Can Deception Improve Athletic Performance?

When we're trying to climb a particularly steep hill, or run those last few kilometers in the marathon, we often try to trick our minds into ignoring any possible aches and pains or believing that those distances are shorter than they seem. If we use it in the context of making an effort seem easier, is it possible to use deception to make performance better?

According to an interesting research study from Northumbrian University, deceiving the athlete brain can lead to some improvements in athletic performance.  In a study done at the university, cyclists were asked to race against an avatar (a virtual cyclist figure), which they thought was moving at the personal best pace of each cyclist, except they were actually cycling one percent faster. The cyclists, who could see their own performance on the virtual course alongside the avatar, were not only able to match their opponent, they were actually going faster.  This lead to a two percent increase in power which may seem insignificant but not when that could be the difference between gold and not even getting on the podium.

Due to the improved performance in this study, some questions were raised out: 

• What are the limiting factors on how fast a person can go in an athletic event?
• Which fatigues first – the body or the brain?
• How much competition can affect the athlete’s speed?
• Does the brain conserve the body’s limited fuel resources?

It was also learned in the research environment that money did not increase athletic performance, for when athletes were offered money to go faster and better their own times, they could not.

Results from the experiment showed that deception can indeed lead to improved performance when the cyclists were told that the avatar was going the same speed as their personal best. But if they thought the avatar was already going faster than they had ever gone, the cyclists had a tendency to give up faster.

The “belief system” of the athlete plays a role, within limits, and if the athlete thinks a certain performance is possible, they can draw on the energy reserves that the brain is programmed to hold back.

For more information on coaching techniques, please visit SIRC.

Reference
Northumbria University (2011, October 17). Pushing the limits of performance. ScienceDaily. Retrieved February 15, 2012, from http://www.sciencedaily.com­ /releases/2011/10/111017075514.htm

Original Research
Stone, Mark R.; Thomas, Kevin; Wilkinson, Michael; Jones, Andrew M.; Gibson, Alan St Clair; Thompson, Kevin G. Effects of Deception on Exercise Performance: Implications for Determinants of Fatigue in Humans. (2011). Medicine & Science in Sports & Exercise: POST ACCEPTANCE, 19 August 2011. doi: 10.1249/MSS.0b013e318232cf77. Retrieved February 15, 2012 from http://journals.lww.com/acsm-msse/Abstract/publishahead/Effects_of_Deception_on_Exercise_Performance_.98845.aspx

Coaching and Constructive Feedback

The goal of great coaching is to guide, inspire and empower athletes to develop to their fullest potential.  Much of coaching depends on the ability of the coach to communicate criticism in a way that fosters trust and positive outcomes.  Providing constructive feedback can be one of the most challenging skills for coaches to master but when done properly can yield great results. Every athlete and person is different, and as a coach you should determine what approach works best with each individual.

Some tips for coaches to remember:

• approach an athlete in a calm and non-threatening environment, ideally one on one
• feedback needs to be honest, motivating and encouraging
• first tell them what they are doing right and then move to the areas that need to be improved
• emphasize that making the suggested changes will bring them closer to their goals
• be specific and tell them what areas should be focused on and do one thing at a time
• if the athlete continues to fail at the task set out for them, offer positive reinforcement 
• never give up

Allowing people to fail can be very difficult for a coach but without getting past this point, athletes will never know how far they can push themselves for improvement. Giving an athlete permission to fail releases performance pressure, stops them from holding back and allows them to get past whatever they're afraid of.  This generally comes with the knowledge that it wasn't as bad as they had imagined and will help to build their confidence.

If you truly wish to move forward with your coaching skills you must be open to providing feedback constructively, which will allow you and your athlete to not only succeed with your goals but to have a great working relationship as well.

References from the SIRC Collection: 

1. Categorization, Performance Appraisals, and Self-Limiting Behavior: The Impact on Current and Future Performance. Journal Of Sport Management. October 2006;20(4):535-553.
2. COFFEE P, REES T. When the chips are down: Effects of attributional feedback on self-efficacy and task performance following initial and repeated failure. Journal Of Sports Sciences. February 2011;29(3):235-245.
3. Constructive Feedback and Coaching: Tips and Tools for Practice Observation. Interscholastic Athletic Administration. Spring2010 2010;36(3):30-31.
4. FEEDBACK METHODS THAT WORK. Swimming In Australia. September 2011;28(1):58.
5. Latinjak A, Torregrosa M, Renom J. Combining Self Talk and Performance Feedback: Their Effectiveness With Adult Tennis Players. Sport Psychologist. March 2011;25(1):18-31.
6. Mouratidis A, Vansteenkiste M, Lens W, Sideridis G. The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model. Journal Of Sport & Exercise Psychology. April 2008;30(2):240-268.

Coaching and Digital Video Analysis

Video analysis in sports can be an indispensable coaching tool - from determining feedback and correction to athletes, to observations on technical and tactical skills. With technological advances, GoPro being the latest popular video recording device, as well as the multitude of video editing programs available, coaches and athletes have the ability to analyse play and performance on a variety of levels.

Benefits include:

• Coaches can use video to assess the effectiveness of practice - drills, tactics, team cohesion
• Players are able to critically look at their own performance so they can create objective goals
• Coaches can use video for self and team improvement since it enables the user to view the game or practice repeatedly, in real-time, without having to rely solely on memory
• Provides accurate and relevant feedback to help athletes progress and improve their technical and tactical skills
• Motivational movies can be made to play for the whole team to view that uses game highlights from the latest match or the last match from the same opponents
• Can be used to scout opponents and discover their strengths and weaknesses

From an individual athlete perspective, videos can be motivational in nature or can provide instructional feedback to help the player learn about their performance and identify areas of improvement. For mental training, a sports psychologist can observe errors of attentional focus or identify performance anxiety.

Video recordings provide reliable, accurate and objective information that is essential for the coaching process. For lighter moments, videotaping an international game or performance can provide a souvenir for athletes, or depending your creativity, some footage may be cut to create a funny video for the team to watch for encouragement and motivation. 

References from the SIRC Collection: 

1. Bertram C, Marteniuk R, Guadagnoli M. On the Use and Misuse of Video Analysis. International Journal Of Sports Science & Coaching. June 2, 2007;2(0):37-46.
2. Byte Size Coaching & Video. World Of Soccer Newsletter. January 2011;(54):1.
3. Carson F. Utilizing Video to Facilitate Reflective Practice: Developing Sports Coaches. International Journal Of Sports Science & Coaching. September 2008;3(3):381-390. 
4. Groom R, Cushion C, Nelson L. Analysing coach–athlete ‘talk in interaction’ within the delivery of video-based performance feedback in elite youth soccer. Qualitative Research In Sport, Exercise & Health. November 2012;4(3):439-458.
5. Meeûs M, Serpa S, De Cuyper B. The Effects of Video Feedback on Coaches' Behavior and the Coach-Athlete Relationship. Journal Of Clinical Sport Psychology. December 2010;4(4):434-340.
6. Soon-Ho L. Development of an Analysis Program on Sport Competition for Digital Video. International Journal Of Applied Sports Sciences. June 2008;20(1):94-112.