A competitive athlete dies every three days, often of cardiac arrest.

An estimated 55% of high school students, or nearly eight million students, will participate in a competitive sport. Almost 500,000 students will do so at the college level. The sudden death of a student athlete is tragic and fraught with intense emotion only heightened by the media attention it generates.

Each year more than 350,000 individuals die as a result of sudden cardiac death, and although it is often thought of a problem with older adults, it is the most common cause of death in the student-athlete. Although it is difficult to get a precise number of sudden cardiac deaths, it is estimated that one competitive athlete dies suddenly every three days. Most of these victims are male with more than half being black athletes. More than two-thirds participate in either basketball or football, and the average age of death is 17.5 years.

Whether students participating in sports should have a heart screening prior to playing has been a topic of debate for years. To this end, a better understanding of the specific causes of death is necessary. More often the cause of death is attributable to hereditary and congenital diseases of the heart. Worldwide, cardiomyopathy, a group of disorders that affect the heart muscle, is the most frequent cause. Other less frequent causes include valvular diseases of the heart and congenital anomalies of the coronary blood vessels and electrical circuitry of the heart.

Due to the congenital nature of these diseases, the cause of deaths varies by country, making generalized recommendations across nations challenging. Recent studies have shown that autopsy negative unexplained death is becoming more common, thus making pre-participation screening more challenging. Most disconcerting is that the majority of deaths occur in individuals without antecedent symptoms and with unremarkable cardiovascular examination.

In the United States, mandatory screening programs have not been part of the standard approach to sudden cardiac death in the student-athlete despite findings in Europe that it can reduce deaths. In an Italian study, pre-participating mandatory screening that included a history, physical examination and 12-lead electrocardiographic (ECG) demonstrated a 90% reduction in mortality compared with no screening. This reduction was attributed to the incorporation of the ECG.

Despite this finding, controversy remains for incorporation of the ECG into pre-participating screening. No prospective study has been performed in the United States to refute or support the Italian study. An Israel study published in 2011 could not reproduce these findings. Despite this, Israel and Italy are the only two countries that require a pre-participation ECG.

The American Heart Association presently does not support the routine ECG. The AHA does, however, recommend a pre-participation screening that includes a 14-point screening protocol encompassing symptoms, family history and physical examination. The checklist includes questions regarding heart-related symptoms such as chest discomfort, shortness of breath and fainting. It includes a physical examination encompassing blood pressure measurement and listening for heart murmurs. Finally, a good family history is necessary to assess for any history of sudden cardiac or premature death, family history of a disability from heart disease or known family history of a cardiac abnormality such as a cardiomyopathy. It does not mandate an ECG.

The primary arguments against ECG screening include concerns regarding false-positive results and cost-effectiveness. In addition, there are the psychological implications for athletes and their families. In a study performed in the United Kingdom, a third of student-athletes had false-positive ECGs, prompting further evaluation. On the other hand, it is estimated that one in 10 individuals with a cardiomyopathy may have a perfectly normal ECG and be missed in any screening.

It is estimated that the price to screen almost 10 million student-athletes in the U.S. would cost over $2 billion in the first year, which is believed not to be cost-effective given the high rate of false-positive and false-negative studies. Lastly, despite the fact that there are over 35,000 practicing cardiologists, few are trained to specifically address the ethnically diverse student-athlete group whose “abnormal ECG” may be a perfectly normal variant.

Although the role of routine cardiac screening remains controversial, selective screening in athletes of increased risk may be a prudent. These would include individuals with a family history of premature sudden cardiac death and those who have experienced symptoms during exercise such as fainting, chest pain or inordinate shortness of breath.

February is American Heart Month. With this in mind, it is important not only to recognize the relevance of screening young athletes, but also how to recognize and treat the athlete with sudden cardiac death. In the event of cardiac arrest, survival improves by prompt recognition, the presence of trained individuals to initiate cardiopulmonary resuscitation and early access to an automated external defibrillator. As spectators we should all take the time to learn CPR and know where the defibrillator is kept.

‘If as a parent you’re making decisions based on this fear narrative that’s out there about social media causing depression and anxiety, that information is not supported by the evidence’

Are you fearful that too much screen time may cause your child to experience anxiety or depression? You’re not alone.

Sixty-five percent of parents in the U.S. say they worry their teen is spending too much time in front of screens, and over half of parents limit their children’s screen use, according to a study by Pew Research Center.

But such fears could be overblown. A growing number of researchers are beginning to question the validity of concerns about children’s screen-related habits and the impact on mental health.

The newest research, published earlier this month in the Journal of Child Psychology and Psychiatry analyzed 40 studies examining the link between social media use and depression and anxiety among adolescents and found the link was small and inconsistent.

“If as a parent you’re making decisions based on this fear narrative that’s out there about social media causing depression and anxiety, that information is not supported by the evidence,” said Candice L. Odgers, lead author of the paper and a psychology professor at the University of California Irvine.

With teen anxiety and depression on the rise, blaming screens can be problematic, Odgers argues, as it may distract parents — and society more broadly — from addressing the underlying issues driving the problems truly driving teen mental health challenges.

‘Smartphones are an easy target’

The most surprising thing about the study, said Odgers, was the disparity between how strong public fears were about the relationship between smartphones and teen mental health and the lack of evidence to back up such fears.

So what could be driving such a mismatch between evidence and public perception? It could be that the rising levels of teen anxiety and depression are making parents eager to find solutions to help their children cope, Odgers said.

“Smartphones are an easy target,” said Odgers. “I think people are searching for answers, and if the answer was the smartphone, you could get rid of that. It’s an oversimplified position that has swept through the media and through parenting circles.”

Fear of new technology and its impact on children’s well-being is nothing new, said Jordan Shapiro, professor of psychology at Temple University and author of “The New Childhood: How Kids Can Live, Learn, and Love in a Connected World.”

As far back as when the printing press was invented, parents worried that by having the chance to read individual books by themselves, children would socially isolate themselves — no longer forced to go to church to be entertained or educated by the written word.

But making smartphones the scapegoat for teen’s mental health struggles may be misguided, Shapiro said, as such an explanation belies the complex patchwork of problems facing our nation and the world that may be to blame for making adolescents feel more anxious and overwhelmed, he said.

Odgers agrees.

“The economic recession, the opioid crisis, there is a tremendous amount of pressure on young people in terms of admissions for college,” she said. “There’s so many contributing factors, that to accept this simple story about cellphones is a disservice to young people who are struggling with depression.”

Less restriction, more parental supervision

In recent years, parents, political leaders and even global organizations have taken steps to restrict children and teens use of screens. Worries about smartphones have led Congress to pass legislation to examine the impact of smartphone use, and caused the World Health Organization to advise against exposing infants to screens. Even Silicon Valley executives have publicly stated they are keeping the devices away from their own kids.

But some experts question the merits of restricting access to smartphones and screens. The best way to look out for your children — both in terms of safety and emotional well-being — may actually be less restriction, and more parental supervision, argues Shapiro, author of “The New Childhood.” It’s not about the device itself, but whether the relationship your child has to the device is safe and healthy — and it’s up to the parent to help the children learn how to create that relationship, he said.

Right now, the average age for an American child to get a smartphone in America is about 13, which is a “terrible idea,” said Shapiro.

“Pre-puberty is the worst possible time to introduce someone to this kind of technology,” he said, because it is the exact age when children are the most likely to want to rebel, ignore the advice of their parents, and engage in risk-taking behavior.

That’s why Shapiro argues that children should get smartphones much earlier, as young as 8. When children are young, he said, they are more likely to trust their parents’ advice, respect their authority, and follow their parents’ rules.

At age 8, a parent can help their children understand how to use smartphones safely and wisely but set expectations about kindness in engaging on social media. Just as parents have a responsibility to help children learn to safely socialize at birthday parties and playgrounds, parents should help children learn to do the same thing online, so they are prepared and confident and sure of who they are as they get older, said Shapiro.

Most parents think waiting to expose their children to smartphones protects them, he said. In fact, this actually neglects them — leaving them to navigate the new and complicated world of the internet alone during puberty, when the world is often seems the most confusing and overwhelming to begin with — and one’s parents the least trustworthy guide, Shapiro argued.

But with the debate over screen time and adolescent mental health far from settled, Shapiro’s strategy of exposing children to smartphones at a young age may be a difficult sell to some parents who remain concerned by the dire predictions of some studies on this subject. A widely publicized 2017 study in the Clinical Psychological Science journal found that the more time adolescents spent on screens, the greater the chances that they developed symptoms of depression or that they attempted suicide. By contrast, the more time they spent on activities that didn’t require screens, the less likely they were to face those mental health challenges.

Social media helps teens ‘feed their friendships’

While scientific evidence may not have shown a definitive link between teen anxiety and depression and screen use, that doesn’t mean the impact of smartphone use on adolescents doesn’t matter, said Odgers.

Teens themselves have voiced their own concerns about the topic. In a 2018 Pew survey, 56% of teens said they associated the absence of their cellphone with at least one of these three emotions: loneliness, being upset or feeling anxious, and 36% said they themselves spend too much time on their cellphone.

But teens also reported that social media has a positive impact on various aspects of their lives: 81% saying social media makes them feel more connected to their friends, according to Pew.

“We see that teens generally believe social media helps feed their friendships and they’re more likely to equate social media with positive emotions than negative emotions,” said Monica Anderson, associate director at Pew Research Center.

Many teens who are struggling with their mental health actually seek out help from online counselors or support groups, and teens who may feel different or isolated — LGBTQ teens, or racial or religious minorities — can find support online, said Odgers. Others may find creative outlets through using their devices, such as coding or 3D printing.

But even if parents don’t see smartphones in a positive light, the important thing is that their decisions about their children’s screen time aren’t influenced by unproven fears about how smartphones cause teen mental health problems, said Odgers.

“Parents are entitled to make decisions about how smartphones are integrated with their family,” she said. “But they shouldn’t be making those decisions based on the idea that smartphones are causing depression and anxiety.”

repost from:

https://www.deseret.com/indepth/2020/2/2/21081011/kids-screen-time-parenting-children-smartphones

When Valentine’s Day rolls around, and the influx of candy hearts and chocolates feels like the second coming of Halloween, you might prefer to slow the roll of sweets into your home and opt for an alternative token of affection for your kids. From easy DIYs to affordable craft kits to heartfelt accessories, kids will swoon over these fun gifts–and of course the immense love they feel from you.

Be Mine

• Conversation Heart Soaps, $12.50

This isn’t a candy jar, but rather a container full of 15 conversation heart mini soaps that will remind your little ones of your love every time they wash their hands (bonus points for getting them to love this hygiene routine!).

Love Grows Here

• Grow a Little Love Kit, $5

Remember chia pets? This kit gives that concept a Valentine’s Day spin with a miniature heart-shaped indoor garden. It sprouts in just a few days and comes with decorative accents so your little gardener can add some personal flair.

Black Magic

• Black Light Putty, $15

Kids of all ages love shaping and stretching this top-quality putty. With the included black light keychain, they can make it glow in the dark–a bit of “magic” that never gets old.

A Piece of Your Heart

Parents who are constantly collecting broken bits of crayons from the floor, we feel you. That’s why we created this fun and easy DIY to upcycle those odds and ends and transform them into new crayons. These heart-shaped crayons work great as gifts for your own kiddos, or if you have a lot of material to work with, as Valentine’s Day gifts for the whole class.

Puppy Love

• LEGO Bricks & More Valentine’s Cupid Dog Building Set, $33.95

This adorbs set is great for LEGO-loving kids ages 7 and above.

Sealed with a Kiss

• Donut Valentine Card Kit $19.95

Give your Valentine a tasty treat with these donut Valentine’s! These Valentines are pre-cut, printed, and easy to assemble and perfect to share!

You’re a Gem

• Pale Grey Critter Jewelry Box, from $16.99

This elegant yet adorable bunny-shaped box is the perfect place for your tween to store all of her treasures.

Heart on a String

• String Art Kit, $24.99

Kids with busy hands will flip for this 3D heart string art project that comes with a variety of colored thread.

I Love You to Infinity

• Guess How Much I Love You, $6.79

A modern classic tale that epitomizes parental love? That sounds like the perfect gift for your little one, for this–and any–occasion.

Hearts Aflutter

• Wooden Stamp Set – Butterflies and Hearts, $6.99

This stamp set is oh-so holiday appropriate, and provides endless artsy fun for your child’s own creations and for decorating Valentine’s Day cards for his or her classmates.

Love Notes

Do you have a budding writer or artist on your hands? Make him or her this easy DIY journal using card stock, shaving cream, and food coloring. In fact, the project is so simple, your kiddo can get in on the fun.

I’ll Stick with You

• Donut Heart Stickers, $4.95

It’s a fact of life that kids love stickers. Let them sink their teeth into this on-trend batch of 30 Valentine’s-themed sticky donuts.

Rose-Tinted Glasses

• Heart Sunglasses, $12.99

These shades make a romantic accessory for a fashion-forward tot. Choose from four Valentine’s Day-centric colors.

Straight from the Heart

• Initial Necklace, $12 

A delicate heart-shaped necklace engraved with your child’s initial is a memento she’ll treasure forever.

Like a Warm Hug

• Critter Faux Fur Slippers, from $18.99

These slippers are the coziest (and cutest) way to keep your tot’s feet toasty warm while winter endures. Choose from panda, polar bear, bunny, or unicorn styles.

Wear Your Heart on Your Sleeve

• I Steal Hearts T-Shirt, $13.95

This adorbs tee comes in child and adult sizes so you can match your mini me if you so desire.

Whole Lotta Love

• Sweet Hearts Wooden Bead Set, $8.89

Your crafty tot can string together an entirely new jewelry collection for him or herself, or pay it forward and craft necklaces and bracelets for loved ones.

If your policy is not laid out in your team handbook, the next best option is the in-person delivery at a pre-season meeting for your parents and athletes. There are a lot of great reasons to have a meeting like this but disseminating your parent-coach communication policy is one of the most important!

Ok, ok, so what if it’s too late for that too?

If your season has already started and you calling a parent meeting isn’t feasible, your best solution is to send an email out to all your parents and student-athletes quickly explaining your policy.

Students first

So what should this “policy” talk about? First and foremost, everyone should agree that one of the major goals of high school and youth athletics is to create strong leaders. That being said, if there is an issue of any kind, the first point of contact should be the student-athlete coming directly to the coach for a discussion. We can all agree that we want to encourage our student-athletes to speak up for themselves and develop more self-reliance in general.

If that discussion is unable to resolve the issue and a parent would like to further communicate with the coach they certainly should.

The right time and the wrong time

Next, you must establish parameters regarding where, when and how parents should get in touch. A great rule here is to never approach the coach for a conversation before, during or after any practices or competitions. Our focus in on the task-at-hand and our student-athletes at that time. Further, emotions can be high for all involved immediately after a competition and that might not lend itself to productive discussion.

Another good rule here is the “24-hour rule” – asking parents to wait to discuss a situation until 24 hours after a competition. Another suggestion is to ask parents to make their first point of contact via email. Let parents know their emails will be responded to within 24 hours. Here you have time to think about their question and formulate your response. For simple questions, this often saves time over a phone conversation or a face-to-face meeting and lets you take care of it at a time that works for you.

Next steps

If a face-to-face meeting is warranted, you can also set this up by email. To minimize the back and forth it helps to propose two or three different time slots to potentially meet as well as being clear about the duration of a meeting. By being clear about this upfront, everyone knows the timeframe and keeps the meeting from dragging on unproductively.

In most situations, it also helps to let parents know that these meetings should include the student-athlete as well. While you can certainly use your discretion for occasional exceptions, having the student-athlete be part of the meeting ensures they’re on the same page as their parents and lets them know that their input is important.

In the meeting, never interrupt or interject. Always let the parent or student-athlete finish talking even if they have a lot to say. Have a notepad and pen handy to take notes if you need to remember certain points to which you’d like to respond.

It helps to begin your responses by acknowledging their feelings. Once again, a little empathy can go a long way: “Thanks for bringing that to my attention. I can totally understand why you’d feel that way…”

Setting some ground rules

The final important piece is letting parents know what is “fair game” for discussion and what is not.

Generally, parents should know that it’s always acceptable for them to bring concerns about the treatment of their child by coaches or teammates, concerns about their child’s behavior or a discussion about how their child can improve or the coach’s philosophy.

Likewise, it helps to let parents know ahead of time that certain subjects will not be discussed, such as decisions about their child’s playing time or positions, team strategies or tactics, game plans or any discussion about other student athletes.

Putting it together

A cohesive policy on parent communication puts you in a great position to deal with difficult parents when they crop up. Establishing and articulating a policy as soon as possible not only helps you avoid many stressful, frustrating situations but also gives you the relaxed feeling of preparation – knowing you’re ready to deal with these situations whenever they emerge.

At the end of the day, remember, most parents simply want what they feel is best for their kids. Sometimes they’ll agree with your decisions and sometimes they won’t, but by establishing the rules of the game ahead of time, you put yourself in a position to address their concerns professionally and effectively.

Repost from: https://www.winsmarter.com/engaging-your-parents/

The holidays are upon us, and lots of people not only tend to ruin their usual diets, but they also gain a few extra pounds. Based on studies, the majority of people tend to gain additional weight during the holiday season that starts at the Thanksgiving Day and ends with the New Year celebrations. Excessive eating is claimed to be the main cause for the additional weight gain, but it is also due to lack of physical activity and exercise.

A lot of individuals out there tend to set aside their fitness routines during the holidays since they believe that they do not have enough time to perform their workouts. And because they feel guilty after the holiday season, most of the gyms and fitness centers are packed with fresh members. Always bear in mind that you can still enjoy the holidays and stay fit at the same time. If you want to stay fit during the holiday season, especially during Christmas and the New Year’s Eve, here are some useful tips that might help you:

1. Eat Before Heading Out

First, it is best that you eat something before heading out to visits, trips or family dinners. By doing so, you will no longer be tempted to eat a lot or overindulge yourself since you have already eaten. Skipping on meals is not a good idea either, because you will only be forced to eat more later.

2. Select the Treats Carefully

Make sure to select the treats that you eat in a wise manner. You should choose something that you can only enjoy during the holiday season and not something that is readily available all the time.

3. Avoid Skipping Meals

Don’t skip meals, especially breakfast! Even though it can be tempting to skip on certain meals, believing that it will make up for the treats you consumed in the previous day, don’t do it because it will only lead to counterproductive results.

4. Drink with Moderation

It is best to regulate your drinking since alcohol, coke or other juices will only add more calories to the ones you already eaten!

5. Be Active

You should still perform your fitness routine whenever possible and if you can’t do that, simply walk more, park your car some distance away from the store or just use the stairs!

6. Get Out of The House

Make the holidays a family affair and plan outdoor activities where everyone is involved. Even a snowball fight in the backyard will burn a lot of calories and will keep the children entertained.

7. Don’t Skip Your Strength Workouts

Always remember to perform your strength training in order to maintain that muscle mass you worked hard to get. You might be tempted to use lightweights and just do some cardio, but you can burn just as many calories by lifting weights. And with all of those extra stakes you had on the holiday meals, you might even gain some extra muscle. And this is much better than gaining some extra fat.

8. Set Realistic Goals

You should set realistic exercise objectives. Aim for at least half an hour per day and you will be very happy when you will achieve that. If you plan one hour or more and not achieve it, you will only end up disappointed.

9. Enjoy Yourself

Also make sure to set realistic diet plans! Trying to restrain yourself totally from some foods will only make you eat more. Feel free to enjoy the treats that you really love, but in small portions.

10. Drink A Lot of Water

This can satiate your appetite as well as keep you hydrated at all times. And it will also prevent a possible hangover if you overdo it with alcohol.

11. Eat Less and More Often

Distribute your meals evenly throughout the day, and do not eat everything at once.  Instead of having 2 enormous meals, have 5 small ones.  Eat your dinner earlier, no carbs after 8pm and have a nice walk before going to bed.

12. Prioritize Your Workouts

Try to do them early in the morning while everyone else is still sleeping. This way you will also avoid remarks like “Oh, come on! It’s Christmas…”

So, there you go! Twelve simple tips that will help you avoid gaining weight during the winter holidays but will also allow you to enjoy yourself and have a great time with your loved ones.

Happy Holidays everyone!

By: Jill Kochanek

A common question that I get from coaches is: How can I make my athletes more mentally tough? For as big of a buzz word as mental toughness is though, the concept is a black box. In this post, I’ll open up that box and bust 4 harmful myths about mental toughness. Dispelling these myths is vital for coaches to actually help young athletes develop mental strength and support their overall mental well-being. Before we get there, however, it’s important to consider our current context. That is, why are coaches concerned about developing mental strength in this generation of youth athletes?

Research on Generation Z athletes and preliminary findings from a study I’m conducting with athletic directors across Michigan offer insight. This response from one coach (also an athletic director) echoes the perspective of other sport leaders and (partially) resonates with me in my coaching:

“Today’s generation of youth is, for lack of a better term, soft. It’s not necessarily their fault. The environment that they are growing up in is different. Everyone gets a participation trophy. Kids just are less willing to work hard, to work through failure, and grind it out. And parents aren’t letting kids fail. In the classroom and on the court, parents pave the path for their kids. ‘Helicopter parents’ who used to hover have become ‘snowplow’ or ‘lawnmower parents’ who push all the adversity out of the way so that kids never get the chance to learn how to deal with pressure and failure.”

Like this coach, I work with some parents who get out the snowplow at times. I also work with caring and level-headed parents. Consider that parents, like players and coaches, don’t live in a vacuum. The pressure that parents face navigating the youth sport system (the privatized one with a high price tag and year-round training option only) is challenging. We need to confront these challenges through a lens of contribution rather than blame. Coaches need to work with parents and players (and administrators) to ensure that every youth athlete has an empowering sport experience.

So, how do we help young people learn to grow in/through adversity in sport?

First, we need to define mental toughness. And I’ll pose the same question to you as I do to coaches who bring up the topic: How do you define mental strength?

Better yet, engage in this quick reflective exercise: Think of a time when you felt mentally tough. What was the situation? What were your thoughts/feelings/actions in response to that situation?

Now compare your practical knowledge to one prevalent definition within sport psychology. Mental toughness regards values, attitudes, cognitions, emotions, and behaviors that refer to an individual’s ability to thrive through positively and negatively construed challenges, pressures, and adversities[1](Gucciardi et al., 2009).

This definition is dense. But the complexity and nuance are important to unpack in order to fully understand what mental toughness is and how coaches can best support athlete mental strength and well-being. Let’s debunk some commonly held myths about mental toughness in sport (and life) in order to work through, and from, this new definition.

Myth 1) Mentally tough athletes always think/feel positive thoughts/emotions

Mental toughness involves observable and less visible behaviors such as thoughts and emotions. But people who show mental strength DO NOT always think self-affirming thoughts or feel 100% confident. More positivity does not translate into more mental toughness. Being overly positive and unrealistic in our thinking can undermine our performance and motivation; when we set unrealistic expectations for success and continually fall short, we are less likely to work hard and persist through challenges. Instead, mental strength requires realistic beliefs about our abilities. It requires trusting in and focusing on our individual process—on improving rather than proving oneself— regardless of the situation.

Mentally strong people are also aware of “negative” thoughts and emotions. They thrive through positive and negative situations, which can be external (e.g., game conditions) and internal (e.g., fearing failure). Athletes who show mental strength have the courage to acknowledge and examine negative thoughts/emotions to gather information about their situation. For example, if a player feels frustrated because of team conflict, that athlete shows mental toughness by attending to their “what” (emotion) and “why” (reasons for the feeling) rather than suppressing their frustration (which likely makes team dynamics worse). Mentally tough individuals don’t ignore negativity. They embrace all aspects of their experience to move forward and act in accordance with their values (e.g., use team conflict to strength group relationships).

Myth 2) Mentally tough athletes are not emotional or sensitive.

This myth harkens back to Tom Hanks’ memorable line from A League of Our Own, “There’s no crying in baseball!”. Being mentally tough does NOT mean that you feel fewer emotions or are less emotionally sensitive. As debunked in myth #1, mentally strong people are deeply aware of their emotions. Mental strength requires that we are willing to acknowledge and validate our emotional experiences. In doing so, we recognize that emotions are a common aspect of being human: we are not the only one, and are not wrong for, feeling sadness, guilt, and fear. By mindfully processing emotions, mentally strong athletes can then decide how to best move toward accomplishing their goals. That is, they can consider why they feel the way that they do, and whether/how those emotions are helping or hurting them achieve their aims.                                                                                    

Myth 3) Mentally tough people push through more (physical) pain.

Mental toughness is NOT measured by the number of wind sprints an athlete can push through. I think, or at least I hope, that coaches are steering away from running youth athletes until they puke as their method for building mental toughness. This old-school approach is not only unintelligent but irresponsible. I am not suggesting that all fitness training is bad. But improperly training athletes and risking their physical/psychological health while claiming that you’re “building character” is abusive.

Mentally strong athletes train hard and smart. Training hard and smart means guiding athletes to push their physical limits in developmentally appropriate ways, and also setting boundaries to ensure long-term performance, development, and well-being. Mentally tough athletes understand that proper rest and recovery are a part of their training process. They are disciplined, consistent, and patient. And, they have the humility and courage to step out of the game if injured when “just playing through it” for the short-term glory jeopardizes their long-term goals.

Myth 4)Individuals working through mental health issues are mentally weak.

Mental health issues are becoming more prevalent and visible across competitive sport levels. Advocacy efforts of professional athletes (e.g., Kevin Love, Missy Franklin, Michael Phelps) have helped spark open conversation about mental health issues. These efforts are important because mainstream sport culture celebrates a “no pain, no gain” mentality and silences talk about mental health. Given increases in mental health issues among Generation Z athletes (and youth generally), talking about mental health and disrupting the notion that mental health struggles and toughness are incompatible is critical.

Mental strength includes (learned) attributes and skills that enable individuals to thrive in performance situations. Everyone has the ability to improve their mental strength, but the process to do so is unique to each person. While athletes with mental health issues may experience more adversity that hardly means they are mentally weak. In fact, athletes actually demonstrate and develop incredible mental strength through, not in spite of, their mental health struggles as Michael Phelps describes here.

Practical tips for building mentally strong athletes

Coaches are in an ideal position to challenge myths about mental toughness in order to help youth athletes build mental strength and change sport culture. Here are 4 practical tips to do so.

1. Work with, rather than around, parents.

We can work with, rather than around, parents by proactively communicating our approach and setting boundaries. We need to explain our “what” (philosophy), “why” (rationale), and “how” (boundaries that are necessary for us to coach effectively). When coaches do so, we give parents a framework for how to get involved in ways that align with our efforts to support their young athlete’s developmental process. In conversations with parents, encourage them to let their kids fail. More than this, convey to parents and players that failure is necessary for learning and growth. Failure as necessary feedback conveys that “success” is not just about the outcome (i.e., winning) but about committing to a young athlete’s individual process—to becoming the best version of one’s self and getting better each day.

2. Create a “brave” space for athletes in training and games.

Coaches cultivate brave spaces by creating (optimally) challenging situations in which athletes are on their “learning” edge. For athletes to learn to embrace physical and mental challenges and uncertainty, coaches need to praise moments when players have the courage to take risks and attempt difficult tasks. We need to narrate that these moments are prime opportunities for growth so that athletes see value in pushing past their comfort zone. Brave spaces also have boundaries, and coaches must help athletes set these. We need to teach athletes how to train smart and listen to their bodies. Along with giving athletes encouragement to test their limits, we must emphasize that recovery is a part, not the absence, of training.

3. Encourage athletes to become aware of their thoughts and emotions.

Invite athletes to view these internal experiences—whether they appraise them as positive or negative—as normal and potentially useful for achieving their goals. Guide athletes to define their values and long-term goals. Regularly check in with players and pose reflective questions to help them consider why they feel or think the way that they do, and whether/how those thoughts or emotions are helping or hurting them achieve their goals. Help them become aware of and responsive to their own (and others’) emotions instead of suppressing them or avoiding perspective taking.

4. Leverage social media to help athletes develop mental strength.

Social media impacts how our young people view failure and their development of mental strength. Social media is often used as a platform to make ourselves appear perfect. We rarely post (or view posts) of failure or adversity and more often see images of championship celebrations and college signing day. While I don’t want to discourage people from celebrating their successes, coaches can help athletes understand that social media largely shows the “positive” parts of others’ process. As coaches, we can use examples of professional athletes working through adversity to start conversations with youth athletes. We can also think critically about what we post (and invite athletes to do so), by asking the question: Is my post an effort to prove myself (and appear perfect) or capture my process?

[1]How we construe a situation as “positive” or “negative” is subjective, not always clear cut, and dependent on context. We tend to describe experiences in an either-or, not both-and, fashion (e.g., we are either happy or sad). Rigid categories give us clarity but don’t always capture the contradictory nature of our emotional experiences.  Practically speaking though, we can appraise an experience as more—or less—positive or negative. For example, returning to play from an athletic injury might be construed as less favorable, or “negative”, whereas playing an opponent of lesser ability might be construed as a more favorable or “positive”.