ACTing SPORT! An Acceptance and Commitment Therapy Protocol for Athletes Enea Filimberti, Nicola Maffini, Giovambattista Presti

Transcription

1 ACTing SPORT! An Acceptance and Commitment Therapy Protocol for Athletes Enea Filimberti, Nicola Maffini, Giovambattista Presti

2 First Problem Acceptance & Commitment Therapy What has got to do a psychotherapy with athletes sound in mind and in body?

3 The fundamental assumption in ACT is that suffering is not caused by atypical or aberrant processes (eg. Cognitive distortion or mental malfunctioning ) but by the normal verbal processes. (Hayes, Stroshal & Wilson, 1999)

4 ACT vs. CBT Being a physiologic model of human psychology functioning, ACT is far more indicated than CBT for any intervention outside clinic setting!

5 What do CBT intervention offer? Cognitive Simulation/Imagery (Bandura, 1997)

6 4 Reasons why to Avoid Relational Intervention and direct on Functional Ones a. Suppression of irrational thought tend paradoxically to increase them b. The process of thought changing bears a working-out of the relational frame and increase in a maladaptive way the transformation of the stimulus function c. Disputation implies that thoughts are causally related to the behavior d. Disputation, from an RFT perspective, reinforces the use of languaging to contrast the problematic language processes (eg. useless thoughts) and therefore reinforce the literality of context which pushes people to hold their thoughts seriously (Ciarrochi & Baiely, 2008)

7 Nowadays we know that Intentional attempts to control physical performances May negatively affect on other routines May paradoxically contribute on keeping the physical performance considered wrong (Gardner & Moore, 2007)

8 Second Problem Requests of intervention in sport are strongly oriented on performance. ACT is not based on performance goals but on values. This might seems an apparent paradox.

9 The situation of the functional work The Mindfulness- Acceptance-Commitment Approach

10 CBT target enhancing the performance Loss of performance is an anomaly to be correct Molecular intervention (short/middle term) Intervention targeted on the athletes conventional needs B Physiological Plateau A All and now!

11 ACT target Naturalize the performance loss in performance is not an anomaly but the normality; Molar intervention (long term); Intervention centered on the deep needs of the athlete A=B

12 Goal of the intervention The aim of our intervention is not to change thought in positive to positively influence sport performance, rather to broaden context of training, in order to let the body to be able to act in sport in as spontaneous and workable way as possible according to the present moment requests.

13 Inflexibility. Flexibility..the perfection.the workability

14 Performance Bidimensional projection of a circular motion

15 A

16 Contextual performance performance Direct way (CBT: I work on my athlete s performance to see improvements ) value Indirect way (ACT: Performance are function of psychological flexibility ) We talk about direct and indirect way, and not about change of first or second order, because our aim is not to just affect on emotional life of the individual but even, and especially, on his sport performance.

17 Performance is function of the quantity of practice Direct or Vertical way Indirect or horizontal way Performance is function of physical and psychological practice as for repetitions and workload (I directly affect on quantity of repetitions) Performance is function of the range of context where is reinforced practice as a process (I directly affect on verbal variables which are likely to facilitate the spontaneous increasing of repetitions)

18 Dispersion What is the effect of the indirect way on performance? (HYPOTHESIS) a. Widest peak and low performance are easily restored b. Dispersion of peak and low performance is gradually reduced A

19 What is the effect of the indirect way on performance? (HYPOTHESIS) If you are not wiling to have it, you ve got it!

20 What is the effect of the indirect way on performance? (HYPOTHESIS) Sir Francis Galton, studying many biological variables, noticed the phenomenon of the regression to the mean or the mediocrity (to say it under one s breath!). The statistic regression tend to emphasize, in its original meaning, the mean biological characteristics, excluding non-specific factors which may cause ecxeptional peak or low in our measurements. In sport we may consider the athlete psychology as one of those non-specific variables (not directly linked to the performance), that we usually label as case or fortune. Cognitive theorist: What! Thoughts are resources, they re integrant part of performance! RFT theorist: this only in the case that we could have the total control on our thoughts and feelings. Remember: I m a ball, I m a ball, I m a ball Sir Francis Galton

21 MEDIOCRITY

22 The Mediocrity My Mediocrity

23 The pillars of the intervention Contextual Modeling WARM- ACT Training as a Value

24 A Functional Metaphor MIND BODY

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26 SESSION 1 THE BODY AND THE MIND SESSION 2 HOW BODY HOLD THE MIND BACK SESSION 3 HOW MIND HOLD THE BODY BACK SESSION 4 YOU RE NOT YOUR BODY YOU RE NOT YOUR MIND SESSION 5 ACTing WITH YOUR BODY AND YOUR MIND

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28 SESSION 1 THE BODY AND THE MIND SESSION 2 HOW BODY HOLD THE MIND BACK SESSION 3 HOW THE MIND HOLD BODY BACK SESSIONE 4 YOU RE NOT YOUR BODY YOU RE NOT YOUR MIND SESSIONE 5 ACTing WITH YOUR BODY AND YOUR MIND

29 Structure of the Intervention Five two-hours sessions both with individual and with team : a. In class stage Introduction of the session argument Metaphors, experiential exercises, mindfulness Debriefing with Sport-Matrix Homework b. In playground stage Experiential exercises Experiential metaphors Contextual modeling In motion Mindfulness

30 Session 1: THE BODY AND THE MIND Goals: Creating a functional discrimination between body and mind using the Sport-Matrix (adapted from Kevin Polk Matrix by Filimberti & Maffini, 2010 ); Laying the foundation for learning the WARM-ACT; Session Outline: Mindful breathing (20 min.) explanation: brief introduction of the purposes and the method of the protocol: object of the intervention is not to positively change our mind so to positively influence the performance, but rather to neutralize the mind (that means to make the mind neutral), when necessary, so to let the body be free to perform in a more spontaneous and workable way. The Sport-Matrix 1: 5 senses vs mind (experiential axis) Exercise: The Body (worksheet) Exercise: The Mind (worksheet) The Sport-Matrix 2: moving away/moving toward (direction axis) Explanation: the lion example The Sport-Matrix 3: choice / not choice (experiential vs direction axis) Exercise: The Pink Elephant Exercise: don t feel the room temperature Playground Exercises: Mindfulness discrimination between mental vs sensory experience: walking on the grass barefoot I phase in imagery; II phase barefoot on the grass Free running: the athletes experiment a time dedicated to run without having any kind of prescription, as an introduction to the construction of the WARM-ACT. HOMEWORK: Daily WARMA-ACT rating form: (free run experience)(worksheet) Daily Mindfulness rating form: (mindful breathing)(worksheet)

31 Session 2: HOW BODY HOLD THE MIND BACK Goals: Get in touch with our own negative bodily sensations, both passively (perceptions) and actively(emotions), and indentify the lack of acceptance as the cause of possible blocks imposed by the negative bodily experiences. Construction of the first WARM-ACT component: Bodyscan Session Outline: Homework review and debriefing Body Scan (20 min.) In class experiential exercise: Ice Cube Instruction and information: evolution of the mind Metaphor: two scales metaphor Metaphor: circuit breaker Metaphor: feed the tiger Metaphor: Chinese handcuffs Metaphor: the salt lake In class experiential exercise: Hold your breath On playground experiential exercise: The Pebble in the shoe WARM-ACT first component: Bodyscan HOMEWORK: Daily WARMA-ACT rating form: (Bodyscan)(worksheet) Daily Mindfulness rating form: (Bodyscan)(worksheet)

32 Session 3: HOW MIND HOLD THE BODY BACK Goals: Getting used to the way the mind works and identify the cognitive fusion as the cause of possible blocks imposed by evaluations and memories. Construction of the second WARM-ACT component: mindful running. Session Outline: Homework review and debriefing Leaves on the stream (20 min) Instruction and information: how does the mind work Exercise: relate anything to anything else Exercise: completion of sentences Metaphor: the virtue of saliva Instruction and information: Mind is not your friend In-class defusion exercises: Thank your Mind I ve got the thought of. Silly voices On playground experiential exercise: Mind T-shirt Metaphor\exercise: the Medicine Ball Running with the thought upon your eyes Think the opposite Take your mind for a run WARM-ACT second component: Mindful running HOMEWORK: Daily WARM-ACT rating form: (Mindful running)(worksheet) Daily Mindfulness rating form: (Leaves on the stream)(worksheet) Wear the T-shirt during the training sessions Daily Defusion rating form + defusion exercises worksheet (worksheet +worksheet)

33 Session 4: YOU RE NOT YOUR BODY YOU RE NOT YOUR MIND Goals: Getting used to the Self as context and the contact with the present moment recognizing these two elements as the places where become possible choosing the direction to take; Construction of the third WARM-ACT component (perspective taking running). Session Outline: Homework review and debriefing The observing Self (20 min.) Instruction and information: you re not your body you re not your mind the three senses of Self In class exercises: exercise: Note yourself noticing Metaphor: playground On playground experiential exercises Sport tools awareness Switching WARM-ACT third component: Perspective taking running HOMEWORK: Daily WARMA-ACT rating form: (Perspective taking running)(worksheet) Daily Mindfulness rating form: (Meditation of the Mountain)(worksheet + CD)

34 Session 5: ACTing WITH YOUR BODY AND YOUR MIND Goals: Get in touch with our own values; Getting used to a sense of training as a value; Construction of the fourth WARM-ACT component (motivation and dedication). Session Outline: Homework review and debriefing Value-ade Instruction and information: the values The training as a value Metaphor: the brave mother Metaphor: the compass Metaphor: hoola hop In class experiential exercise: the training as a value (worksheet) On playground experiential exercise: Exercise: the fusion lines WARM-ACT fourth element: motivation and commitment HOMEWORK: Expand the perspective (worksheet) Daily WARMA-ACT rating form: (worksheet) Daily Mindfulness rating form: (worksheet)

35 Last target Training as a Value

36 Let s give a look to some motivational speeches Game = Life

37 Selective reinforcement of operant classes transversal to the different context of sport =

38 and of life.

39 Training = Performance = A

40 How to do? Operant Generalization (Shaping) Verbal Generalization (derived relational respond) e.g. Contextual modeling directly on the playground e.g. reinforcement of relation of coordination between training and competition

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42 Green-ACT The development of the training as a value requires to the athlete to become friendly with the principles of sportsmanship such as fairness, team spirit, respect and so on. But we also think that an intervention like this may contribute to modify those characteristics, which are typical of those individuals who reached the highest levels of ethic and moral development.

43 Obstacles in the application of the ACT protocol with high functioning population Difficulties in evoking a state of Creative Hopelessness because of a lack of a history of failures.

44 Core Processes

45 The Coat-Hook Principle

46 Thank you very much for your attention