The Good Mother Paradigm: Challenges of Returning to Sport

                                                                 By: Amanda Leibovitz

(Edited by Kacey Gibson & Dr. Michele Kerulis)

                                                                   Photo Credit: Depositphoto

Spring is finally in the air, and with warmer weather comes an increasing number of athletes and exercisers heading outside with their training.  As such, a common sight along the Chicago lakefront path is that of a fit and active mother pushing a child in a stroller as she fits in her morning run.  The dedicated effort of many mothers to regain and maintain fitness after childbirth is admirable, to say the least, and it also begs the question, “How do they do it?”

Social stereotypes and expectations of women’s responsibilities during motherhood can often lead to the development of the good mother identity, which is characterized by the internalization of the social definition of a woman who is present and self-sacrificing (Appleby & Fisher, 2009).  As such, it is common for new mothers to experience conflicting feelings about their responsibilities as a mother and as an athlete, especially when athletic commitments take them away from their children (Appleby & Fisher, 2009).

However, many mother-athletes eventually begin to resist these social stereotypes of motherhood, viewing mothering and athleticism as complimentary, rather than contradictory (Appleby & Fisher, 2009).  This new view on the roles of mother and athlete allows women the space to negotiate a new identity that combines both roles, resulting in decreased pressure to perform, being a role model for other women, and identifying the multidimensional aspects of their lives (Appleby & Fisher, 2009).

The link between the good mother paradigm and sport psychology consulting is rooted in the need for responsible sport psychology consultants to understand the sociopolitical context that may be affecting new mothers as they struggle to return to sport after childbirth (McGannon, Curtin, Schinke, & Schweinbenz, 2012).  Expected behaviors based on cultural values and norms regarding women, motherhood, and sport can create identities that impact the ways in which athletes may be perceived by society and how the athlete views herself (McGannon et al., 2012).  Responsible sport and exercise practitioners will make efforts to understand both the external and internal pressures on mother-athletes in order to most accurately conceptualize the client and her needs (McGannon et al., 2012). In addition, sport and exercise psychology consultants should work to develop the skills and techniques necessary to assist the client through the process of role negotiation and to help female athletes reach their exercise, sport, and performance goals (McGannon et al., 2012). 

Lisa Pedersen, LCSW, author of the website and book-in-progress Birth like an Athlete, recognizes that “Life doesn't stop when you leave your sport. Instead, life continues when you prepare for a baby and motherhood, and that may be the greatest accomplishment of all.” Pedersen helps athletes focus on their pre-and post-natal mental health, fitness, and sports goals.  She believes that sharing womens’ stories will help inspire other women to remain active and also to help them adjust to their new role as mothers.

In addition, fitness writer Lisa Payne encourages people to join her movement #TryFitWeekly and try a new workout or fitness class each week. This might be especially helpful for new moms who want new and interesting fitness classes. Payne recommends a Chicago based women’s gym called Prenatal Fit that focuses on pre- and post-pregnancy fitness.   

A third idea is for balancing athletics and being a mom is by integrating creative ideas into your fitness routine. Brianne Wiseman, “Gracefully Evolving Mom,” recommends high intensity interval training, making your baby your workout buddy, and utilizing playground time for workouts.  Moms sometimes have a hard time balancing time to take care of themselves with taking care of their families and other responsibilities. Taking time for herself will allow her to recharge her energy.

References

Appleby, K. M., & Fisher, L. A. (2009). “Running in and out of motherhood”: Elite distance runners’ experiences of returning to competition after pregnancy. Women in Sport and Physical Activity Journal, 18(1), 3-17. Retrieved from http://ezproxy.adler.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=47556332&site=ehost-live&scope=site

McGannon, K. R., Curtin, K., Schinke, R. J., & Schweinbenz, A. N. (2012). (De)Constructing Paula Radcliffe: Exploring media representations of elite running, pregnancy and motherhood through cultural sport psychology. Psychology of Sport and Exercise, 13(6), 820-829. Retrieved from http://ezproxy.adler.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=79337925&site=ehost-live&scope=site

Positive Self-Talk for Athletes

By Alexandra Tapak

Edited by Kacey Gibson       

“I suck.” A pre-adolescent athlete spoke these words during practice. After having watched this athlete grow over the past several years, these words hurt even my feelings. In front of me was a grade school child with so much potential and room to grow but in this instance the child’s self-worth and performance were destroyed by negative self-talk. This experience inspired me to write about the importance of positive self-talk.

            Self-talk is defined by Hackfort and Schwenkmezger (1993) as internal dialogue during which individuals interpret feelings, perceptions, and cognitions. There are two types of self-talk: instructional and motivational. Instructional self-talk focuses on execution, tactical decisions, and body movements. Motivational self-talk focuses on effort the athlete puts forth, self-confidence, and mood (Hardy & Alexander, 2001). Van Raalte, Brewer, Rivera, and Pepitas (1994) noted that some tennis players who utilized negative self-talk and gestures still won their matches. The successes of these athletes were attributed to motivational self-talk (Van Raalte, Brewer, Rivera, & Pepitas, 1994). These tennis players were reflecting belief in their own competence and interpreting statements of “that stinks” as “come on you are a good player and can do better” (Van Raalte et al., 1994). However, the continued use of negative self-talk can have negative effects on self-confidence (Negativity, 2010).

            Negative self-talk can greatly interfere with an athlete’s performance and might require a professional intervention (Negativity, 2010). This intervention should span beyond telling the athlete to use positive self-talk. If I told young athletes to use positive self-talk they would look at me as if I was speaking in a different language. When addressing young athletes it is important to speak in a language that they can understand and at their developmental level.

            As a coach in this situation, I stopped the athlete and had a conversation about being kind to oneself while competing, that everyone makes mistakes, and to continue working on new skills. The young athlete agreed that she didn’t “suck” as an athlete or as a person. The athlete explained that she was frustrated after losing a point because she made the wrong decision and could have used better shot selection. I then utilized an intervention to demonstrate the power of positive self-talk:

Coach: Did saying you “sucked” help the situation or did it make you play better or feel better?”

Athlete: “No it didn’t really do anything.”

Coach: “If I or another coach told you that you are awesome would make you feel good?”

Athlete: “Yes.”

Coach:  “You are awesome (the athlete smiled). What what would happen if you told yourself that you are awesome?

Athlete: “I don’t know but I’ll try it.”

I will continue to encourage this athlete practice positive self-talk and check-in on her use of the new skill on a regular basis. I believe that practicing positive self-talk will help her achieve great success both on and off of the court.

            As a sport psychology consultant, it is important for me to explore self-talk beyond breaking down positive and negative by classifying the thoughts as instructional and motivational (Tod, Hardy, & Oliver, 2011). Sport psychology consultants should pay attention to when and how often self-talk occurs (Tod, Hardy, & Oliver, 2011) because tracking athletes self-talk can be one way to help athletes improve.

How to Create Positive Self-Talk

            The first step in creating positive self-talk is acknowledging times when self-talk occurs. Remember, self-talk is not limited to the times you are engaging in positive and negative statements such as “ I can do this” or “ I can never do this.” Self-talk also includes gestures used to pump up such as a fist pump or bring down such as self-inflicting blows (Van Raalte et al., 1994).

Next, track self-talk and examine what kind of self-talk was used during previous performances, during current performances, and also post-performance. Another example of learning how to identify self-talk is when Hardy, Roberts, and Hardy (2009) gave athletes 50 paperclips at the beginning of each training session. The athletes were instructed to place all of the paperclips in their right pocket and every time they engaged in negative self-talk they moved one paperclip from their right pocket into their left pocket. This exercise in conjunction with a daily diary helped athletes identify their negative self-talk (Hardy, Roberts, & Hardy, 2009).

Once athletes can identify self-talk, they can enhance self-talk statements by categorizing them as motivational and/or instructional. Zourbanos (2013) created intentional instructional and motivational self-talk statements for physical education students participating in basketball. The created motivational and instructional statements were brief, purposeful, and attached to cues within the game (Zourbanos, 2013). Having specific statements prepared in advance can decrease potential anxiety or feeling pressured to come up with positive statements on the fly. Example statements athletes can use are “I got this,” “I can do it,” and “This is great, I know I can persevere!”

These are general guidelines for practicing self-talk and every individual athlete is unique. For a more tailored plan and to uncover how your statements are affecting you and your performance, contact an AASP Certified (CC-AASP) sport psychology consultant.  

References

Hackfort, D., & Schwenkmezger, P. (1993) Anxiety. In R. N. Singer, M. Murphy, & L. K. Tennant (Eds.), Handbook of research on sport psychology (pp.335). New York, NY: Macmillan.

Hardy, J., Hall, C. R., & Alexander, M. R. (2001). Exploring self-talk and affective states in sport. / exploration de l ' auto-suggestion et de l ' etat emotionnel en sport. Journal of Sports Sciences, 19(7), 469-475. Retrieved from

Hardy, J., Roberts, R., & Hardy, L. (2009). Awareness and motivation to change negative self-talk. Sport Psychologist, 23(4), 435-450.

Lane, A. M., Beedie, C. J., Devonport, T. J., & Stanley, D. M. (2011). Instrumental emotion regulation in sport: Relationships between beliefs about emotion and emotion regulation strategies used by athletes. Scandinavian Journal of Medicine & Science in Sports, 21(6), e445-e451.

Negativity. (2010). Journal of Pure Power, 5(2), 64-67. Retrieved from http://ezproxy.adler.edu/login?url=http://search.ebscohost.com.ezproxy.adler.edu/login.aspx?direct=true&db=s3h&AN=49113949&site=ehost-live&scope=site

Tod, D., Hardy, J., & Oliver, E. (2011). Effects of self-talk: A systematic review. Journal of Sport & Exercise Psychology, 33(5), 666-687.

Van Raalte, J. L., & Brewer, B. W. (1994). The relationship between observable self-talk and competitive junior tennis players' match performances. Journal of Sport & Exercise Psychology, 16(4), 400-415.

Zourbanos, N. (2013). The use of instructional and motivational self-talk in setting up a physical education lesson. JOPERD: The Journal of Physical Education, Recreation & Dance, 84(8), 54-58. doi:10.1080/07303084.2013.827555

Pushing Too Hard? Preventing Injuries in Young Athletes

By Kelsea Offner

Photo Credit: Photobucket 

More than 3.5 million middle and high school student athletes are treated for sports injuries each year, with nearly 50% occurring to due overuse (Mandel, 2013). Far too often young athletes have to give up one of the things they love the most because they have exerted their bodies at a young age. Injuries and physical fatigue has become an increasing problem with athletes, young and seasoned. The demand for performance forces the athletes to push through the times when their bodies have told them to stop and rest. After injuries, athletes are pressured to return to play, whether they are actually 100% or not, especially if they are a key player on the team. Working with these athletes can be extremely difficult, as they may be confused about what their options are and how best to pursue so they may continue to play.

One such athlete is Sierra Amundson, a junior high-school softball pitcher who overcame what could have been a career-ending injury (Rohrbach, 2014). Just as her career was beginning, Amundson was faced with the decision to undergo Tommy John surgery, a surgery common to American pitchers used to reconstruct the medial ulnar collateral ligament (UCL), on her right elbow and take a year off for the rehabilitation (Erickson, et al., 2014). The determined young pitcher, however, knew she would not be able to sit out a full year and watch her teammates play without her, and so she worked hard to switch to pitching as a lefty (Rohrbach, 2014). As Amundson worked to increase her strength and accuracy as a newly formed left-handed pitcher, she continued to rehab her dominant elbow, allowing her ligaments to rest and heal so she can now utilize both arms to pitch, though she has limited pitches with her right arm (Rohrbach, 2014).

This is just one of the many stories of athletes overcoming major obstacles in order to be able to play the sport they love. However, should athletes as young as Amundson need to worry about switching pitching arms or going through rehabilitation for a year and missing out on playing time? Today, young athletes are pushed to perform at their peaks for as long as possible in the hopes of moving to the next level of play. Private lessons are being provided on top of the athlete’s normal practices, causing them to exert their bodies more quickly and injure themselves. It is important for sport psychology consultants to work with the athletes, help them find their voices, and help them learn how to stand up for themselves when their bodies are not 100%. It is my suggestion that consultants working with young athletes become familiar with programs and campaigns such as STOP Sports Injuries to help prevent unnecessary injuries in young athletes (Mandel, 2013). Acting as an advocate for your athletes and educating them on being aware of their bodies and  to not be afraid to acknowledge when they need to rest can be an important step in preventing avoidable injuries.

References

Erikson, B., Gupta, A., Harris, J., Bush-Joseph, C., Bach, B., Abrams, G., San Juan, A., Cole, B., and Romeo, A. (2013). Rate of return to pitching and performance after Tommy John surgery in Major League Baseball pitchers. The American Journal of Sports Medicine, 42(3), 536-543. doi: 10.1177:0363546513510890

Mandel, K. (2013). STOP SPORTS injuries. American Fitness, 31(3), 40-41. 

Rohrbach, B. (2014, April 4). Softball player switches pitching hands rather than undergoing Tommy John surgery. Yahoo Sports Prep Rally. Retrieved from: https://sports.yahoo.com/blogs/highschool-prep-rally/softball-player-switches-pitching-hands-rather-than-undergoing-tommy-john-surgery-154625117.html?soc_src=copy

Young Athletes and Parental Involvement

By Alexandra Tapak

 

            Many of you who may be reading this blog have been an athlete or have an athlete of your own at home. There is a fine line drawn in the sand between a parent who is motivational and supportive and one whose presence adds anxiety and pressure to the young athlete’s performance. It is especially prevalent in Western cultures that parents maintain high levels of involvement in their children’s sport experience (Lauer, Gould, Roman, & Pierce, 2010).

            Bremer (2012) pointed out the importance of exploring the athletes’ perception of parental involvement, parental pressure, parental support, family tensions, and resource allocation. The athletes’ perception is everything because it is their interpretation of behavior that influences performance. Every young athlete is unique and requires individual consideration. It is important to understand young athletes’ perceptions so as a parent you can best support them and maintain solid relationships within the family.

            Previous researchers suggested that parents who create an environment in which mastery is stressed have healthier, more supportive relationships with their athletes than those who create an environment that stresses an ego orientation (O’Rourke, Smith, & Smoll, 2011). A mastery environment is one which focuses on elements of performance that are within the control of the athlete and less on the elements that are outside the child’s control. For example, a parent can focus more on effort and implementation of new skills rather than on winning and outperforming opponents (O’Rourke, Smith, & Smoll, 2011).

            By no means is this blog aiming to tell parents how to parent or suggest that the role of sport psychology consultants is to tell parents how to raise children. Sports psychology consultants do, however, work to create and foster environments for athletes young and old to excel.

            Sport psychology consultants find that it is important to provide education to not only the athletes with whom we work but also with parents. Parental pressure is not just a name for a feeling, but rather a complex process that encompasses more than what is apparent at surface level (O’Rourke, Smith, & Smoll, 2011). Important topics to be discussed may include the appropriate level of involvement of a parent, what is a healthy relationship, how healthy relationships are created and supported. To find a certified sport psychology consultant in your area contact the Association for Applied Sport Psychology.

 

References

 

Lauer, L., Gould, D., Roman, N., & Pierce, M. (2010). How parents influence junior tennis players' development: Qualitative narratives. Journal of Clinical Sport Psychology, 4(1), 69-92. Retrieved from http://ezproxy.adler.edu/login?url=http://search.ebscohost.com.ezproxy.adler.edu/login.aspx?direct=true&db=s3h&AN=48444142&site=ehost-live&scope=site

Lindstrom Bremer, K. (2012). Parental involvement, pressure, and support in youth sport: A narrative literature review. Journal of Family Theory & Review, 4(3), 235-248. doi:10.1111/j.1756-2589.2012.00129.x

O’Rourke, D. J., Smith, R. E., Smoll, F. L., & Cumming, S. P. (2011). Trait anxiety in young athletes as a function of parental pressure and motivational climate: Is parental pressure always harmful? Journal of Applied Sport Psychology, 23(4), 398-412. Retrieved from http://ezproxy.adler.edu/login?url=http://search.ebscohost.com.ezproxy.adler.edu/login.aspx?direct=true&db=s3h&AN=66788270&site=ehost-live&scope=site

Tackling Athlete Doping

By Kelsey Offner

(Edited by Alexandra Tapak)

            “Take me out to the ball game, take me out to the crowd!” The sound of America’s past time can be heard over televisions and radios everywhere with the beginning of the 2014 Major League Baseball (MLB) season. There is electricity in the air as people wait outside the gates of ballparks in anticipation of Opening Day and the chance to watch their favorite teams and players take the field. With the prospect of the new season, many may have forgotten the end of 2013 season Biogenesis debacle in which 14 MLB players, including New York Yankee’s Alex Rodriguez, were suspended for performance-enhancing drug use (Nightengale, 2014). The MLB and MLB Players Association have moved to toughen up anti-doping policies for the 2014 season, announcing longer suspensions for violators and other reforms (Nightengale, 2014). Not only will drug penalties be increased, but the use of Carbon Isotope Mass Spectrometry (IRMS), with at least one sample from every player, will also be added in the attempt to eradicate performance-enhancing drugs (Nightengale, 2014). Players will also be required to provide two urine samples during the season, and the MLB will be conducting 400 random blood collections to detect human growth hormone (Nightengale, 2014).

            The use of performance-enhancing drugs has become a hot topic for many sports professionals and fans. Athletes are constantly put on a pedestal by society and expected to perform at their highest capabilities, causing the pressure to improve through illegal methods to be very strong (Shokri, 2013). Performance-enhancing drugs have been around for years, and it wasn’t until 1986 that The International Olympic Committee (IOC) banned such substances (Shokri, 2013). In 1999, the IOC created the World Anti-Doping Agency (WADA), an independent, private law organization that produces anti-doping codes in attempt to harmonize anti-doping regulations globally while ensuring athletes are treated equally by sports bodies and governments regarding anti-doping issues (Shokri, 2013). Since then, WADA has been working with leagues at all levels of competition to rid the use of performance-enhancing drugs.

            Any sport psychology consultant working with elite athletes can expect to work with athletes who at one point or another has, is, or is considering using performance-enhancing drugs. Whether working with a high school athlete or a professional athlete, as a professional it is one’s responsibility to educate that athlete about the effects such substances can have on his or her body, as well as encourage the athlete to educate themselves about the substances they are taking or are considering taking. Unfortunately, performance-enhancing drugs are all-too easy for athletes to acquire, and it is their choice to take those types of drugs. In order to effectively inform players, it is my recommendation that sport psychology professionals be informed about the league’s anti-doping policies and the penalties given for being caught using any performance-enhancing drugs. As a result, sport psychology professionals can develop informed presentations and strategies to help professional athletes gain a full understanding of the psychological, physical, and career consequences of using performance enhancing substances.

References

Nightengale,B. (2014, March 28). MLB toughens drug agreement provisions. USA Today Sports. Retrieved from: http://www.usatoday.com/story/sports/mlb/2014/03/28/mlb-toughens-drug-agreement-provisions/7023401/

Shokri, N. (2013). Anti-doping regulation and WADA code. International Sports Law Review Pandektis, 10(1/2), 110-125. Retrieved from: http://web.a.ebscohost.com.ezproxy.adler.edu/ehost/pdfviewer/pdfviewer?sid=cc30668d-96a8-49f1-ad9f-8dc6c0d1163c%40sessionmgr4003&vid=9&hid=4214

10 Ways to Maintain Wellness

By Chantel Turk and Dr. Michele Kerulis

(Edited by Alexandra Tapak)

Have the end of the semester term paper blues? How about terrifying finals week syndrome? A big project at work consuming all of your time? We are all too familiar with that pressured feeling to get work done. It can cloud our minds and make us believe that there’s no time to take care of something far more important than our workload, OURSELVES!

Taking care of your body and mind is essential to maintaining the energy needed to accomplish our daily tasks and our long-lived projects, but how do we find a healthy balance? Here are 10 ways to help you balance school or work, and maintain your wellness in the midst of your busy life. Emotional health is essential (Kitko, 2001)! Have ways of coping in mind that work for YOU so when the times get rough, the copin’ gets goin’!

10. Keep a journal—According to researchers, keeping a journal about whatever is on your mind is a productive way to manage your emotions, especially when they become overwhelming (Flinchbaugh, Moore, Chang, May, 2012).

9. Find a hobby—Knitting, sewing, cooking, and drawing are all examples of easy and fun hobbies that can keep your mind off of stress related to the office or the classroom.

8. Just take a breather! —Take a moment to breath and relax. This could be at any moment in the day, there are several apps on iPhone and Android that include relaxation techniques, try one out!

Spirituality—Spirituality is defined as being the central meaning to an individual’s life (Kitko, 2001). Being strongly connected with one’s self can play a part in maintaining wellness at school or work.

7. Yoga—yoga allows for people to have an embodied experience in which they become more in tune with themselves. It is a great way to gain your sense of spirituality!

6. Mediation—Meditation allows people to lose touch with reality and focus on the center of their inner being. There are several different kinds of meditations used for different reasons; here is a link to Heather Dale’s blog 5 Meditation Styles for Beginners. Check them out!

5. Talent - Incorporating your individual talents into the workspace can allow for a more pleasant experience in the office. Are you an athlete? Incorporate a small competition among your colleagues to bring fun into your work experience! Researchers show that people are programmed to need social interaction with other people (Kitko, 2001).

4. Go out! —It’s okay to let loose every now and again and allow yourself to go to out to a social gathering. Set aside a time for yourself to have a little social interaction with someone you enjoy spending your time with. You’d be surprised at how interaction with another person can lower your stress.

3. Utilize your breaks—It’s a good idea to use your lunch break to find time for some social interaction. Take your break with a colleague or go on a walk with a friend. Exercise can alleviate stress (Buckaloo, Krug & Nelson, 2009) so be sure to schedule regular break-time walks. 

2. Exercise snacks—2. Exercise snacks—Professor Michele Kerulis and Expert Trainer Lisa Payne mentioned the term “exercise snacks” as a way to get small burst of physical activity throughout the day without setting aside time to work out. Take the stairs instead of the escalator, park your car further from the door so you can walk, or take your bike to work on warm days. Click here to see Lisa’s 10 minute total body workout video!

1. Work it out! —Many people have that New Years Resolution to go to the gym X amount of days a week, but why does this passion to work out fade as the year goes on? Find time in your week to dedicate to working out. Join a fitness club if you can. Frequent exercise can boost mood, increase overall health, and decrease stress. 

Taking time for yourself and engaging in wellness activities is a great way to reduce stress. Daily life can become busy, but remember that the better you feel the more efficiently you can balance your tasks. Do you have favorite wellness activities that help you manage stress? Please tell us about it in the comments section.

References

Smith, R. (2007). Body, mind, and spirit? Towards an analysis of the practice of yoga. Body and Society, 13(2), 25–46.

Kitko, C. (2001). Dimensions of wellness and the health matters program at Penn state. Home Health Care Management & Practice, 13(4), 308-311.

Buckaloo, B., Krug, K., & Nelson, K. (2009). Exercise and the low-security inmate: Change in depression stress and anxiety. The Prison Journal. 89(3), 328-343.

Flinchbaugh, C.,  Moore, G., Chang, Y., May D. (2012). Student well-being interventions: The effects of stress management techniques and gratitude journaling in the management education classroom. Journal of Management Education, 36(2) 191-219.