should i eat during exercise?

I

f your exercise demands meet the criteria above, consuming some fuel during exercise will decrease hunger, help maintain focus, delay fatigue, decrease breakdown of muscle, and hasten recovery after exercise. By consuming carbohydrates during exercise, the body increases insulin production which lowers the amount of cortisol produced, which in turn decreases the breakdown of protein and muscle.

So, unless you are a real beast with muscle to spare, consuming a bit of fuel may be a good idea.

what should i eat during exercise?

N

utrition during exercise requires the proper blending and timing of fluids, electrolytes and carbohydrates. Too many carbohydrates or not enough fluids can cause digestive problems and cramps. Be sure to consume enough fluids to replace as closely as possible what is lost as sweat. According to the American Dietetic Association, fluid loss of 2% of bodyweight can cause fatigue and impair performance1.

Consuming a small amount of protein along with carbohydrates during exercise has been shown to reduce muscle breakdown better than consuming carbohydrates alone. Consuming fats during exercise is not encouraged as they are not digested quickly enough to be of benefit to anyone other than extreme endurance athletes.

Fats can cause bloating and cramps. o what Should I Eat? Foods that are rich in carbohydrates and easily digested are best.

Examples would be plain bread (with honey or jam), oatmeal, pasta, low-fat and protein sports bars, gels, bananas, grapes, raisins, most fresh

S

or dried fruit, whole grains, and low-fat granola.

Fluids should be consumed along with any foods to facilitate digestion and decrease the time to get that fuel into muscles. ports drinks in Moderation, if at all. If exercising for long periods of time, sports drinks can be beneficial. Just don’t do it on a regular basis and always mix the sports drink with some plain water. Studies have found raisins and bananas to be equal to sports drinks, gels, and sports jelly beans in supporting performance and maintaining blood glucose levels in both long distance runs and cycling trials2,3. Try to stick with real foods when possible, as you will generally get more nutrients at a much lower cost.

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basic take away •

consuming nutrients during extended periods of exercise has proven to be beneficial.

•

Consume fluids (sports drinks in moderation and water) consistently to replace fluids lost from sweat.

•

experiment with foods and timing in practice to find what works for you.

•

start training and competition with an adequate supply of fuel in the tank. always be prepared by being well hydrated and consuming the proper amount of nutritious foods.

Remember that what you eat during exercise is only part of the puzzle when it comes to your overall nutrition program. What you eat before and after exercise, as well as the rest of the day is very important to recovering properly and being ready for your next training session.

1. American Dietetic Association – Issue 4 4/2009 2. Mitchell JB, Braun WA, Pizza FX, Forrest M, (2000) Pre Exercise Carbohydrate and Fluid Ingestion Influence of Glycemic Response on 10km Treadmill Running Performance In The Heat. Journal Sports Med Phys Fitness 40: 41-50 3. Rietscher HC, Henagan TM, Farnest CP, Baker BL, Cortez CC, (2011) Sun Dried Raisins Are A Cost Effective Alternative To Sports Jelly Beans In Prolonged Cycling. Journal Strength Cond. 25. 3150-3156

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ETHICAL