The ability the method works on
For me, it is the ability to use one’s physical, technical, cognitive and emotional resources effectively within a real competitive situation, adapting to its demands without losing one’s effectiveness.
It is not the same as IQ, emotional intelligence or mere mental strength.
It partly includes them, but goes beyond them in their concrete application.
An athlete can be very intelligent, know their sport perfectly, have good emotional awareness and possess excellent preparation.
But what happens when they make a decisive mistake? When the opponent changes strategy? When the crowd turns hostile? When the result takes on an excessive personal meaning? When the body responds differently than expected?
It is in those moments that this ability emerges, or fails.
It is measured not only by what the athlete knows how to do, but by what they actually manage to do in the conditions in which they are called upon to compete.
The six dimensions
In the way I interpret performance, I identify six closely connected dimensions.
1. Competitive clarity
The ability to read correctly what is happening, without letting emotions, expectations or interpretations excessively distort reality.
A clear-headed athlete distinguishes the fact from their own reaction to the fact.
A mistake is a mistake. It is not automatically proof of not being good enough.
An opponent who improves is not necessarily an uncontrollable threat. It is a new condition to interpret.
Clarity makes it possible to stay in touch with what is truly useful for performance.
2. Emotional and physiological regulation
Regulating your activation does not consist in eliminating fear, tension or anger.
It consists in recognizing these activations and learning to manage them according to what we have to do.
Not all emotions are an obstacle. And not all athletes perform at their best in the same emotional state.
Some need to raise their intensity; others must learn to lower it.
The goal is not to always feel calm.
The goal is to reach a state that is sufficiently functional for the task, even when emotions are intense.
3. Decision-making adaptability
Competition is a dynamic environment.
Conditions change, opponents react, planned patterns do not always work.
An athlete who can adapt does not remain a prisoner of their own plan.
They know how to recognize when it is appropriate to keep it and when it is necessary to change it.
This ability requires flexibility, reading the context and a willingness to give up what, until a few moments earlier, seemed the best choice.
Being determined does not mean being rigid.
4. Managing mistakes and regaining effectiveness
No high-level performance is completely free of mistakes.
The difference often lies not so much in the number of mistakes as in their effect on what happens next.
An athlete can make a mistake and keep competing.
Or they can make a mistake, start judging themselves, lose confidence, change their behavior and generate a sequence of further difficulties.
In the latter case, the initial mistake becomes much bigger than its real size.
This dimension includes the ability to break this chain and quickly regain behavior that is useful for performance.
It does not mean forgetting the mistake or pretending it does not matter.
It means preventing it from continuing to affect what we still have to do.
5. Attention management
During a competition there are countless elements capable of capturing attention: the score, the crowd, the referee, expectations, the opponent, thoughts about the future.
But not everything that draws our attention deserves to receive it.
The athlete must learn to distinguish what is relevant from what is merely present.
In some situations it is necessary to focus on a technical detail. In others it is necessary to widen one’s perception of the context. In others still, it is essential to stop consciously controlling a movement that is already automatic.
Effective attention is not always narrow and intense.
It is the attention that best responds to the needs of the moment.
6. Competitive identity and the relationship with results
This is probably one of the dimensions I consider most important.
When the sporting result becomes the measure of personal worth, every competition risks turning into a judgment on the athlete’s identity.
Winning means being worth something. Losing means not being enough.
It is a mechanism that can make competition psychologically much heavier than it should be.
This dimension includes the ability to recognize the difference between one’s worth as a person and the value of a single performance.
This does not reduce ambition.
On the contrary, it can allow the athlete to compete with greater freedom, take reasonable risks and face the possibility of defeat without experiencing it as a threat to their identity.
It is not simply mental toughness
Often, when people talk about mental preparation, they insist on the idea of becoming stronger, holding out, enduring, not giving up.
These are abilities that can play an important role.
But holding out is not always the best response.
Sometimes you need to persist. Other times you need to change.
Sometimes you have to increase competitive aggressiveness. Other times it is necessary to reduce activation.
Sometimes you have to take a risk. Other times you need the clarity not to.
It is not about always reacting with greater force, but about finding the most effective response to the situation.
This is what distinguishes the method from a purely willpower-based conception of mental strength.
Can it be trained?
My answer is yes.
I do not consider this ability an unchangeable quality, reserved for a few particularly gifted athletes.
I consider it a set of abilities that can be developed through awareness, training, experience and structured reflection.
But to train it, a misconception has to be overcome: it is not enough to talk about handling pressure away from pressure.
If we want to develop effective responses in competition, we must build a link between mental preparation and competitive situations.
This means working on three levels.
Before competition, helping the athlete recognize their automatic patterns, recurring reactions and the conditions that support or hinder their performance.
During training, introducing situations that require adaptation, decision-making, recovery after mistakes and the management of elements of uncertainty.
After competition, analyzing not only the result but, above all, the quality of decisions, emotional responses, attention management and the ability to adapt.
A win does not automatically prove that the athlete handled everything well.
A defeat does not automatically prove the opposite.
We need to learn to read performance in greater depth.
From potential performance to available performance
There is a distinction I consider central.
Every athlete possesses a wealth of abilities built through years of training: technique, physical condition, experience, tactical knowledge and automatic skills.
We can consider this their performance potential.
But that potential is not always fully available at the moment it is needed.
Pressure can alter attention. A mistake can undermine confidence. Excessive control can interfere with movements that are usually automatic. A wrong reading of the situation can lead to ineffective decisions.
This is why I find it useful to distinguish between what an athlete possesses and what they manage to make available during competition.
From this perspective, the method plays a fundamental role: facilitating access to, and use of, the resources already developed, even in conditions of uncertainty and pressure.
It does not magically create abilities that do not exist.
It makes it possible to make better use of those that have been built.
The real goal of Mental Coaching
I do not believe that the task of a Mental Coach is to make an athlete constantly positive, invulnerable or immune to difficulties.
That would be an unrealistic goal and, probably, not even a desirable one.
Rather, the work consists in helping them understand how they function, recognize the mechanisms that limit them and develop progressively more effective responses.
The athlete who is effective in competition is not necessarily one who feels no fear, never gets angry and makes no mistakes.
It is the one who, even when feeling fear, getting angry or making a mistake, manages to find the way back to the most useful behavior.
And this is where, in my view, one of the most interesting aspects of mental preparation lies.
Not in the illusion of controlling everything, but in the ability to keep functioning even when not everything is under control.