Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-26T02:23:30.813Z Has data issue: false hasContentIssue false

15 - Langerian Mindfulness and Optimal Performance

from IV - MINDFULNESS AND THE PERFORMING ARTS

Published online by Cambridge University Press:  05 January 2016

Amy L. Baltzell
Affiliation:
Boston University, U.S.A.
Trevor A. Cote
Affiliation:
Boston University, U.S.A.
Amy L. Baltzell
Affiliation:
Boston University
Get access

Summary

What it takes to optimize sport performance remains a mystery. A Langerian mindfulness approach, an untapped approach to facilitating optimal sport performance, may be an answer for the well-trained athlete to perform his or her best in the present (i.e., moment to moment) in both practice and competition. Pathways to help athletes optimize performance within the sport psychology literature are predominantly past- and future-based. The majority of such interventions are focused on helping athletes cope with sport-related anxiety, to re-create past best performance states and to replicate precursors to flow (a fully engaged, autotelic experience). Mental skills training (e.g., self-talk cues, imagery) is used to help the athlete practice re-creating past experiences in the hopes of reexperiencing (such optimal past scenarios) in the future performances.

There remains little guidance, within the academic sport psychology literature, in terms of what the athlete should focus on in the moment beyond sport psychologists urging athletes to focus on sport-relevant cues. And such emphasis for athletes, on sport-relevant cues, relies heavily on what it was like before in a best performance or a focus on general, static cues (e.g., tennis players keeping their eye on the ball; long-distance runners tuning into the rhythm of running when the pain sets in). Although often effective, that approach seems to be forgetting a fundamental aspect of performance.

The problem, of course, is that each practice and each performance is unique. Athletes are never exactly now as they were, and, of course, the environment, conditions, expectations, and competitors are never exactly as they were. This chapter will provide an understanding of how a Langerian mindfulness approach to sport psychology consulting could augment the typical approach to helping athletes optimize performance and provide a direct pathway to enhancing performance by noticing novelty within sport- and performance-relevant cues to help create flow (fully engaged experiences) and augment concentration in the moment-to-moment experience.

Many years ago, I had the joy of having Gregorio Di Leo, world-class Italian kickboxer, in one of my graduate sport psychology courses. He asked a question once that has remained seared in my memory. After many lectures on talking about what helps an athlete optimize performance, including lectures on goal setting, visualization, arousal regulation, and self-talk (intrapersonal intentional, often scripted self-statements), he passionately asked, “How do I know what my best performance looks or feels like? Maybe I haven't had it yet.” I was stumped.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aherne, C., Moran, A. P., and Lonsdale, C. (2011). The effect of mindfulness training on athletes’ flow: An initial investigation. Sport Psychologist, 25, 177–189.CrossRefGoogle Scholar
Baltzell, A. L., Caraballo, N., Chipman, K., and Hayden, L. (2014). A qualitative study of the Mindfulness Meditation Training for Sport (MMTS): Division I female soccer players’ experience. Journal of Clinical Sport Psychology, 8, 221–244.CrossRefGoogle Scholar
Compton, W. C., and Hoffman, E. (2013). Positive psychology, the science of happiness and flourishing (). Belmont, CA: Wadsworth.Google Scholar
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. Washington, DC: Jossey-Bass.Google Scholar
Csikszentmihalyi, M. (1999). If we are so rich, why aren't we happy?American Psychologist, 54(10), 821–827. doi: http://dx.doi.org/10.1037/0003-066X.54.10.821CrossRefGoogle Scholar
Fredrickson, B. L. (2003). The value of positive emotions: The emerging science of positive psychology is coming to understand why it's good to feel good. American Scientist, 91(4), 330–335.CrossRefGoogle Scholar
Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., and Finkel, S. M. (2008). Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Journal of Personality and Social Psychology, 95(5), 1045–1062. doi: 10.1037/a0013262CrossRefGoogle ScholarPubMed
Gardner, F. L., and Moore, Z. E. (2007). The psychology of enhancing human performance: The Mindfulness-Acceptance-Commitment (MAC) approach. New York, NY: Springer.Google Scholar
Gardner, F. L., and Moore, Z. E. (2012). Mindfulness and acceptance models in sport psychology: A decade of basic and applied scientific advancements. Canadian Psychology, 53(4), 309–318. doi: 10.1037/a0030220CrossRefGoogle Scholar
Hanin, Y. L. (2000). Successful and poor performance and emotions. In Hanin, Y. L. (Ed.), Emotions in sport (pp. 157–187). Champaign, IL: Human Kinetics.Google Scholar
Hanin, Y. L., and Syrja, P. (2000). Optimal emotions in elite cross-country skiers. In Muller, E., Schwameder, H., Kornexl, E., and Raschner, C. (Eds.), Science and skiing (pp. 408–419). London, UK: SPON.Google Scholar
Hanton, S., Millalieu, S., and Williams, J. M. (2015). Understanding and managing stress in sport. In Williams, J. M. (Ed.), Applied sport psychology: Personal growth to peak performance (, pp. 207–239). Mountain View, CA: Mayfield.Google Scholar
Hayes, S. C., Strosahl, K. D., Bunting, K., Twohig, M., and Wilson, K. G. (2004). What is acceptance and commitment therapy? In Hayes, S. C., and Strosahl, K. D. (Eds.), A practical guide to acceptance and commitment therapy (pp. 1–30). New York, NY: Springer.CrossRefGoogle Scholar
Jackson, S. A. (1992). Athletes in flow: A qualitative investigation of flow states in elite figure skating. Journal of Applied Sport Psychology, 4(2), 161–180. doi: 10.10 80/10413209208406459CrossRefGoogle Scholar
Jackson, S. A. (2012, December). Flow: The mindful edge in sport and performing arts. Australian Journal for Sport. Retrieved from http://www.psychology.org.au/Content.aspx?ID=4988
Jackson, S. A. and Csikszentmihalyi, M. (1999). Flow in sports: The keys to optimal experiences and performances, Champaign, IL: Human Kinetics.Google Scholar
John, S., Verma, S. K., and Khanna, G. L. (2011). The effect of mindfulness meditation on HPA-Axis in pre-competition stress in sports performance of elite shooters. National Journal of Integrated Research in Medicine, 2(3), 15–21.Google Scholar
Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. New York, NY: Hyperion.Google Scholar
Kabat-Zinn, J., Beall, B., and Rippe, J. (1985, June). A systematic mental training program based on mindfulness meditation to optimize performance in collegiate and Olympic rowers. Poster presented at the World Congress in Sport Psychology, Copenhagen, Denmark.Google Scholar
Kaufman, K. A., Glass, C. R., and Arnkoff, D. B. (2009). Evaluation of Mindful Sport Performance Enhancement (MSPE): A new approach to promote flow in athletes. Journal of Clinical Sports Psychology, 4, 334–356.Google Scholar
Kee, Y. H., and Wang, C. K. J. (2008). Relationship between mindfulness, flow dispositions and mental skill adoptions: A cluster analytic approach. Psychology of Sport and Exercise, 9(4), 393–411. doi: 10.1016/j.psychsport.2007.07.001CrossRefGoogle Scholar
Keng, S. L., Smoski, M. J., and Robin, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041–1056. doi: 10.1016/jcpr.2011.04.006CrossRefGoogle ScholarPubMed
Langer, E. J. (2000). Mindful learning. Directions in Psychological Science, 9(6), 220–223.Google Scholar
Langer, E. J., and Moldoveanu, M. C. (2000). The construct of mindfulness. Journal of Social Issues, 56(1), 1–9. doi: 10.1111/0022-4537.00148CrossRefGoogle Scholar
Langer, E. J., Russell, T., and Eisenkraft, N. (2009). Orchestral performance and the footprint of mindfulness. Psychology of Music, 37(2), 125–136. doi: 10.1177/0305735607086053CrossRefGoogle Scholar
Pellizzari, M., Bertollo, M., and Robazza, C. (2011). Pre- and post-performance emotions in gymnastics competitions. International Journal of Sport Psychology, 42(3), 278–302.Google Scholar
Williams, J. M., Nideffer, R. M., Wilson, V. E., and Sagal, M. S. (2015). Concentration and strategies for controlling it. In Williams, J. M. (Ed.), Applied sport psychology: Personal growth to peak performance (, pp. 304–325). Mountain View, CA: Mayfield.Google Scholar
Ying, L. F., and Chiat, L. F. (2013). Tai chi Qi flow in the kinematic process of piano playing: An application of Chinese science. World Applied Sciences Journal, 21(1), 98–104. doi: 10.5829/idosi.wasj.2013.21.1.1578Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×