February 2020 - 33

principle. Presupposition refers to the condition that
must be present for the statement to have meaning,
especially for the listener.
For example, when a baseball coach tells the pitcher
not to give the batter something good to hit, the
presuppositions are, first, that the pitcher is aware of
what " good pitches " means. Other assumptions are that
the pitcher is capable of giving the batter something
good to hit, and that giving the batter something good
to hit will likely have a deleterious effect on the pitcher's
team. Thus, by telling the picture not to throw hittable
pitches, the coach is forcing the pitcher to think about the
undesirable pitches in the form of mental images.
The second mechanism is related to the wellresearched
proposition that any idea that dominates
the mind finds expression in the musculature. The
ideomotor principle would hold that the statement " don't
give him anything good to hit " creates an unconscious
programming of the neuromuscular system responsible
for throwing those undesirable pitches. The result is that
the pitcher could wind up throwing a pitch that is good to
hit.
The best way to encourage an athlete to perform well is
by telling him what you want him to do, and not what you
don't want him to do. The coach should have said, " Let's
make a pitcher's pitch - low and away. " This forces the
pitcher to think about a specific and desirable pitch, most
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Body language
Like the stand-up comic, the coach's use of appropriate
body language can produce the best response. It's
estimated that some 85% of interpersonal communication
stems from nonverbal body language. Eye movement,
gestures, facial expressions and head movements are just
a few of the components of the unspoken language of the
body. When the body language that accompanies a verbal
statement is congruent with that statement, a unified
message is sent to the listener.
Congruence between spoken and unspoken messages
can, however, provide encouragement or discouragement.
The example of the basketball coach telling his player to
" rip the ball off the board " while looking straight at the
athlete, nodding his head and pumping a fist is an example
of facilitative congruence. The verbal message is positively
stated: The coach asks for what he wants, not for what he
doesn't want. Also, the nonverbal message is positive and
encouraging to the player.
Obstructive congruence would consist of a negative
statement combined with negative body language. For
example, a football coach saying to an offensive lineman,
" That was the worst block I've ever seen, " while covering
his face and shaking his head. While there is congruence,
the statement is, at best, discouraging and, at worst,
devastating to the player. The coach's body language just
hammers the message home.
Believe it: Being up front and honest with the athletes
is highly desirable. Rose-coloring statements can delude
the athlete into believing that their mistakes are of no
consequence, denying them a learning experience and
a genuine opportunity to build confidence. Candidness
should be a positive part of the coach-athlete teaching
exchange. It should not be a negative confrontation leading
to discouragement.
" What is the best way to motivate the athlete? " is the No.
1 question posed by coaches to sports psychologists. The
simplest answer is to tell your players what you want of
them, and mean it from the bottom of your heart.
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February 2020

Table of Contents for the Digital Edition of February 2020