The most difficult part of a major competition for many athletes is not the actual event. The days, hours, and minutes leading up to the event are usually the most problematic for athletes. For example, many athletes suffer from precompetition anxiety caused by remembering previous poor performances, having self-doubts, and self-imposed pressure to perform well. The importance of overcoming these mental roadblocks is critical if athletes expect to excel in most difficult competitions. Mental preparation, therefore, is one of the most important factors in being ready to perform.

It has been determined by researchers that the most effective plan for being mentally prepared for the most important competitions includes all of the following:

1. Using a pre-competition routine (ex: the use of imagery prior to competition to create a positive vision of the competition and to see oneself attain pre-set goals).
2. Using a competition plan (ex: the use of visualization to see oneself accomplish goals before the actual event takes place).
3. Controlling distractions (ex: the use of relaxation techniques such as listening to music to avoid possible diversions caused by any number of people or uncontrollable circumstances).
4. Feedback/evaluation (ex: the use of video review to critique past performance and understand how to prepare for and perform during the next competition).

A variety of mental skills exist and are used by the best athletes in the world. However, before they can be used most must be learned and practiced so that an athlete can rely on them. Relaxation, visualization/imagery, self-talk, goal setting, motivation, and video review are all examples of techniques that can be used by athletes.

Researchers suggest that learning several skills together in a "package" will be the most helpful to athletes. Learning several skills gives the athlete a variety of options to use depending on the situation presented by the competition. While the goal should be consistentcy in preparation for major competition, that is not always possible due to uncontrollable circumstances such as: event time schedule changes, transportation problems, and illness. Any one, or a combination, of these types of circumstances may exist from event to event. The determining factor between an outstanding performance and one that is average or unacceptable may be an athlete's ability to deal with the unexpected. An athlete who comes to the event with a package of mental skills will have a better chance to handle any changes, distractions, or setbacks prior to or during competition.

To be effective, mental skills require practice. With practice the techniques become learned skills that the athlete can depend on and use when needed. As long as an athlete believes a skill influences their readiness and positively affects performance, they should use it. As the level of competition increases (high school-college-professional-Olympics), the number of athletes competing decreases. Most of the athletes at the higher levels of competition are similar from a physical standpoint. The major difference in athletes at these levels is the ability of the athletes to use mental skills that will help them perform effectively. The most elite athletes use mental skills that they have practiced for years. According to researchers the skills they use help steady the athletes before, during, and after competition.

There are no guarantees that an athlete will be successful on a given day regardless of their level of preparation. However, the mentally prepared athletes will greatly increase their chances of performing their best when it counts the most.

References

Gould, D., Guinan, D., Greenleaf, C., Medbery, R., & Peterson, K. (1999). Factors affecting olympic performance: Perceptions of athletes and coaches from more and less successful teams. The Sport Psychologist, 13, 371-394.

Orlick, T., & Partington, J. (1988). Mental links to excellence. The Sport Psychologist, 2, 105-130.

Patrick, P., D., & Hrycaiko, D., W. (1998). Effects of a mental training package on an endurance performance. The Sport Psychologist, 12, 283-299.

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