Make room for the athlete’s experience
A pass goes out of bounds. The athlete looks down, and someone calls, “Forget it.” The play has moved on, but the instruction still leaves a question: what should the athlete do now? They may be frustrated or trying to understand the error. Begin with the event you can see, rather than deciding that the mistake means they lack confidence or do not care.
During play, use a brief reminder the athlete already understands. Save the longer conversation for a pause when they are ready to talk. A useful reset gives them a next action even if the disappointment is still there. They do not have to perform calmness for the sideline before returning to their job.
Teach a response the athlete can recognize
Hold up a card with an arrow on it. An arrow is useful only when you know where it points. A cue works in a similar way: “Ready here” needs to point to a familiar action, such as returning to the agreed defensive position. Explain the action first. Then let the athlete choose a few words that remind them of it.
For a volleyball player, choose the moment after a missed serve. Ask the coach to clarify the next responsibility, let the player choose the reminder, and rehearse it in a familiar drill. The moment tells them when to use it; the cue points toward what to do. These decisions happen during practice so the athlete does not have to work through a long checklist while the next rally begins.
| Instead of an unclear instruction | Try a specific question or agreed reminder |
|---|---|
| “Just focus.” | “What is your next assignment?” |
| “Forget it.” | “Where does your attention belong for this play?” |
| “Be more confident.” | “Which action have you practiced for this moment?” |
| An immediate postgame review | “Would you like to talk now, later, or leave it for today?” |
Use the slides in a short team conversation
Use the downloadable slides for a short team conversation, then give the idea somewhere to go. Read the volleyball example together. Invite athletes to choose a familiar moment and an action they can explain. A made-up practice situation is enough; no one needs to describe a private experience to the team.
Agree on a normal drill where the reminder belongs. After trying it, ask, “What did the words remind you to do?” If the answer is vague, change the words or clarify the action. Think back to the arrow on the card: the aim is a clear direction. An athlete who notices that their cue was confusing has given you useful information for the next rep.
Give support without taking over
We teach young athletes how to serve and pass. The response after a miss deserves teaching too. A parent can ask, “Would you like a reminder from me, or would you rather handle it yourself?” A coach can connect the reminder to the team’s actual instructions. When the athlete helps choose the words and timing, you can check that everyone means the same thing. This gives mental practice a place in ordinary development, rather than saving it for a difficult result.
This guide concerns sport mental-skills practice. If the conversation reveals a concern beyond a training situation, make room for appropriate individual support rather than trying to solve it with a cue. For ordinary practice, keep the next step small enough to use and clear enough to repeat.
Give the athlete a private practice planner