Written by Coaches and athletes often interchange the words concentration and attention and the often-heard term fouls. To most effectively utilize these tools, it may be helpful to define each term; Vernacchia (2003) defined concentration simply as “the ability to perform with a clear and present focus” (p.144). What, then, is focus? Focus is often described as the central point of one’s attention. Attention is simply what an individual is observing. When put together, an individual concentrating is said to have their attention focused clearly and be presently on the task at hand. Once athletes have developed the skills necessary for completion, controlling their attention and concentrating on the task’s demands is essential. Often, the key to their success is consistently executing these skills, underlining these concepts’ significant impact on their performance.
Concentration and Attentional Control in Sports
Attention can be either internal or external and broad or narrow. When athletes are focused inward (i.e., thoughts, emotions, physical sensations), they are said to have an internal focus. Athletes who focus on the environment outside of themselves (i.e., weather conditions) use an external focus. A broad focus is when athletes pay attention to many things at once (e.g., examining an opponent’s alignment), whereas focusing on a specific point (e.g., the spot on the ball where a kicker wants to hit it) is considered narrow. During competitions, athletes are often called upon to shift across these dimensions to meet the required attentional demands of the situation. The overlapping nature of these dimensions leads to four types of attentional control (Nideffer & Sagal, 2006, p. 384). This adaptability of attentional control can make you feel flexible and adaptable in different sports situations, enhancing your performance.
External
Assessing
It shifts focus to the external environment, often changing rapidly throughout a performance. For example, a quarterback scans the defense before the beginning of a play.
Acting
Shifts focus toward the outward execution of a given skill. For example, a tennis player focuses on her toss as she begins to serve.
Internal
Analyzing
It focuses on reviewing one’s general thoughts and emotions throughout a performance—for example, a golfer considering shot selection before addressing the ball.
Preparing
Shifts focus on readying oneself to execute a given skill (i.e., mental rehearsal). For example, a basketball player reviews his self-talk before taking a free throw.
Issues with concentrating
At any given point during a performance, athletes face several potential distractors. Just one focus can be internal and external, as can distractors (Australian Sports Commission, 2008).
- External Distractors: These could be visual or auditory and may include other competitors, spectators, and media.
- Internal Distractions May Include negative self-talk, fatigue, and emotional arousal.
A change in one’s thoughts and emotions can also lead to psychological changes (Nideffer& Saggal, 2006). Coaches and competitors often refer to this process as choking; it is often seen as associated with a rapid deterioration in performance during a critical competitive situation. The checking process involves psychological and psychological changes that may affect performance (Nideffer & Sagal, 2006). For example, an athlete competing in a crucial game may develop increased muscle tension and increased anxiety, which causes an overly narrow focus and inability to identify relevant environmental cues. Effectively helping athletes to manage their thoughts and emotions may allow them to retain attentional control.
Exercises For Improving Concentration and Attentional Control
Athletes recognize that maintaining concentration is critical to performing their best, yet figuring out what to focus on and maintaining the correct attentional focus during the performance takes work. There are, however, exercises that may help improve one’s ability to concentrate during competition (Performance et al., 2008):
- Focus on Controllable vs. Uncontrollable: Make two lists. One list should be controllable: factors athletes can control, such as a response to a mistake or a bad play. The other list should be the uncontrollable elements of performance that athletes cannot control, such as the crowd’s response to the athlete’s mistakes.
References
1. American Psychological Association – Division of Exercise and Sport Psychology. Retrieved from: http://www.apadivisions.org/division47/index.aspx
2. Association for Applied Sport Psychology Resources. Retrieved from: http://www.appliedsportpsych.org/resource-center/
3. Australian Sports Commission. (2008). Concentration: Brainwaves. Retrieved from: http://www.ausport.gov.au/ais/sssm/psychology/brainwaves/factsheets/concentration
4. Nideffer, R. & Sagal, M. (2006). Concentration and attention control training. In J. M. Williams (Ed.), Applied sport psychology: Personal growth to peak performance (pp. 382 – 403). New York, NY: McGraw-Hill.
5. Performance Services Division. (2008). Sport psychology mental training manual. Colorado Springs, CO: United States Olympic Committee.
6. Vernacchia, R. (2003). Inner strength. Palo Alto, CA: Warde Publishers, Inc. This fact sheet is an initiative of the American Psychological Association Division 47’s Science Committee and has been prepared.