Mindfulness is being fully present in the moment, aware of our thoughts and feelings but not judging them or allowing them to distract ourselves or our athletes. But how can you use the techniques of mindfulness to reduce stress and improve performance?
This webinar will give you the tools to recognize and move past negative self-talk while training our brains to embrace mistakes, leading to higher levels of confidence and more positive emotions.
Dr. Rachel Lindvall is the co-founder of The Mindful Project with Canadian Olympian, Erin McLeod. The Mindful Project, a mindfulness curriculum based on Rachel’s doctoral research, was created to empower students and athletes to reach their potential.
Rachel is also a university professor and women’s soccer coach with a Doctorate in Mindfulness Research. She holds a Master’s degree in Exercise Science with an emphasis in sport psychology and a Bachelor’s in Physical Education with an emphasis in athletic training.
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Coaching in today’s environment in the face of COVID-19 can be difficult to navigate. How do you keep yourself safe? How do you balance safety and training? What’s true and what’s not?
Staying on top of what is changing and affecting your coaching environment is essential to improving the experience of your athletes. This webinar will cover topics collected from everyday coaches across Ontario to provide you with tips to navigate COVID-19 safely, specifically in the coaching environment.
Ask your questions HERE.
Dr. John Philpott is a specialist in the well-being of children, adolescents and young adults. He currently acts as a team physician for the Canadian Senior Men’s Soccer Team, Skate Canada’s Senior National Team as well as, the team physician for the Canadian Senior Men’s Basketball Team.
Dr. Philpott is also an Assistant Professor, Section of Community Paediatrics at the University of Toronto. He has been published in several journals, including being the principle author or co-author of several position policy statements of the Canadian Paediatric Society and the Canadian Academy of Sport & Exercise Medicine. He has appeared on CTV, CTV’s Canada AM, CityTV, CBC Radio and Global as well as in the Globe & Mail.
Emotional Intelligence is fundamental in developing a successful coach-athlete relationship, and ultimately enhancing performance and well-being. But what exactly is EI, and how can you harness the power of it to your advantage?
While Emotional Intelligence may sometimes seem like a kind of Jedi mind trick from Star Wars, rest assured this webinar will guide you in understanding EI, how to use specific tools and strategies, and unleash the “force” in your coaching role. Specific emphasis will be placed on developing resiliency and overcoming athlete setbacks and emotions in the heat of competition.
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How often do you use self-assessment to keep track of your own emotions as a coach?
Share your tips and best practices!
Lorraine Gouin – Ottawa – Figure Skating
“I’ve used self-assessment for my athletes to track their emotions at practice and competition but I hadn’t thought of tracking it myself, even though I did reflect on it after practices.”
Julie Multamaki – Peterborough – Field Hockey
“Never really gave it much thought, overtly, but I do try to be very even keeled when I coach to provide a positive environment. This certainly gave me more things to think about. A very interesting and educational webinar.”
Asif Farooq – Toronto – Multi-Sport
“I haven’t really used it to assess myself, but from time to time, would sit back and reflect on how I can emotionally connect with the players and become more impactful on and off the court.”
John Curtis – Thunder Bay – Volleyball
“I really haven’t thought about it that much. I am a new coach to the system and this seminar was very informative. I learnt quite a bit and will continue to learn for years to come.”
Kimberley Hart – Harrowsmith – Ringette
“I typically assess how I represented myself as a coach emotionally after every session I have with my team. Asking myself how I reacted in a situation, was it the appropriate reaction and how was it perceived by my players.”
Pierre Laframboise – Amherstview – Gymnastics
“I did this sometimes in the past, but after this webinar I will not only self-assess more often, but also be better equipped to do so.”
Ruth Moriana – Oshawa – Gymnastics
“All the time. I always use my 40min car rides to and from work to reflect and assess my own coaching performance and emotions. I have being making more of an effort to control my emotions and found this webinar very encouraging and helpful. I am a work in progress. Thank you!”
Jennifer Keller-Nelson – Cobourg – Basketball
“I utilize it frequently but it more depends on what age bracket I am with at the time. I coach kids as young as 4 up to 14. I am aware of emotions but pay a little closer attention when I’m with the younger ones because they are so much more impressionable. The older kids are impressionable but you can better explain things to them and have them understand.”
Benjamin Guthrie – Ottawa – Figure Skating
“While I have checked in with myself, I have never tracked my emotions. Looking forward to seeing what tracking my emotions as a coach can reveal and show areas of improvement for better EI strategies.”
Aloka Wijesooriya – Iqaluit, NU – Special Olympics
“Anytime I sense my emotions will negatively impact my coaching philosophy I used self-assessment strategies. I also practice these skills during my day-to-day life too. I find the more I practice the easier it is when I am on the ice. Today’s webinar added more tools to my knowledge toolbox.”
Mateo Diaz Granados – Quebec – Soccer
“Being a coach tends to involve leading by example, specially when dealing with young children. Therefore, I constantly use self-assessment to ensure I am portraying and reacting with positive emotions throughout game and practices. As you get to coaching older children/adults I am always impressed by the coaches that can keep their cool when setbacks occur instead of reacting against a referee for example and leading the way for the whole team to react in a similar way.”
Mike Stinson – Chatham – Hockey
“As a first responder outside of coaching – I learned very quickly that one of the most important things that can define your success is the reaction you give. Coaching is no different. There are a lot of athletes looking to you for an idea of how to respond to the event that just happened. As we develop and progress, it’s important to keep them positive and looking forward.”
Geoffrey Johnson – Stittsville – Curling
“I sometimes reflect on my emotions as a coach but after attending this webinar now believe I should be doing self-reflection after every practice, competition, etc. so that I can better position myself to support my athletes.”
Lucien Peron – Toronto – Basketball
“Your emotional state is picked up by your athletes, therefore it is critical to self-assess and reset before every practice. Open acknowledgement of emotions is important, which could take the form of a huddle before the start of the practice for all to briefly acknowledge their own emotional state, and the factor that might have triggered it, before a reset. Also important for all athletes and coaching staff to understand that the practice venue is a “safe space”, which means that the athlete enters it leaving behind the worries that the environment outside of practice may be triggering.”
Originally called “Female Athlete Triad”, Relative Energy Deficiency in Sport (RED-S) was termed to include all of the side effects of energy deficiency that can affect any athlete. RED-S can affect athletes of any age, sex and has detrimental effects on bone health, immune function, cardiovascular health and psychological health and ultimately impacts athletic performance.
RED-S is the result of an imbalance that occurs when athletes don’t eat enough to meet the energy demands of training and daily life. Coaches can play a significant role in preventing RED-S by creating a supportive environment for their athletes. You’ll leave this webinar able to identify the warning signs and implement team strategies to maximize athletic performance.
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As a coach, how do you talk to your athletes about nutrition and healthy eating habits?
Denise Bussiere – Gymnastics – Nepean
“We discuss snack options and we have info on our website from a Nutritionist.”
Justin Tung – Gymnastics – Toronto
“I find it helpful to emphasize nutrition close to competitions as part of their competition preparation (e.g. encourage carbs before competition and healthy snacks at competition). This is done in person and via electronic reminders.”
Lorraine Gouin – Figure Skating – Ottawa
“Workshops with nutritionists, encouraging healthy eating habits before, during and after practice (team snacks, etc) and eating together at competitions and events even if they are bringing their own food.”
Natasha Vidalin – Multi-Sport – Toronto
“Nutrition is important, it sustains your body, your health and your well-being. Even if you don’t want to have a big meal, at least have a granola bar to sustain you. The worst thing that could happen is that you fainted because you starved yourself, if that happened you would let the team down and your body down, so just don’t do it! Here is some granola bars and some berries (not anything acidic), some coconut water if need be and a few cashews (it is a healthy fat). Nuts an hour before a game everything else when they need it.”
Hossam Refaei – Mississauga
“As a teacher/coach, a lot of my athletes are also my students in the classroom. An entire unit on healthy eating is shared with them which includes the benefits of timing of eating, what you’re eating and calorie intake importance. This is added with talk before practices about what to pack on game days and practice days. We share each others’ ways and what they like to eat before practice time or game day and that could motivate others to eat the same healthy way or find news ways to still have a great meal to increase energy and perform to the best of their ability.”
Rejeanne MacLeod – Curling – Sault Ste Marie
“During competition, I emphasize that we have an early morning so make sure you have a good breakfast to help you fuel yourself for the game and day. Also grab an orange or apple for your break or after the game until we can have lunch. If I notice that an athlete is not eating properly, I will take my player to the side and explain how important it is for your body and mine to be fueled. Ask questions to see if money is an issue or if he/she is able to get to the proper food.”
Diana Clarke – Volleyball – Port Sydney
“As a rule I talk to my athletes about food as fuel to allow them to compete. At tournaments each family is responsible to bring food to share; potluck style. This food is assigned so that it is healthy. I think it is also important to role-model healthy eating, so I’m not eating a burger during a tournament when they are eating veggies and hummus.”
Susan Emond – Ringette – Ottawa
“We talk about staying hydrated in general. During a tournament, we bring healthy snacks and encourage eating for performance. Other than that, there isn’t a set pre/post focus during training. This is something I will be interested in implementing!”
Jason White – Ringette – Minesing
“In volleyball, make a list of foods that each family can sign up for. This way we can somewhat control the foods brought.”
Layth Jato – Soccer – Etobicoke
“My sport is Soccer which is a team sport. Through team meetings or Post-Training group meals we speak and encourage proper nutrition.”
Amanda Kesselring – Boxing – Cambridge
“Explain the importance of healthy eating, eating before and after a game, refuelling, and proper hydration before, during and after a game.”
Marguerite Gagnon – Gymnastics – Thunder Bay
“My athletes are young (ages 8 to 13), so I use a car analogue a lot! A car needs enough gas, oil, water, transmission fluid, etc. to work at it’s best, just like athletes need enough Carbs, protein, fat, water, vitamins and minerals to train and perform at their best.”