TYLER CHRISTIANSEN, CSCS,*D, USAW, RSCC, AND MIKE ASKEN, PHD
EXTREME EXERCISE FOR MENTAL TOUGHNESS
AND SELECTION: EFFECTIVE TRAINING OR
ERRANT BULLYING? (PART II)
The opinions expressed in this article are those of the authors and
do not necessarily represent the policies or procedures of any
affiliated organizations.
REVIEW OF PART I:
•
Preparation of tactical athletes for “selection” into general
or specialized positions should not exclusively consist of
extreme conditioning training with the justification that it
develops mental toughness
•
Mental toughness is a set of skills that can and needs to be
directly trained to prepare tactical athletes for tough days
or extreme challenges they face (2,3)
•
Extreme workouts are an effective tool to gauge readiness
or rank tactical athletes accordingly
•
Extreme exercise may lead to serious health implications
•
A human performance system can be defined as a
coordinated body of methods forming a complex
or singular whole (speed/power, strength, endurance,
energy system development, prehabilitation/rehabilitation,
and mental skills) and includes both physical and
mental training
•
Mental toughness skills
1.
Arousal control: The ability to control energy to target
an optimal-zone to maximize performance
2.
Concentration: The ability to focus and respond
effectively in high-stress situations
3.
Performance imagery: Mental rehearsal and
anticipation of involvement in all situations
4.
Self-talk: Internal conversation with the self, the “inner
voice,” as a performance-related ally
5.
Goal setting: Developing and putting objectives,
checkpoints, and an endpoint in place
The integration of mental toughness (MT) skill training within a
human performance system should be a vital component of a
successful physical training program. The integration of MT skills
may assist some tactical athletes with new MT skill development
while assisting other tactical athletes with enhancing the MT skills
they already possess.
Typically, the MT skills are taught after a crisis or before a “big
game” in a sport. By being proactive and integrating the MT skills
within a human performance system, the tactical facilitator can
promote the acquisition of MT skills and make them instinctive
and reactive. As the integration of MT skills are implemented, it is
important to remember that tactical facilitators must stay in their
respective lanes of expertise, which is human performance in the
tactical field. For example, when developing performance imagery,
the tactical facilitator would not talk the tactical athlete through
close quarter, combat-specific drills as the tactical facilitator is
not the subject matter expert in that area. However, the tactical
facilitator will be able to utilize performance imagery in a change
of direction drill with the intent that the tactical athlete will
implement the MT skill (performance imagery) in other technical
and tactical skilled areas (close quarter combat). It is up to the
tactical facilitator to create a learning cycle that educates and
motivates the tactical athlete to desire and value the acquisition
and application of MT skills to all relevant aspects of performance.
According to Bruce Siddle, the learning cycle is based on four
factors (4):
1.
Create the need for the skill: Relate the skill back to
survival/performance
2.
Assure that tactical athletes believe they can learn the skills
quickly: Use demonstrations that break down the skill into
steps and clear verbal instructions to clarify mental pictures
3.
Assure that tactical athletes have a positive training
experience: Design the system and the method of student
practice to promote success
4.
Assure that tactical athletes have a positive field
experience: Use the skill in a real life scenario
In the learning environment created by the tactical facilitator,
earning the trust of the tactical athlete has great importance
for adherence to the human performance system. Initially, it
may be a struggle to get personnel to invest in tactical strength
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NSCA’S TSAC REPORT | ISSUE 34