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Psychological Considerations Coaching goes well beyond teaching fundamental skills. Once the athlete has learned the basic skills of the game, they must then learn how to apply their skills, knowledge of the rules and etiquette of the game in preparation for competition.   Before any of that can happen, the athlete must enjoy the sport and want to play it. Establishing that from the outset will give the coach an immediate platform for learning. When the going gets tough, the coach can remind athletes that it is meant to be challenging and that sport is an activity they really want to be able to do. Without setting that groundwork, the concept of quitting becomes an option-the worst possible scenario in sport.   Tasks ==> Skills ==> Application ==> Competition   Special Olympics athletes have been given the tasks or elements required to perform a skill. Skills are the fundamental abilities required for application to sport. They have developed a combination of skills to apply in preparation for competition. They are now ready for competition according to the rules and guidelines of the sport.   Athletes will develop sport confidence by following a simple to more complex skills training progression that allows the athlete to experience successful athletic achievement through repetition in settings similar to the competitive environment.   Athlete Readiness The readiness of the athlete must be determined in preparation for competition. Readiness of the athlete means athlete focused! Mental Readiness: Being a contender in the event, showing confidence and understanding strategy Physical Readiness: Being physically conditioned and trained in the skills required for competition Physical Readiness + Mental Readiness = Competition Readiness   The Special Olympics Sports Skills Assessment and Daily Performance sheets are excellent resources for measurement of skill and competition readiness. These tools will help you determine the athlete's appropriate events.   Special Olympics offers many disciplines — sprints, long-distance running, jumps, throws and race walking and wheelchair events. Athletes must not only be placed in a level of competition that will challenge their skills and keep them motivated to continue their effort to surpass their personal bests, but they must also be placed in events that they like and enjoy. Positive motivation and participation can inspire the athlete to excel and gain sport confidence.   Identify Sources of Motivation Athletes first: Observe and know your athletes to determine why they participate in Special Olympics. Reward them accordingly.   Types of Rewards Intrinsic: Athlete competes for the thrill and joy of the sport Extrinsic: Athlete competes for the reward   Setting Goals (See Principles of Coaching section) Realistic, yet challenging long-term and short-term goals help motivate. Athletes with intellectual disabilities may be more motivated by short-term than long-term goals. Goals drive the action for the athlete in both training and competition.   Developing Sport Confidence Sport confidence is gained through experiencing success, time and time again, in the same or similar situation. Sport confidence is one of the most important predictors of athletic achievement. Your coaching strategies should be devised around repetition in settings similar to the competitive environment. Developing sport confidence in athletes helps to make participation fun and is critical to the athlete's motivation. A considerable amount of anxiety is eliminated when athletes know what is expected of them and when they have to be prepared. Mental preparation is just as important as skills training. Progressing to more difficult skills increases the challenge. Dropping back into easier skills increases one's confidence.   The only two things an athlete can control are:   Attitude and Effort   Place emphasis on the importance of improving a personal best and giving maximum effort at all times during training and competition. Reward the athletes when goals are achieved (verbal, nonverbal, tangible). Motivate and challenge the athlete through well-planned training sessions. Establish guidelines for acceptable behavior and expectations by creating positive cues and reinforcements.

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