As I mentioned in my last post on the perfectionistic cheerleader, those athletes who have more Perfectionistic Concerns also have more fear of failure.  This term is another one that is thrown around a lot and not surprisingly, it is more complicated that you might think! 

 Why should someone have a fear of failure?  Of course no one likes to fail but for some people, the fear of failing is excessive and it can lead to sub-par performances and mental blocks.  They associate failure with aversive consequences - not just feeling bad but with real or imagined negative consequences.  

And what are those consequences?  It seems there are 5: 

1. Fear of experiencing shame and embarrassment
2. Fear of devaluing one’s self-estimate (”I’m not as good as I thought.”)
3. Fear of having an uncertain future (”Will I be able to stay on the team?”)
4. Fear of important others (parents/coaches) losing interest
5. Fear of upsetting important others (parents/coaches) 

Fear of failure can lead to avoidance behavior.  The thinking is something like this: “If I don’t try, I can’t fail.”   The motivation is to avoid failure because of anticipatory shame (of failing). 

Sport psychology research shows that fear of experiencing shame and embarrassmentis central to understanding the relationship between perfectionism and fear of failure. In other words, shame is an emotion at the core of fear of failure and it involves a negative scrutiny of one’s self along with feelings of incompetence.  The experience is a painful one especially because the athlete feels that his or her entire self is a failure.   

But reader - do not despair!  I’ll be telling you what to do about this in my next posting! 

Have you signed up for my Confident Cheerleading Tips?  No? All you have to do is scroll up to the upper right side opt-in box, give me your name and email, and you will get my 10 annotated peak performance tips delivered to you via email. Go ahead…do it now!

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!

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 many conversations with cheerleaders, cheer coaches, and parents, I have discovered that not all cheer coaches are created equal! 

To be fair, sometimes a person with no cheerleading background or no training is asked by a school authority to lead a cheer team.  (Actually, they are usually “told” to do so, not asked!)  In this situation,  we can easily understand if the “coach” is less than proficient in managing his or her team.

 There are so many facets to being a good cheerleading coach and this short posting does not assume to discuss them all but I came across some interesting research that I thought you might find useful. 

It seems that sport psychology researchers looked at 2 different kinds of approaches to coaching (and you should know that the research was not on cheerleading per se but athletic teams in general) to see which one created a more optimal environment for the athletes. 

One approach is called a Performance Climate and the other approach is called a Mastery Motivational Climate. 

A Performance Climate encourages intra-team competition and a punitive approach to mistakes (yelling, shaming, etc.). Now you may think that a punitive approach would be rare in cheerleading but if a coach is lacking in training and experience, the frustration level would be higher and so would the possibility of expressing that frustration in potentially punitive ways. 

The Mastery Motivational Climate, on the other hand, us is one where the coach supports effort and cooperation (instead of who’s the best) and where there is an emphasis on learning and task mastery. 

Not surprisingly, the Mastery Motivational Climate is a happier one for the athletes.  It promotes well-being, persistence and task perseverance.  It also attenuates negative responses and optimizes positive ones. 

Let’s hear it for the Mastery Motivational Climate!  Give me an M…!

Cheerleaders and cheer coaches have many opportunities to learn how to perfect motions, jumps, tumbling and stunts.  There are books, of course, many of which are excellent, and there are videos. 

The advantage of books is their portability and the fact that you don’t have to rely on technology to use them.  Videos require either a computer or a DVD player but since most people have one or the other, this usually doesn’t pose a problem. 

 I’ve taken some time recently to view several cheerleading videos and I’m happy to say I recommend them all!  Here’s the scoop: 

1. Coaching 101: Introduction to Motions and Progressions (with Shari Goodman) 

(This DVD and the 3 that follow are all produced by Cheer Coach & Advisor Magazine and can be found at http://www.ChampionshipProductions.com ) 

Coach Goodman expertly teaches 10 separate motions, ways to drill a squad while moving into basic motion sequences, and then demonstrates an intermediate level sequence that includes a cheer with the motions.  This is an easy-to-follow video that will make your learning a pleasure. 

1. Coaching 102: Beginner Cheer Formations and Transitions (with Alison Dytko) 

Alison Dytko begins with a review of how to set six different formations and then demonstrates six transitions. There is a demonstration of the full skill for each transition. Every move is broken down into simple steps to enhance your learning. 

1. Coaching 103: Introduction to Jump and Jump conditioning (with Mayra Brandt) 

Coach Brandt takes her squad through 3 basic stretching exercises (important!) and then moves into 3 jump approaches.  Brandt offers specific instructions and tips for 7 jumps.  She also provides conditioning exercises and other goodies! 

1. Coaching 104: Level 2 and Level 3 Tryouts (with Stephanie Scurrah) 

Getting ready for tryouts?  This DVD will definitely help! Coach Scurrah’s cheerleaders demonstrate tryout skills required for Level 2 such as running, and tumbling.  She also shows a simulation for Level 3. 

1. FlyGirl Elevation Series: Coaching Confidence in Cheerleading

Visit http://www.flygirl.ca for more information. 

Mandy Cheetham is President of FlyGirl.  She is a choreographer and coach who has worked with some of the best teams in the world. Mandy narrates this DVD which depicts 4 cheerleaders executing stunts. 

A thoughtful and patient teacher, Mandy puts her cheerleaders through several stunt routines as she describes each detail of how it’s done.  She also demonstrates several common mistakes stunters make and how to resolve them. 

The DVD covers double base elevators, cradles, full twist cradles, liberties, and more. 

1. For the Love of Tumbling by Debbie Love

Contact Debbie at Debbie@showtimespirit.com  or Marcandluv@aol.com 

Debbie Love is Tumbling Director at Showtime Spirit in Lexington, KY.  Debbie also consults to cheerleaders and coaches nationwide. 

This DVD comes with a manual that includes detailed instructions on how to do several tumbling moves, from basic skills such as a forward roll and a handstand to combination skills. 

Debbie narrates the video as several cheerleaders demonstrate the various moves. One thing that Debbie stresses over and over is the need for cheerleaders to develop a strong and conditioned body. Her manual offers detailed information on what exercises a cheerleader can do to get in excellent tumbling condition. For example, she has a pages on “tuck conditioning” and “jump conditioning” which include explanations for the suggested exercises.

Most people would agree that cheerleading coaches have the ability to influence their cheerleaders in a positive way  but some cheer coaches may not fully appreciate the extent of their reach.  

A fellow named Jack, from a website called aha.com, wrote to me about a cheerleading coach who describes his “aha” moment when he realized just how powerful his mentoring had been.  It’s on a short video and can be seen at http://www.ahamoment.com/pg/moments/view/2520 .  Check it out!

If you’re a cheer coach, you’ve probably heard a cheerleader say, “I can’t” at least once in your coaching career.  And if you’re a cheerleader, you’ve probably said, “I can’t” at least once or twice in your cheerleading career. 

Too often however, the “I can’t” really means “I won’t” or “I don’t know how.”  This is an important distinction.  When you say “I can’t” you are selling yourself short; you are limiting yourself.  This can happen when you are anxious or afraid or - just plain lazy! 

I invite you to pay attention to what you say and if you catch yourself saying, “I can’t” consider what you might really be feeling.  Are you nervous?  Are you worried you will make a mistake?  It may be more accurate to say, “I don’t know how…” and then work with your coach to find a way to learn what is being asked of you.  

If you really mean “I won’t” when you say “I can’t” it’s time to determine if you have the necessary commitment to the sport of cheerleading. 

So, keep your ears tuned to what you say and think about what it means!

Let’s say you’re a cheerleader and you just heard this feedback from your coach: “You’re getting better and better with your toe touch jump.  I’m happy to see the improvement.  It will be even better if you can keep your arms level in a T position and bring your feet closer to your hands.” 

Ok, now what did you hear?  Did you hear it all?  Would you rate it a favorable critique?

If yes, you’re on the right track and you have no need to read further.  If you saw it as a negative critique, please read on! 

As I mentioned in a previous post, cheerleaders and cheer coaches can benefit from knowing about cognitive distortions which can adversely affect the overall performances of cheerleaders. 

Overgeneralization is the most common cognitive distortion and Mental Filtering is one type of Overgeneralization.  Using the example from above, the cheerleader who saw this as a negative critique filtered out the positive and only focused on what was wrong with the toe touch jump.  Do you see how the filtering can work to the cheerleader’s disadvantage?  The cheerleader might spend the next several hours feeling bad because he or she is convinced that the coach disapproves of the toe touch jump! 

Lesson: If you filter out all the positive and focus only on the negative, your performance will suffer. 

Coaches!  Knowing that this scenario is possible, be on the lookout for your cheerleaders using Mental Filtering and engage them in a conversation that might sound like this” “It might be useful for me to hear what you think I just told you so we can be clear we’re on the same page.”  Then, if the cheerleader has seemed to focus on what was wrong with the stunt, you can gently help them see the whole picture.