Fear of failure is not uncommon in cheerleaders, as I mentioned in my previous posting.  Excessive concern about making mistakes and perceived pressure to be perfect are associated with fear of failure.  It can be a problem in that it may lead to sub-optimal performance, avoidance behavior and mental blocks. 

What contributes to this dilemma? 

Well first is the cheerleader’s basic temperament and personality style but then we need to consider the coach and the parents. A good coach wants his or her athletes to excel.  A good parent wants his or her child to succeed.  But how this is communicated can make all the difference between a cheerleader who has fun while learning and one who agonizes over every mishap. 

A sport environment is an evaluative environment.   The athlete is a learner who must be open to instruction and coaching.  Ideally a cheerleader has or develops what I call a championship mind-set which means being open to learning, eager for feedback, and maintaining a perspective that every set-back and mistake is a wonderful opportunity to learn and grow and improve. (This is a life skill, too!) 

Coaches and parents can nurture a championship mind-set or they can interfere with it. If the egos of the coach and/or parent are too closely intertwined with the success of the cheerleader, objectivity can suffer and emotions may run high. 

If a coach/parent gets unduly upset when an cheerleader makes a mistake, this communicates to the athlete that mistakes are not ok, that they are a problem and are to be avoided.  Patience and a sense of humor plus a championship mind-set on the part of the parents/coaches go a long way toward creating a healthy learning atmosphere. 

Let’s not forget that this sport of cheerleading is supposed to be fun! 

It is good to set high standards and strive for excellence in sport performance and it is imperative that coaches and parents never put down the cheerleader’s efforts, performance, and self worth when the results are imperfect. 

To an athlete, the reactions and words of a parent and/or coach carry enormous weight.  If coaches/parents pressure athletes (especially young beginners) to perform perfectly, to avoid mistakes, and to meet high (perhaps unrealistic) expectations, and if they criticize the athlete when he or she fails to meet those expectations, all this contributes to the athletes’ fear of failure. 

Fostering a good work ethic with clearly defined and realistically high expectations, encouraging healthy team relationships, nurturing a spirit of curiosity and openness to learning where mistakes are gifts and not demons are all ways to contribute to the development of a happy, healthy cheerleader.

Entirely Cheer is the name of the new online cheerleading magazine produced by cheerleading experts Debbie Bracewell and Anne Gorman.  It is free! 

The magazine is produced in a very cool format which appears right on your computer screen and which allows you to flip the pages like a book as you read the articles. Debbie and Anne plan to reach all areas of cheerleading - nationally and internationally! 

Their goal is to bring in-depth training material that will help coaches and cheerleaders. Because it’s online, articles can be lengthier than they would be in a print publication plus it is possible to add hyperlinks, videos and audios for a more interactive experience. 

I am pleased to be part of the inaugural issue.  I wrote two articles for this issue - one is an introduction to sport psychology for cheerleading and the other is about the mid-year slump and how to get refreshed and revitalized for the new year. 

I encourage you to subscribe to the magazine which will come out every two months. Remember - it costs you nothing! 

Go to http://www.entirelycheer.com

Cheerleading coaches must work with a range of personalities.  This is fourth in a series of articles on this topic.  Today we look at the Overachiever - the person who lives at the gym, who hides or works through injuries because s/he does not want to miss practice or working out, and who is a perfectionist. 

This cheerleader type may be looking for approval and love (which may suggest that it is not happening at home). You can encourage the cheerleader to engage in other activities while setting a limit on gym time. 

The best approach is a gentle one; don’t be judgmental or too quick to set strict limits.  A friendly conversation about establishing a training schedule that is reasonable or that gradually decreases the amount of time spent at the gym is best. You can also try writing a “contract” with the Overachiever’s input and asking the cheerleader to sign it (if the training is extreme). 

Hiding or working through injuries is serious, obviously.  Letting the whole team know that doing so is NOT heroic but is, frankly, dangerous and puts the whole team in jeopardy would be a good idea (these are discussions that should happen at the start of the season and periodically throughout the year). 

In terms of perfectionism, I would ask him/her to come up with a list of 10 famous athletes and find out if they never ever made a mistake.  Of course, she/he will discover that the best athletes failed many times but the difference is their attitude about mistakes and set-backs, i.e., that they view them dispassionately and as opportunities to learn and improve their skills.

Cheerleading coaches should be paid well for their hard work and their ability to manage a range of personality types. 

Most cheerleaders are effusively extraverted but occasionally you might come across a cheerleader who is shy, quiet, and who seems to fade into the background. 

I would recommend giving Shy Sally a job to do (taking attendance, over-seeing the equipment, etc.).  Wallflowers are shy and insecure and also may be depressed.  They feel invisible and contribute to this feeling by becoming invisible!  By giving her a task to do, a coach can help build her confidence and her visibility. Shy Sally can also get to know the coach better and perhaps some of the coach’s attention and affection will also boost her sense of self.

Every cheerleading squad has some members who are - well - a bit difficult. They can be a challenge to coach and to manage.  Let’s look at one type today. 

The “Diva” is someone who likes to be in the spotlight.  He (Divo?) or she might be a bit pushy at times.  How to manage such a person? 

It’s useful to remember that the Diva may actually be quite insecure.  Her clamoring for the spotlight reflects her need to be loved and her wish for approval.  Sure it can be annoying but this girl needs reassurance and guidance. A good overall approach is one of frank kindness.   

As a coach I might say something like this to her: “Hey Kathy, you did a great back handspring at practice today.  I want to be sure to acknowledge that.  You are a very important part of the team but at the same time, I’d like to remind you that you are part of the team and sometimes I’ve noticed that you seem to set yourself apart from the rest instead of being a part of the rest.  Do you understand what I’m getting at?  Let’s talk about how we can resolve this.  I worry sometimes that your behavior puts you at risk for being disliked by the other girls.  Let’s figure out how we can avoid that from happening.” 

Another technique is to ask Kathy to help out another cheerleader who might be struggling.  Give Kathy a task that will feed her need to be important while also helping the team.  This will help prevent Kathy from being ostracized for being such a Diva…it gets her more integrated with the team. It also redirects her attention from herself to another. 

How do you handle the Diva?  Please share your secrets!

We all like to feel good about ourselves and cheerleaders are no exception.  Cheerleading coaches and cheer parents can play a role in enhancing self esteem but not in the ways you might think!

Somewhere along the line, people got the notion that praising children (of all ages) would increase self esteem.  (I have addressed this somewhat in previous posts.) As I mentioned before, praising for effort is far better than praising for ability.

Ultimately, children are in charge of their own self-esteem.  The best thing parents and cheerleading coaches can do is to teach cheerleaders to love challenges, enjoy mastering new skills, and to learn how to cope with and capitalize on setbacks and mistakes.

These are skills that will help them boost their self-esteem for the rest of their lives

It happens every day.  You, as a cheerleading coach, are constantly giving feedback to your squad as you observe them in practice. But did you know that the way you offer praise can affect the motivation of your cheerleaders? 

Psychology professor, Carol Dweck, studied what happens when people praise others for ability versus praising for effort and the effect this has on young people’s motivation and performance. 

The results showed that 90% of young people who were praised for effort (”you worked really hard on this;” “your persistence is helping you succeed,”) wanted to perform tasks which were challenging and from which they could learn (and not necessarily immediately succeed). 

Two-thirds of young people praised for ability wanted to carry out a task which ensured further success; they weren’t as interested in being challenged.  

When both groups were given a set of harder problems, the students who were praised for their ability (”you are so smart;”  “you are really good at this”) reported the least enjoyment. They were also the least likely to take problems home to work on.  Also, the students who were praised for their ability (not effort) demonstrated considerable negativity after failure (”I am stupid”) even though they had had a previous string of successes! 

The group that had been praised for ability also showed a significant decline in performance compared to those who had been praised for effort. 

The group that had been praised on effort continued to enjoy the task even when they encountered problems and they were more likely to persist when they confronted challenges. This group (effort) on the whole performed much better than the other group (ability). 

How does this translate to cheerleading?  Well, I would suggest cheer coaches will enjoy more success with their cheerleaders when they praise them for their efforts rather than their abilities.  Why should this be true?  Effort is something we can control.  We either exert effort to learn, to improve, to refine, or we do not.  It’s a matter of choice.  Ability is innate; we either have it or not and thus we cannot control it per se.

So take note of how you give feedback to your cheerleaders.  It’s fine to say, “good job!” or “great focus on that last jump” but be wary of saying, “you’re the best flyer we’ve ever had.”  Even if this is true, add to this: “…your focus and practice time is paying off; you’re really enhancing your natural talent by all your hard work.”

In my last posting, I developed a list of potential problems that might occur in a cheerleading squad.  Well, it’s easy to come up with a list of problems but what do you do about them? 

Here is the six-step communications model for Constructive Confrontation as presented by Greg Hicks of GDH & Partners.  I think that this approach is easy to follow and implement. 

1. Be prepared.  Rather than rush in when you are upset, take some time to consider what you want to say and how you want to say it.  Of course there may be times when an immediate response is required but for chronic problems, preparation is a key to success.

2. Be brief.  It may be tempting to dump but not wise!  Get to the point quickly and stay on topic.  This is where preparation can be helpful.

3. Be specific.  Speak only about specific behaviors you have observed and not your interpretations of those behaviors. Someone can argue with your interpretations but it’s harder to do so with observable behaviors. 

What’s the difference? Well, if you tell someone she has been rude or inconsiderate, or arrogant, that is an interpretation.  However, telling someone that you observed her interrupting, rolling her eyes, looking away, or walking away are specific behaviors.  

4. Explain the impact.  Tell the person how others (or you) perceive their behavior and how it affects team performance.  It’s the negative impact that is the problem.

5. State the desired alternative. Here is where you go beyond a description of the negative behavior to describe what you expect in the future. Ideally, you will engage the person in identifying possible solutions.

6. Stay calm.  Yes, you are frustrated and annoyed but venting will not help!  You want the other person to focus on your message and his/her behavior, not your feelings.

Take a group of 10 to 20 cheerleaders plus their parents and add a coach or two and what do you have?  The potential for great joy, yes, but also significant strife! 

What could possibly go wrong?  Well, here’s my list and I invite you to add to it! 

1. Cheerleaders who come late for practice - all the time.
2. Cheerleaders who whine and complain about the hard work.
3. Cheerleaders who goof off during practice.
4. Cheerleaders with a negative attitude.
5. Cheerleaders who talk trash about others.
6. Cheerleaders who do not want to try something new.
7. Parents who insist that their child should be the star.
8. Parents who interfere with the coaches’ decisions.
9. Parents who interfere with practice (loud talking, etc.)
10. Parents who think they know better than the coach.
11. Coaches who yell at team members.
12. Coaches who have obvious favorites.
13. Coaches who ignore phone calls from parents.
14. Coaches who are late for practice.
15. Coaches who treat their assistants poorly. 

Now let me be clear.  I recognize that most coaches, cheerleaders, and parents do not belong on this list but - it only takes one of these situations to cause problems and that is what we’re looking at now - problems and how to manage them. 

Feel free to comment and add to the list. 

In my next posting, I will present Greg Hicks’s six-step communications model for Constructive Confrontation.

Conflicts are bound to arise in any kind of group and cheerleading teams are no exception.  The way conflict is addressed can make the difference between a healthy environment and a toxic one. 

I had the pleasure of hearing Greg Hicks of GDH & Partners talk about this topic at the Organization of Spirit Providers (OSIP) conference last week.  He graciously allowed me to summarize his talk for you. 

The first point Mr. Hicks made was that when you fail to confront negative behaviors, you essentially are signaling acceptance of them.  So, you are, in effect, encouraging them to continue! 

There are many reasons why this might happen including the fact that confronting someone is uncomfortable for most people. Sometimes you might hope it (the problem) will just go away and so, if you ignore it, perhaps harmony will magically return. 

Another reason is fear that addressing a problem will affect a relationship in a negative way.  And still another reason is not wanting to be seen as “the bad guy.” Of course you may simply not know what to do and so - you do nothing! 

Can you think of what holds you back from confronting someone? 

Stay tuned for my next posting when I will present a list of some behaviors and difficult situations that are typical of cheerleading.