Mindfulness for Athletes & Performers

Gather together and have participants answer one, some or all of the questions below in large or small groups. You can also do this activity by yourself or with a partner. Once they have responded to the question(s), engage in a brief discussion around their answers, or reflect on your answers if you are doing this activity yourself.

• What are three reasons you like being an athlete or performer?
• What is the best part about competing?
• What emotions do you feel when you play or perform well?
• How would you describe what feeling confident is like?
• How does being a performer or athlete make you a better person?
• What is the one thing you do after a good game or performance?
• What do you do to calm your butterflies while you compete or perform?
• What do you do to help you focus before a game, meet or performance?
• Do you use visual cues of your environment to help you focus? What are they?
• What do you give up to play sports or participate in your chosen activity?
• What do you do to stay calm under pressure?
• Do you have a mantra? What is it?
• Do you think attitude is a factor in winning or performing well? Why?
• How does being an athlete or performer inspire you to do good?
• How does being an athlete or performer make you a better student?

Athletes and performers can tackle each training practice – either at once or periodically throughout the season. Check in with team members or other performers regularly to get a pulse on how they are doing with their practices.

Write down your goals

Do you have a goal for your mental health? A goal for your mindfulness practice? For your athletic or activity performance?

Go “old school” and write down your mental, physical, emotional, spiritual, academic and athletic goals! Putting pen to paper helps get these thoughts out of your head,andresearch showsthat you’re more likely to follow through with these goals when you’ve written them down.

Examples of Self-Defeating Talk:

• "I can't make that shot."
• "I won't be able to run that fast."
• "I'm not motivated."
• "I'm not good enough to make the team/cast/choir/band."
• "I'll just let everyone down."
• "I can't do that solo."

Examples of Instructional/Positive Talk:

• "I've been training. I can make that shot."
• "I am strong and fast."
• "What song would really pump me up right now?"
• "I am enough and I am talented."
• "I am more than this goal. I will do the best I can."
• "I've been practicing for the solo and I know I can do it."

It’s just as important to pay attention to your internal dialogue and the stories you tell yourself, your friends, and your family. This is because your internal dialogue can reflect and shape your mental state. It’s OK to notice critical thoughts or feelings when they come up, but try not to take them with you to the next game or performance.

Mentally practice like you physically practice

As a participant in a performance-based activity, you spend countless hours training your physical body to perform (e.g.,working out, practicing speech, singing, dancing). Now that you know the importance of your mental state, reflect on how much time you spend training your brain.

Start small with mini check-ins throughout the day.Ask your mind to check in with your body. How is your body feeling? How is your mind feeling? Are there emotions present?

Guided Imagery Worksheet