ACTing SPORT!

An Acceptance and Commitment Therapy Protocol for Athletes

Enea Filimberti, Nicola Maffini, Giovambattista Presti
 First Problem
Acceptance & Commitment
Therapy

What has got to do a

psychotherapy with athletes
sound in mind and in body?
The fundamental assumption in
ACT is that suffering is not caused
by atypical or aberrant processes
(eg. Cognitive distortion or
mental malfunctioning ) but by
the normal verbal processes.
(Hayes, Stroshal & Wilson, 1999)
 ACT vs. CBT

Being a physiologic model of human

psychology functioning , ACT is far more
indicated than CBT for any intervention
outside clinic setting!
What do CBT intervention offer?

Cognitive Simulation/Imagery (Bandura, 1997)

 4 Reasons why to Avoid Relational
Intervention and direct on Functional Ones
a. Suppression of irrational thought tend paradoxically to increase
them

b. The process of thought changing bears a working-out of the

relational frame and increase in a maladaptive way the
transformation of the stimulus function

c. Disputation implies that thoughts are causally related to the

behavior

d. Disputation, from an RFT perspective, reinforces the use of

languaging to contrast the problematic language processes (eg.
useless thoughts) and therefore reinforce the “literality of
context” which pushes people to hold their thoughts seriously

(Ciarrochi & Baiely, 2008)

 Nowadays we know that…

Intentional attempts to
control physical
performances

May paradoxically
May negatively affect on contribute on keeping
other routines the physical performance
considered wrong

(Gardner & Moore, 2007)

 Second Problem

Requests of intervention in sport are

strongly oriented on performance.

ACT is not based on performance goals

but on values. This might seems an
apparent paradox.
The situation of the functional work

The Mindfulness-
Acceptance-Commitment
Approach
 CBT target
enhancing the performance
 Loss of performance is an anomaly to be correct
 Molecular intervention (short/middle term)
 Intervention targeted on the athletes conventional
B Physiological
Plateau

needs

A
All and now!
 ACT target
Naturalize the performance
A=B
loss in performance
is not an anomaly but
the normality;
Molar intervention
(long term);
Intervention
centered on the deep
needs of the athlete
 Goal of the intervention
The aim of our intervention is not to change
thought in positive to positively influence sport
performance, rather to broaden context of
training, in order to let the body to be able to act
in sport in as spontaneous and workable way as
possible according to the present moment
requests.
 Inflexibility…. Flexibility….

….the perfection ….the workability

Bidimensional projection of a circular
motion

Performance
A
Contextual performance

performance value
Direct way Indirect way
(CBT: “I work on my (ACT: “Performance are
athlete’s performance function of psychological
to see improvements”) flexibility”)

We talk about direct and indirect way,

and not about change of first or second
order, because our aim is not to just
affect on emotional life of the individual
but even, and especially, on his sport
performance.
Performance is function of the
quantity of practice
Direct or
Vertical way
Performance is function of
physical and psychological
practice as for repetitions
and workload
(I directly affect on quantity
of repetitions)
Indirect or
horizontal way
Performance is function of
the range of context where
is reinforced practice as a
process
(I directly affect on verbal
variables which are likely
to facilitate the
spontaneous increasing of
repetitions)
What is the effect of the indirect way
on performance? (HYPOTHESIS)

a. Widest peak and low

performance are easily
restored
b. Dispersion of peak and
Dispersion low performance is
gradually reduced

A
What is the effect of the indirect way
on performance? (HYPOTHESIS)

If you are not wiling to have

it, you ‘ ve got it!
What is the effect of the indirect way
on performance? (HYPOTHESIS)
Sir Francis Galton, studying many biological variables,
noticed the phenomenon of the regression to the mean
or the “mediocrity” (to say it under one’s breath!).

The statistic regression tend to emphasize, in its original

meaning, the mean biological characteristics, excluding
non-specific factors which may cause ecxeptional peak or
low in our measurements.

In sport we may consider the athlete psychology as one of

those non-specific variables (not directly linked to the
performance), that we usually label as case or fortune.

Cognitive theorist: “What! Thoughts are resources, they’re

integrant part of performance!”
RFT theorist: “ this only in the case that we could have the
total control on our thoughts and feelings. Remember: I’m
a ball, I’m a ball, I’m a ball…”
Sir Francis Galton
MEDIOCRITY
 The My
Mediocrity Mediocrity
The pillars of the intervention

Contextual WARM- Training as

Modeling ACT a Value
A Functional Metaphor
MIND

BODY
 SESSION 1 SESSION 2 SESSION 3
THE BODY AND THE HOW BODY HOLD THE HOW MIND HOLD THE
MIND MIND BACK BODY BACK

SESSION 4 SESSION 5
YOU’RE NOT YOUR ACTing WITH YOUR
BODY YOU’RE NOT BODY AND YOUR MIND
YOUR MIND
 SESSION 1 SESSION 2 SESSION 3
THE BODY AND THE HOW BODY HOLD HOW THE MIND
MIND THE MIND BACK HOLD BODY BACK

SESSIONE 4 SESSIONE 5
YOU’RE NOT YOUR ACTing WITH YOUR
BODY YOU’RE NOT BODY AND YOUR
YOUR MIND MIND
 Structure of the Intervention

Five two-hours sessions both with individual and

with team :
a. In class stage
• Introduction of the session argument
• Metaphors, experiential exercises, mindfulness
• Debriefing with Sport-Matrix
• Homework

b. In playground stage
• Experiential exercises
• Experiential metaphors
• Contextual modeling
• In motion Mindfulness
Session 1: THE BODY AND THE MIND
Goals: Creating a functional discrimination between body and mind using the Sport-Matrix (adapted from Kevin Polk
Matrix by Filimberti & Maffini, 2010 );
Laying the foundation for learning the WARM-ACT;

Session Outline:
Mindful breathing (20 min.)
explanation: brief introduction of the purposes and the method of the protocol: object of the intervention is not to
positively change our mind so to positively influence the performance, but rather to neutralize the mind (that means
to make the mind neutral), when necessary, so to let the body be free to perform in a more spontaneous and
workable way.
The Sport-Matrix 1: 5 senses vs mind (experiential axis)
Exercise: The Body (worksheet)
Exercise: The Mind (worksheet)
The Sport-Matrix 2: moving away/moving toward (direction axis)
Explanation: the lion example
The Sport-Matrix 3: choice / not choice (experiential vs direction axis)
Exercise: The Pink Elephant
Exercise: don’t feel the room temperature
Playground Exercises: Mindfulness discrimination between mental vs sensory experience:
walking on the grass barefoot I phase in imagery; II phase barefoot on the grass
Free running: the athletes experiment a time dedicated to run without having any kind of prescription, as an
introduction to the construction of the WARM-ACT.

HOMEWORK:
Daily WARMA-ACT rating form: (free run experience)(worksheet)
Daily Mindfulness rating form: (mindful breathing)(worksheet)
Session 2: HOW BODY HOLD THE MIND BACK

Goals: Get in touch with our own negative bodily sensations, both passively (perceptions) and
actively(emotions), and indentify the lack of acceptance as the cause of possible blocks imposed by
the negative bodily experiences.
Construction of the first WARM-ACT component: Bodyscan

Session Outline:
Homework review and debriefing
Body Scan (20 min.)
In class experiential exercise: Ice Cube
Instruction and information: evolution of the mind
Metaphor: two scales metaphor
Metaphor: circuit breaker
Metaphor: feed the tiger
Metaphor: Chinese handcuffs
Metaphor: the salt lake
In class experiential exercise: “Hold your breath”
On playground experiential exercise: The Pebble in the shoe
WARM-ACT first component: Bodyscan
HOMEWORK:
Daily WARMA-ACT rating form: (Bodyscan)(worksheet)
Daily Mindfulness rating form: (Bodyscan)(worksheet)
Session 3: HOW MIND HOLD THE BODY BACK

Goals: Getting used to the way the mind works and identify the cognitive fusion as the cause of possible blocks
imposed by evaluations and memories.
Construction of the second WARM-ACT component: mindful running.

Session Outline:
Homework review and debriefing
Leaves on the stream (20 min)
Instruction and information: how does the mind work
Exercise: relate anything to anything else
Exercise: completion of sentences
Metaphor: the virtue of saliva
Instruction and information: Mind is not your friend
In-class defusion exercises: Thank your Mind
I’ve got the thought of….
Silly voices
On playground experiential exercise: Mind T-shirt
Metaphor\exercise: the Medicine Ball
Running with the thought upon your eyes
Think the opposite
Take your mind for a run
WARM-ACT second component: Mindful running
HOMEWORK:
Daily WARM-ACT rating form: (Mindful running)(worksheet)
Daily Mindfulness rating form: (Leaves on the stream)(worksheet)
Wear the T-shirt during the training sessions
Daily Defusion rating form + defusion exercises worksheet (worksheet +worksheet)
Session 4: YOU’RE NOT YOUR BODY
YOU’RE NOT YOUR MIND

Goals: Getting used to the Self as context and the contact with the present moment recognizing these
two elements as the places where become possible choosing the direction to take;
Construction of the third WARM-ACT component (perspective taking running).

Session Outline:
Homework review and debriefing
The observing Self (20 min.)
Instruction and information: you’re not your body you’re not your mind
the three senses of Self
In class exercises:
exercise: Note yourself noticing
Metaphor: playground
On playground experiential exercises
Sport tools awareness
Switching
WARM-ACT third component: Perspective taking running

HOMEWORK:
Daily WARMA-ACT rating form: (Perspective taking running)(worksheet)
Daily Mindfulness rating form: (Meditation of the Mountain)(worksheet + CD)
Session 5: ACTing WITH YOUR BODY
AND YOUR MIND

Goals: Get in touch with our own values;

Getting used to a sense of training as a value;
Construction of the fourth WARM-ACT component (motivation and dedication).

Session Outline:
Homework review and debriefing
Value-ade
Instruction and information: the values
The training as a value
Metaphor: the brave mother
Metaphor: the compass
Metaphor: hoola hop
In class experiential exercise: the training as a value (worksheet)
On playground experiential exercise: Exercise: the fusion lines
WARM-ACT fourth element: motivation and commitment

HOMEWORK:
Expand the perspective (worksheet)
Daily WARMA-ACT rating form: (worksheet)
Daily Mindfulness rating form: (worksheet)
Last target

Training as a Value
Let’s give a look to some
motivational speeches

Game = Life
 Selective reinforcement of operant classes
transversal to the different context of sport …

=
…and of life.
Training = Performance

=
A
 How to do?

“Verbal Generalization”
Operant Generalization
(derived relational
(Shaping)
respond)

e.g. reinforcement of
e.g. Contextual relation of
modeling directly on coordination between
the playground training and
competition
Green-ACT
The development of the training
as a value requires to the athlete
to become friendly with the
principles of sportsmanship such
as fairness, team spirit, respect
and so on.

But we also think that an

intervention like this may
contribute to modify those
characteristics, which are typical
of those individuals who
reached the highest levels of
ethic and moral development.
 Obstacles in the application of the ACT
protocol with high functioning population

Difficulties in evoking
a state of Creative
Hopelessness
because of a lack of a
history of failures.
Core Processes
The Coat-Hook Principle
Thank you very much for your
attention