October 6, 2025 • 32 mins
In this episode of the Coaching Minds Podcast, Ben Carnes, founder of The Mental Training Plan, breaks down the next layer of the Confidence Wall: how to train confidence like a muscle.
Learn practical, science-backed tools that help athletes hardwire belief into their body and nervous system through three powerful bricks:
- The Breath Brick – how controlled breathing regulates the vagus nerve and restores focus.
- The Reset Brick – how pros like Drew Brees and Victor Oladipo flush mistakes and get back in rhythm.
- The Recovery Brick – why sleep, rest, and recovery are the secret advantage most athletes ignore.
Whether you’re a coach, athlete, or parent, you’ll walk away with real tools you can use to help your athletes perform under pressure and bounce back stronger after mistakes.
📘 Get the book Confidence on Amazon (includes free workbook download)
https://amzn.to/46RhDJJ
Are you an ATHLETE looking to take your training to the next level? Check out our website to learn more about 1-on-1 training opportunities:
mentaltrainingplan.com/athletes
Are you a COACH looking for an affordable year-round mental performance training program? Check out the MTP Academy available through our website:
mentaltrainingplan.com/teams
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
SPEAKER_00 (00:00):
Hey, welcome to the Coaching Minds Podcast, the
official podcast of MetalTraining Plan.
Today is part four of ourconfidence series.
If you did not listen to episodenumber 140, where we sort of
launched the Prime Five series,what's the science behind this?
How do we know thathigh-performing athletes excel
in these five areas?
(00:20):
So episode 141, we looked at thefirst section of my book,
basically building beliefthrough reps, proof,
preparation, kind of the ideathat if you don't put in the
work, you haven't earned theright to be confident.
Last episode, number 142, wetalked about body language and
how that impacts not just yourconfidence, but the confidence
(00:44):
of teammates, coaches, evenopponents.
We looked at identity andself-talk.
And all along the way, we'vebeen talking about this
metaphor, stacking bricks.
If this is new to you, if youdid not listen to those first
three episodes, would highlyencourage you to pause this, go
back and give those a listen,start there.
(01:06):
But all throughout this journey,we've been talking about this
kind of metaphor of stackingbricks.
Almost like we're building thiswall of confidence, not to hide
behind, but to stand on top of,to fight from.
There's certainly somefoundational pieces with without
those, things are gonna crumble.
And as we continue to build thiswall higher and higher, if we're
(01:30):
skipping parts, if we're missingparts, there's gonna be holes in
this wall.
And when pressure starts tobuild up, either from the inside
or from the outside, there'ssome potential for that to do
some damage.
One of the things thathopefully, especially for the
coaches that you've been payingattention to is this Goldilocks
principle, where, you know, wedon't, we're not trying to have
(01:50):
too much science where thisbecomes neuropsychology class
and people start, you know,their eyes roll in the back of
their head and they get boredout of their minds.
But on the other side, whenthere's no science at all, this
almost feels fake or it feelsfluffy, or it feels like, yeah,
that's nice that you have thatopinion.
But when we can back this up andsay, look, here's the here's the
(02:13):
science behind howhigh-performing athletes use
this.
Or maybe from your sport, youfind a professional, a college
athlete, uh an Olympic athletewho can talk about how they've
used some of these tools in thepast or why confidence has been
so important to them.
How athletes like Kobe Bryantbuilt that mamba mentality,
(02:36):
built that deep down inside,they knew when the game was on
the line, they had what it took,they were prepared, they were
ready, and they wanted the ballin their hands.
Today we're talking abouttrained confidence.
We're talking about this ideathat you can build confidence
just like a muscle throughtools, through breath, through
(02:57):
recovery.
And the three bricks that we'regonna take a look at are the
breath brick, the reset, andrecovery.
And this is where we can reallystart to hardwire resilience
into our brain, into our nervoussystem to make sure we we've got
the kind of belief that doesn'tcollapse when the moment gets
(03:20):
big.
My favorite story from the bookis I I will never forget it was
right after the collapse in thestate championship game.
And we went to this coachingclinic, and there was this
high-performing individual, Dr.
Jason Winkle, who wrote a book.
He did, you know, he he was abad dude.
He trained with Navy SEALs,elite military units, he worked
(03:42):
with SWAT teams, he worked withpolice task force.
And within the first minute, helaunches into this story about
how, you know, a roadside bombgoes off and all of a sudden
they're taking fire from thisbuilding.
And so they get a they get afire team up, they bust down the
door, they throw in a flashbang,and now they've got 1.8 seconds
(04:03):
to clear the room.
And he's talking about how, youknow, physically they have to be
in control, they have to be ableto perform fine motor skills
like shooting the bad guys, notshooting any hostages
emotionally.
Their life is on the line.
Someone is literally trying tokill them, and they have to make
these split-second decisions,which bleeds right into, you
(04:26):
know, mentally, they have to beable to think and then act,
knowing that their life is onthe line and everyone else and
their team's life is on theline.
And I'm sitting on the edge ofmy seat and I'm like, oh man, if
this, if the if the militaryspent millions of dollars on
researching this scenario andthey found something that works,
(04:49):
surely they're gonna be able tohelp my guys not collapse in a
big moment in a statechampionship game.
And I'll never forget howdisappointed I was when he said,
and the secret is breathing.
And in that moment, it was like,I learned how to do this when I
was zero days old.
This this can't be the solution.
This this can't be the secret.
(05:11):
You're telling me the militaryspent millions and millions and
millions of dollars to doresearch, and this is what they
came up with.
And we've talked aboutdiaphragmatic breathing before.
I will say, in a team setting,my absolute favorite thing to do
is just put up this slide thatsays breathe.
And then in my most fakepositivity, fluffy voice, I'll
(05:34):
say something like, Hey guys,the next time you're stressed,
just take a deep breath.
And I'll ask them, like, whathow's that make you feel?
What, like, what would you thinkif you were in a high pressure
situation and somebody said,Let's just all take a breath?
You'd be like, get the heck outof here.
Like, I'm trying to win abasketball game.
(05:55):
I'm trying to win a footballgame.
What the heck are you talkingabout?
Take a deep breath.
And then we put up a diagram ofthe vagus nerve and we say,
Well, what if I could tell youthat every single organ in your
body is connected to this nerve?
And when you get into that fightor flight reaction mode, all of
a sudden, there's kind of like afire alarm pulsing up and down
that nerve.
And you've got things likebutterflies in your stomach,
(06:18):
your heart rate changes, yourbreathing rate changes, your
muscles tense up, or maybe theyget a little bit shaky.
You have all your liver releasesfats and sugars.
All of a sudden, you gotadrenaline coursing through your
body, and you can't control anyof those except for your lungs.
And the fastest way to decreasethe activity on that nerve is
(06:44):
diaphragmatic breathing.
I think it's good to have,again, like the Goldilocks
principle, it's good to haveenough science behind this that
the kids realize, oh, maybe thisis legit.
Maybe I should actually trythis.
And then there's a few differentways we can teach this, right?
Like if I'm if I'm working withmiddle school or below, we're
just gonna do box breathing.
(07:05):
We're gonna do the four by fourby four by four, inhale for
four, hold for four, exhale forfour, pause for four.
That's what the militaryprimarily teaches.
It's the fastest way to get250,000 people to all control
their mind and body in a veryquick time frame with very
little thinking.
It doesn't take a lot of effort,it doesn't take a lot of brain
(07:28):
power.
If we're in a huddle, we can allkind of do this together.
If I'm working with high schoolup to professional athletes,
we're gonna go through and we'regonna have them come up with
their own custom breathing planbecause not everybody's lung
capacity is the same.
And so we'll have them take outa stopwatch and they'll actually
time the inhale.
(07:49):
They'll time, you know, once Ifill my lungs with air, what's
comfortable for me to hold.
We want to make sure, you know,it's not like a contest at the
pool to see who can hold theirbreath the longest, but we do
need to give the lungs time toabsorb that oxygen.
We usually shoot for eight to 12seconds for the for those first
(08:09):
two, for the inhale and for thehold.
And then for the exhale and thepause, again, we usually usually
shoot for eight to 12 seconds.
And I think there's a coupleother things that we need to
keep in mind also.
When I first started teachingthis, when when Jay when I heard
this from Dr.
Jason Winkle, like I didn't knowof really anyone who was doing
(08:30):
this in high school sports.
Certainly, Olympic athletes,professional athletes have been
doing it for a little while, butthis was pretty new in high
school.
I'll say we're kind of gettingto the point now where people
will actually start to realize,and there are some hitting
instructors around me that areteaching their batters to watch
(08:51):
the pitcher.
And if they're seeing that thepitcher's taking this big old
deep breath before every singlepitch, then that's when you
know, like, oh, I got this guy.
He's flustered, he's rattled.
And so I've actually got somepitchers who are nervous about
taking deep breaths becausepeople have called him out for
it, or somebody yells, he'staking a deep breath from the
(09:14):
dugout.
One of the major league pitchersthat I worked with when the the
pitch clock was still kind ofnew, he felt like he wanted to
do some of the, he wanted to usehis breathing pattern, but he
also didn't feel like he had anunlimited amount of time.
And so what we started doing,you know, obviously if the ball
was hit, that's a that's adifferent story.
(09:35):
But if the catcher has the ball,he would take a deep breath and
he would hold it until he caughtthe ball coming back from the
catcher.
And then as he would walk backup to the rubber, he would do
his exhale.
So by the time he got back tothe rubber and was starting to
get set, he'd already gonethrough his breathing.
Now, I'll say I've got a lot ofgolfers who you got plenty of
(09:59):
time.
Like you should be doing yourbreathing in between every
single shot.
If you're you're kind of feelingrushed, if you're not feeling
like you're in the flow, ifyou're feeling like physically
something is off, then aphysical response to that is to
use your breathing.
One of my favorite things to dowhen I was a high school coach
(10:21):
around this was to get someheart rate monitors or you know,
find some guys that had a Fitbitor an Apple Watch or something
like that and have races and seewho can get their heart rate up
the fastest and who can gettheir heart rate back down a
certain threshold the fastest.
And really, we're just trying toteach the kids that you can
(10:43):
control your body because whenthey feel like they're in
control, now there's this wholenew level of confidence that's
like, oh, yeah, maybe, maybe Ican actually do this.
Because I'm gonna tell you thatthat first state championship
game, when we had kids out thereand their hands were shaking so
bad that they couldn't catch afootball, they didn't have any
confidence.
(11:03):
And I would say even a go-tostatement in that time is gonna
be a little bit limited.
Like they're having a physicalreaction to this stress and this
pressure, they need a physicalresponse.
And so the the worksheet herefor breathing is is super
simple.
It's let's figure out when am Igoing to use this, and then just
(11:25):
as simple as let's track this.
If I was a high school coach, Iwould not teach this lesson.
If I was a high school coach, mybiggest, baddest, best athlete
on the team, going to play atthe highest, fill in the blank
university, wherever, would talkabout what there are times
(11:45):
during a game where I'm stressedand I feel like I'm under
pressure.
And here's how I control thatwith my breathing, so that my
entire team hears, oh, will theyuse it?
Well, maybe maybe I should useit.
Chapter 10 is the reset brick.
And, you know, started off withthe with the Drew Bree story.
(12:06):
I loved that.
He threw an interception, andyou know, he's he called his
mental performance coach, and hesaid basically on the plane ride
home, you know, instead ofreplaying that over and over in
your head, you need to visualizewhat would the perfect throw
have been.
If I was coaching another sport,I would probably find some other
(12:26):
examples like that.
Find an athlete who knew theyscrewed up, knew they didn't
perform well enough, and thenfigure out what did they do to
reset?
How did they get ready for thatnext round?
And then emphasize to ourplayers we need to be able to
accomplish this in a reallyshort time frame because we
don't always have a plane rideto get ready.
(12:48):
Sometimes we got 10 seconds toget ready.
Thinking back to the Victor OlaDepot example from you know a
couple episodes ago, either A,he believed in his identity so
strongly that he didn't need tobe able to reset, or B, he had a
tool and he had a way to be ableto reset.
(13:09):
But either way, after heexperienced quote unquote
failure on the court, he wasable to just go back out and do
his job.
So, yes, ideally, we would loveif our guys and gals don't need
this.
And you know what?
There probably are some athletesthat maybe don't need it right
now or haven't needed it before.
(13:29):
But I can tell you on that 2013state championship team, we had
a whole bunch of guys that hadnever experienced anything like
that, that had never been in asituation or under that much
pressure before.
And all of a sudden, man, theysure wish they would have had
something like this.
As coaches, we need our athletesto truly believe that what you
(13:50):
do after a mistake is whatmatters most.
And I think a lot of times weneed to take a serious look at
how do we react?
How do we respond?
Do we raise our voice and yelland scream?
If somebody had a video cameraon me when one of my guys makes
a mistake, am I starting andinitiating that process?
(14:12):
Am I helping him move on with a,hey, let's go, we got this?
Or am I throwing my hands up inthe air, what are you doing?
Or some other emotional reactionthat's not coaching.
It's just me throwing a hissyfit or me having a temper
tantrum.
I'm not saying we be soft.
I'm not saying we never get onour guys, but I'm saying there
(14:34):
is a time to coach and instruct,and there is a time to just
forget about it, move on, playthe next play.
I think having some sort ofreset ritual, that that tool
number 25 on page 125.
You know, I've had guys thatwear uh they wear a rubber band
on their wrist and they actuallysnap it so they have a physical
(14:55):
reminder of, you know what,flush it, next play, moving on,
whatever that looks like.
I think it's helpful as coachesto know what those reset cues
are for our guys so that we canre-emphasize them, or to have
one for the entire team or tohave one for the entire side of
the ball.
(15:15):
You know, maybe, maybe in filmwe talk through, hey, we've got
to have a way.
There was there was a bad playright there.
We had a mistake.
Let's talk through what are theemotions we're feeling?
What are the, you know, what arethe conversations that happened
on the field?
Okay.
How do we handle it better nexttime?
How should we react in thefuture?
(15:36):
How are we going to controlthose emotions a little bit
better in the future?
All right, what's one word orwhat's two words to remind
ourselves of that?
And boom, you've got a team wideor your side of the ball,
whoever's in that, whoever's inthat room at that time, you've
now got a reset cue that theentire locker room knows about.
(15:56):
Now the question is, are yougonna use it?
Are you gonna reinforce it?
Are the coaches going to reset?
Because I I can't, I can't justtee off on one of my guys and
start yelling and screaming andwhat are you doing?
I can't believe it.
And then expect them thatsomehow they're gonna be, if I
can't control my emotions, I'mnot really doing a great job of
(16:18):
preparing my guys to be able tocontrol their emotions.
Tool number 26 is the focuscycle.
We're not gonna go into that.
If you don't know what the focuscycle is, I would highly
encourage you to pause this andlisten to episode number 119 or
go back and listen to 119.
It's basically the tool that wecreated after the state
(16:41):
championship failure.
It's the tool that answers thequestion: how can I be in a room
full of 210 guys who all havetheir own unique mental and
physical and emotional thingsthat are going on when they come
up short?
How do we help them controltheir mind and body?
There you go.
(17:02):
That's it.
Everybody, everybody gets theirown worksheet.
Everybody leaves with a plan.
It is the most common workshopwe do.
It's the most common large groupor team training that we do.
It's the activity that I do withathletes one-on-one.
I wrote a book about it.
There's podcasts about it.
It's powerful.
But at the end of the day, wehave to answer the question when
(17:25):
we screw up, how do we get readyfor the next play?
And sometimes, you know what?
That that reset after a loss, weneed to go home.
We need to lick our wounds alittle bit.
We need to, you know, feel someof those emotions.
There's nothing wrong withhaving some negative emotions
after a loss.
And then we need to come back inthe next day, ready to learn.
(17:49):
We need to come back in the nextday, ready to watch that film,
ready to start figuring out howdo we prepare better, how do we
play better.
And again, from a timelineperspective, we don't always
have overnight to do that.
We also need to be able tocondense that down and to be
able to recover in the moment.
Those reset cues and the focuscycle are incredibly helpful for
(18:13):
those.
Here's something else that I'llsay on this topic, because I've
had some coaches when I, youknow, offer that, hey, we could
do this focus cycle thing.
And they say, Oh, well, we'vealready done that.
And that would be like me as afootball coach saying, Well,
we're not, you know, we're notgoing to in, we're not going to
install inside zone or we're notgoing to install power, we're
(18:34):
not going to install thisdefense, because they already
learned it once in middleschool.
Like we all know working withteenagers, especially, just
because they hear something onetime doesn't mean they've
mastered it.
At the same time, if this kidlearned about it as a freshman
and he used the focus cycle as afreshman, but now all of a
(18:54):
sudden they're a junior andthey're a starter, or they're a
senior and they've never startedbefore, and they're replacing
the best, the greatest player inschool history.
Or all of a sudden, you know,they've been a starter before,
but now they've been elevatedand it's like, oh, I just signed
with this D1 school, or Ihaven't signed with anybody yet.
And now there's this pressure toperform so I can get a
(19:17):
scholarship and live out mydreams at the next level.
To think that our kids are thesame person or the same athlete
from their freshman year totheir sophomore year to their
junior year to their senior yearis silly.
It's ridiculous.
It's not true.
I can just tell you from workingone-on-one with athletes, even
(19:39):
across different sports, it'snot true.
I can't tell you the number ofbaseball players or softball
players who are fine on thediamond, but then either on the
volleyball court or on thefootball field, they got some
junk going on in their head.
Maybe one of the one of thosesports, they just they love it,
(20:00):
they do it for fun.
Another sport, they'repassionate about it, they want
to play in college.
We don't have any idea what'sgoing on in the mind and in the
body of our athletes.
Shoot, half the time they don'teven know what's going on.
Half the time they can't evendescribe it to a coach.
(20:20):
And that's the beauty of thefocus cycle.
That's the beauty of the tool,is to get them to be aware of
what they're not payingattention to.
Just like right now, you're notpaying attention to what the
bottom of your feet feel likebecause your brain doesn't think
it's important.
But if you wiggle your toes, allof a sudden you start paying
attention.
(20:40):
Oh, are my feet hot?
Are they cold?
Are they comfortable?
Are they sweaty?
Are they dry?
If we can get our athletespaying attention when they just
start to drift off towardnegativity or they start to
drift off into doubting whetherthey have what it takes to be
successful, well, now all of asudden it's just a little
(21:01):
slight, tiny correction versusthey've been building this
moment up in their mind fordays, months, weeks, whatever.
And now it's this huge deal thatthey're trying to overcome.
So get them aware, equip themwith some tools, teach them how
to take back control of theirmind and body.
If you don't know what the focuscycle is, I'm I'm telling you,
(21:23):
it'll be worth your time.
Listen to episode number 119after this.
And so if you downloaded theworksheet that goes along with
this, obviously the learning hasto take place somewhere,
somewhere, whether that'sreading excerpt from the book,
whether that's you're alreadysigned up for the academy,
whether that's you just tellthem about it.
(21:43):
They need to understand what areset is and why it's important.
And then the second step there,we want to help them connect.
We want them to figure out whenhas this shown up in the past
where, oh, it would have beenreally beneficial if I had a
reset there.
This gets a little bit morecomplicated when we're working
with younger athletes and maybethey don't have that experience.
(22:07):
Well, let's help them connectthis with when could I
potentially need this in thefuture?
This is one where, you know, ina team setting, you can just
have them hold up uh, you know,on up to 10 fingers.
Where are we at with this?
You can get a just a quicksurvey, just a quick scan of the
room.
You know, do I have lots of lotsof ones, twos, threes?
(22:29):
Do I have lots of fives, sixes,and sevens?
Do I have lots of nines andtens?
Where are we at?
Is this something that maybe weneed to we need to incorporate
this into our entire culture orthe defensive side of the ball
or the offensive side of theball?
And then on the back, itbasically walks them through
(22:50):
filling out their routine,coming up with their routine,
and then gives them a trackerwhere throughout the week they
can say, yeah, here's here'swhen I did this.
Here's the impact that it had.
Again, what we don't want to getto the game and all of a sudden
they've never used this, they'venever tried this before.
We need to put them in highpressure situations and in
(23:12):
practice.
And then that's a great time topull out the hey, let's go right
now.
We've had a terrible practice,or we just gave up, you know,
this, this, this happened.
Here's a great time.
Let's practice our reset.
You know, everybody, everybodydo your thing.
Or let's, you know, let's usethe team reset tool right here.
And then the final brick in thissection is recovery.
(23:35):
And I'm gonna be honest, the theyounger athletes, I probably
don't even really get into this.
I probably don't even reallyteach this because if I'm being
honest, you know, at a at acertain age, they don't even
really need to recover thatmuch.
Uh, they're not exerting thatmuch energy during a 10U
(23:59):
baseball game most of the time.
Now that's not to say that therest and the recovery and the
hydration and the nutritionisn't important.
It is, but I I think that thisbecomes a bigger and bigger and
bigger deal the older you get.
One of my Division I golfers,who's now transitioning over to
(24:20):
professional golfer, has reallystarted noticing like, if I
don't take care of my body, allof a sudden I start feeling kind
of tight the next day, or Istart having some pain in these
places that it's never beenbefore.
You know, kind of jokingly Isaid, Well, welcome to being
old.
But there's some truth to that.
(24:41):
Like, there's a reason thatLeBron James spends whatever
millions of dollars on recoveryevery year to take care of his
body.
The higher level you get to, thesmaller that those gaps become,
where you know, you can justfind little incremental
improvements here and there.
All of that being said, I wouldmake a huge deal with my play.
(25:09):
If I was if I was coaching highschool sports, I would make a
huge deal out of put your phoneaway and go to bed.
Turn off the video game and goto bed.
Because I think we've got a lotof people in this generation of
athletes who they think, well,I'm not running, I'm not
(25:31):
lifting, I'm not working out,I'm not practicing, I'm not
training, I'm just sitting andscrolling on my phone.
I am recovering.
You're not.
Your body is not resting.
We talked about this uh a fewepisodes back in the the sleep
episode, but there's a bookcalled Why We Sleep by Dr.
Matthew Walker.
(25:51):
And one of the one of theathletes I worked with at Ohio
State called me up one day andsaid, Coach Carnes, I'm so
excited.
You have to read this book.
And he was like, I I've hadpeople my entire life telling me
that sleep is important and restis important, and it just went
in one ear and out the other.
(26:12):
But, you know, this book istalking about how it impacts how
you learn, it impacts how yourecover, it impacts how you add
muscle, it impacts all of thesethings.
And I really feel like if I if Ican be better about my sleep,
it's gonna give me a competitiveadvantage over my opponents.
It's like, well, yeah, uh,absolutely 100%.
(26:36):
And, you know, whether whetherthat's true or whether that's
placebo effect, you know,whether I I don't know, maybe
all of his opponents already aredoing all of that and he's just
catching up.
I don't know.
I have no idea.
What I can tell you with 100%certainty is that after he had
been intentional about his rest,his recovery, his sleep, not
(27:00):
just sleep quantity, but alsosleep quality, he was more
confident and he believed deepdown inside, I have put in the
time and I have put in the workto take care of my body so that
I can perform at my best.
And that's powerful.
That's what we're after.
That's the brick we're trying tostack here.
(27:22):
And so then in the worksheet forrecovery, you know, obviously
the learning has to happensomewhere, whether that's listen
to the podcast, read the book,you're already subscribed to the
academy, you just tell them asthe coach, you show them a
video, somehow they need torealize, oh, recovery is
actually important because I canguarantee you most of them don't
(27:43):
think it matters.
And then connect.
If they've never done thisbefore in the past and they
don't think it's a big deal, Ireally love to on this one
especially get them to connectinto the future.
What if our entire team actuallywent to bed at 10 p.m., whatever
p.m., instead of staying up till1 a.m.
(28:06):
scrolling on TikTok or playingNBA 2K?
What would that look like if wewere mentally sharper,
physically more prepared?
And then for the action on theback, it takes them through the
physical, uh, you know, sleep,stretch, nutrition, hydration,
mental recovery, whether that'sjournaling, whether that's
(28:28):
visualization, you know,emotional recovery, whether
that's relationships, hobbies, abreak from screen time, what's
what's my full recovery plan?
You know, after a game, how do Ihandle all that emotion and then
prepare for the next day?
At the end of just a normal day,how do I start to slow my mind
(28:53):
down, start to slow my body downso that I can get the best
recovery sleep possible?
I had a conversation with one ofmy professional golfers who just
got back from a qualifyingtournament.
And she said, you know, it'sit's funny now because in
college, like, you know, I kindof cared and, you know, I wanted
(29:14):
to, I wanted to like get sleepand rest and and stuff like
that.
But now, once my clock hits acertain time, like my phone's
done, I'm getting ready for bed,I've got my book ready to go.
And it's funny because now thatI'm taking it more seriously, I
(29:34):
actually feel like, man, Ireally wish I would have started
doing this before, or I wish Iwould have started doing this in
college.
And I mean, this is a Division Iathlete who competed in a
national championship.
So I can promise you that ifyou're a high school coach
listening to this, you've got awhole team full of athletes that
(29:57):
don't think recovery is a bigdeal.
Maybe you don't.
Think recovery is a big deal.
If that's the case, would highlyrecommend that Why We Sleep book
by Matthew Walker.
So that kind of that kind ofwraps up that section.
We've got one more episodethat'll come to you guys here in
the next couple weeks.
Hopefully, you're enjoying kindof this journey through the
(30:18):
confidence book.
If you have not purchased thebook uh and you want to get a
copy of that, it is available onAmazon.
The link is in the show notes.
It comes with a free workbookdownload so that you can start
using this either individuallyor you can start using this with
your team.
If you've got questions, if ifthere's something that you would
(30:40):
love for us to dive into deeperon the show, send those my way.
Head over to mentaltrainingplan.com.
There's a contact us button downat the bottom.
If you're interested in usingthis with your entire team, if
you want to know, hey, how canwe kind of build this from the
ground up this offseason with myprogram?
Again, reach out to us on thewebsite, fill out one of those
(31:02):
contact us pages, or shoot me anemail, Ben at
Mentaltrainingplan.com.
If you have enjoyed this show,if you've gotten anything out of
these episodes, it would meanthe world to us if you would
take the time to like, tofollow, to comment, to leave a
review.
If there's someone right now onyour mind that you think would
benefit from listening to this,would love for you to share this
(31:25):
episode.
We just passed 75,000 downloads,uh, which is awesome.
I I can't tell you from thebottom of my heart, I cannot
express how grateful I am thatyou guys continue to listen,
continue to just keep comingback.
I hope that you're enjoying theshow.
(31:45):
I hope that it's worth yourtime.
If there's anything we could doto make this show better, please
don't hesitate to reach out.
I read every single one of thosecontact us forms that get sent
in through the website.
And yes, we have listeners wholisten to us on every single
continent around the worldexcept Antarctica.
(32:06):
We have located one person withone friend from Australia who
knows someone who works at, Ibelieve she said a research
center down there.
So still we're still waiting forthat, uh, we're still waiting
for that final continent to saythat we've our show has been
downloaded all around the world.
(32:28):
But in all seriousness, thankyou guys so much for being here.
And until next time, make yourplan, put it to work.
Hey, welcome to the Coaching Minds Podcast, the
official podcast of MetalTraining Plan.
Today is part four of ourconfidence series.
If you did not listen to episodenumber 140, where we sort of
launched the Prime Five series,what's the science behind this?
How do we know thathigh-performing athletes excel
in these five areas?
(00:20):
So episode 141, we looked at thefirst section of my book,
basically building beliefthrough reps, proof,
preparation, kind of the ideathat if you don't put in the
work, you haven't earned theright to be confident.
Last episode, number 142, wetalked about body language and
how that impacts not just yourconfidence, but the confidence
(00:44):
of teammates, coaches, evenopponents.
We looked at identity andself-talk.
And all along the way, we'vebeen talking about this
metaphor, stacking bricks.
If this is new to you, if youdid not listen to those first
three episodes, would highlyencourage you to pause this, go
back and give those a listen,start there.
(01:06):
But all throughout this journey,we've been talking about this
kind of metaphor of stackingbricks.
Almost like we're building thiswall of confidence, not to hide
behind, but to stand on top of,to fight from.
There's certainly somefoundational pieces with without
those, things are gonna crumble.
And as we continue to build thiswall higher and higher, if we're
(01:30):
skipping parts, if we're missingparts, there's gonna be holes in
this wall.
And when pressure starts tobuild up, either from the inside
or from the outside, there'ssome potential for that to do
some damage.
One of the things thathopefully, especially for the
coaches that you've been payingattention to is this Goldilocks
principle, where, you know, wedon't, we're not trying to have
(01:50):
too much science where thisbecomes neuropsychology class
and people start, you know,their eyes roll in the back of
their head and they get boredout of their minds.
But on the other side, whenthere's no science at all, this
almost feels fake or it feelsfluffy, or it feels like, yeah,
that's nice that you have thatopinion.
But when we can back this up andsay, look, here's the here's the
(02:13):
science behind howhigh-performing athletes use
this.
Or maybe from your sport, youfind a professional, a college
athlete, uh an Olympic athletewho can talk about how they've
used some of these tools in thepast or why confidence has been
so important to them.
How athletes like Kobe Bryantbuilt that mamba mentality,
(02:36):
built that deep down inside,they knew when the game was on
the line, they had what it took,they were prepared, they were
ready, and they wanted the ballin their hands.
Today we're talking abouttrained confidence.
We're talking about this ideathat you can build confidence
just like a muscle throughtools, through breath, through
(02:57):
recovery.
And the three bricks that we'regonna take a look at are the
breath brick, the reset, andrecovery.
And this is where we can reallystart to hardwire resilience
into our brain, into our nervoussystem to make sure we we've got
the kind of belief that doesn'tcollapse when the moment gets
(03:20):
big.
My favorite story from the bookis I I will never forget it was
right after the collapse in thestate championship game.
And we went to this coachingclinic, and there was this
high-performing individual, Dr.
Jason Winkle, who wrote a book.
He did, you know, he he was abad dude.
He trained with Navy SEALs,elite military units, he worked
(03:42):
with SWAT teams, he worked withpolice task force.
And within the first minute, helaunches into this story about
how, you know, a roadside bombgoes off and all of a sudden
they're taking fire from thisbuilding.
And so they get a they get afire team up, they bust down the
door, they throw in a flashbang,and now they've got 1.8 seconds
(04:03):
to clear the room.
And he's talking about how, youknow, physically they have to be
in control, they have to be ableto perform fine motor skills
like shooting the bad guys, notshooting any hostages
emotionally.
Their life is on the line.
Someone is literally trying tokill them, and they have to make
these split-second decisions,which bleeds right into, you
(04:26):
know, mentally, they have to beable to think and then act,
knowing that their life is onthe line and everyone else and
their team's life is on theline.
And I'm sitting on the edge ofmy seat and I'm like, oh man, if
this, if the if the militaryspent millions of dollars on
researching this scenario andthey found something that works,
(04:49):
surely they're gonna be able tohelp my guys not collapse in a
big moment in a statechampionship game.
And I'll never forget howdisappointed I was when he said,
and the secret is breathing.
And in that moment, it was like,I learned how to do this when I
was zero days old.
This this can't be the solution.
This this can't be the secret.
(05:11):
You're telling me the militaryspent millions and millions and
millions of dollars to doresearch, and this is what they
came up with.
And we've talked aboutdiaphragmatic breathing before.
I will say, in a team setting,my absolute favorite thing to do
is just put up this slide thatsays breathe.
And then in my most fakepositivity, fluffy voice, I'll
(05:34):
say something like, Hey guys,the next time you're stressed,
just take a deep breath.
And I'll ask them, like, whathow's that make you feel?
What, like, what would you thinkif you were in a high pressure
situation and somebody said,Let's just all take a breath?
You'd be like, get the heck outof here.
Like, I'm trying to win abasketball game.
(05:55):
I'm trying to win a footballgame.
What the heck are you talkingabout?
Take a deep breath.
And then we put up a diagram ofthe vagus nerve and we say,
Well, what if I could tell youthat every single organ in your
body is connected to this nerve?
And when you get into that fightor flight reaction mode, all of
a sudden, there's kind of like afire alarm pulsing up and down
that nerve.
And you've got things likebutterflies in your stomach,
(06:18):
your heart rate changes, yourbreathing rate changes, your
muscles tense up, or maybe theyget a little bit shaky.
You have all your liver releasesfats and sugars.
All of a sudden, you gotadrenaline coursing through your
body, and you can't control anyof those except for your lungs.
And the fastest way to decreasethe activity on that nerve is
(06:44):
diaphragmatic breathing.
I think it's good to have,again, like the Goldilocks
principle, it's good to haveenough science behind this that
the kids realize, oh, maybe thisis legit.
Maybe I should actually trythis.
And then there's a few differentways we can teach this, right?
Like if I'm if I'm working withmiddle school or below, we're
just gonna do box breathing.
(07:05):
We're gonna do the four by fourby four by four, inhale for
four, hold for four, exhale forfour, pause for four.
That's what the militaryprimarily teaches.
It's the fastest way to get250,000 people to all control
their mind and body in a veryquick time frame with very
little thinking.
It doesn't take a lot of effort,it doesn't take a lot of brain
(07:28):
power.
If we're in a huddle, we can allkind of do this together.
If I'm working with high schoolup to professional athletes,
we're gonna go through and we'regonna have them come up with
their own custom breathing planbecause not everybody's lung
capacity is the same.
And so we'll have them take outa stopwatch and they'll actually
time the inhale.
(07:49):
They'll time, you know, once Ifill my lungs with air, what's
comfortable for me to hold.
We want to make sure, you know,it's not like a contest at the
pool to see who can hold theirbreath the longest, but we do
need to give the lungs time toabsorb that oxygen.
We usually shoot for eight to 12seconds for the for those first
(08:09):
two, for the inhale and for thehold.
And then for the exhale and thepause, again, we usually usually
shoot for eight to 12 seconds.
And I think there's a coupleother things that we need to
keep in mind also.
When I first started teachingthis, when when Jay when I heard
this from Dr.
Jason Winkle, like I didn't knowof really anyone who was doing
(08:30):
this in high school sports.
Certainly, Olympic athletes,professional athletes have been
doing it for a little while, butthis was pretty new in high
school.
I'll say we're kind of gettingto the point now where people
will actually start to realize,and there are some hitting
instructors around me that areteaching their batters to watch
(08:51):
the pitcher.
And if they're seeing that thepitcher's taking this big old
deep breath before every singlepitch, then that's when you
know, like, oh, I got this guy.
He's flustered, he's rattled.
And so I've actually got somepitchers who are nervous about
taking deep breaths becausepeople have called him out for
it, or somebody yells, he'staking a deep breath from the
(09:14):
dugout.
One of the major league pitchersthat I worked with when the the
pitch clock was still kind ofnew, he felt like he wanted to
do some of the, he wanted to usehis breathing pattern, but he
also didn't feel like he had anunlimited amount of time.
And so what we started doing,you know, obviously if the ball
was hit, that's a that's adifferent story.
(09:35):
But if the catcher has the ball,he would take a deep breath and
he would hold it until he caughtthe ball coming back from the
catcher.
And then as he would walk backup to the rubber, he would do
his exhale.
So by the time he got back tothe rubber and was starting to
get set, he'd already gonethrough his breathing.
Now, I'll say I've got a lot ofgolfers who you got plenty of
(09:59):
time.
Like you should be doing yourbreathing in between every
single shot.
If you're you're kind of feelingrushed, if you're not feeling
like you're in the flow, ifyou're feeling like physically
something is off, then aphysical response to that is to
use your breathing.
One of my favorite things to dowhen I was a high school coach
(10:21):
around this was to get someheart rate monitors or you know,
find some guys that had a Fitbitor an Apple Watch or something
like that and have races and seewho can get their heart rate up
the fastest and who can gettheir heart rate back down a
certain threshold the fastest.
And really, we're just trying toteach the kids that you can
(10:43):
control your body because whenthey feel like they're in
control, now there's this wholenew level of confidence that's
like, oh, yeah, maybe, maybe Ican actually do this.
Because I'm gonna tell you thatthat first state championship
game, when we had kids out thereand their hands were shaking so
bad that they couldn't catch afootball, they didn't have any
confidence.
(11:03):
And I would say even a go-tostatement in that time is gonna
be a little bit limited.
Like they're having a physicalreaction to this stress and this
pressure, they need a physicalresponse.
And so the the worksheet herefor breathing is is super
simple.
It's let's figure out when am Igoing to use this, and then just
(11:25):
as simple as let's track this.
If I was a high school coach, Iwould not teach this lesson.
If I was a high school coach, mybiggest, baddest, best athlete
on the team, going to play atthe highest, fill in the blank
university, wherever, would talkabout what there are times
(11:45):
during a game where I'm stressedand I feel like I'm under
pressure.
And here's how I control thatwith my breathing, so that my
entire team hears, oh, will theyuse it?
Well, maybe maybe I should useit.
Chapter 10 is the reset brick.
And, you know, started off withthe with the Drew Bree story.
(12:06):
I loved that.
He threw an interception, andyou know, he's he called his
mental performance coach, and hesaid basically on the plane ride
home, you know, instead ofreplaying that over and over in
your head, you need to visualizewhat would the perfect throw
have been.
If I was coaching another sport,I would probably find some other
(12:26):
examples like that.
Find an athlete who knew theyscrewed up, knew they didn't
perform well enough, and thenfigure out what did they do to
reset?
How did they get ready for thatnext round?
And then emphasize to ourplayers we need to be able to
accomplish this in a reallyshort time frame because we
don't always have a plane rideto get ready.
(12:48):
Sometimes we got 10 seconds toget ready.
Thinking back to the Victor OlaDepot example from you know a
couple episodes ago, either A,he believed in his identity so
strongly that he didn't need tobe able to reset, or B, he had a
tool and he had a way to be ableto reset.
(13:09):
But either way, after heexperienced quote unquote
failure on the court, he wasable to just go back out and do
his job.
So, yes, ideally, we would loveif our guys and gals don't need
this.
And you know what?
There probably are some athletesthat maybe don't need it right
now or haven't needed it before.
(13:29):
But I can tell you on that 2013state championship team, we had
a whole bunch of guys that hadnever experienced anything like
that, that had never been in asituation or under that much
pressure before.
And all of a sudden, man, theysure wish they would have had
something like this.
As coaches, we need our athletesto truly believe that what you
(13:50):
do after a mistake is whatmatters most.
And I think a lot of times weneed to take a serious look at
how do we react?
How do we respond?
Do we raise our voice and yelland scream?
If somebody had a video cameraon me when one of my guys makes
a mistake, am I starting andinitiating that process?
(14:12):
Am I helping him move on with a,hey, let's go, we got this?
Or am I throwing my hands up inthe air, what are you doing?
Or some other emotional reactionthat's not coaching.
It's just me throwing a hissyfit or me having a temper
tantrum.
I'm not saying we be soft.
I'm not saying we never get onour guys, but I'm saying there
(14:34):
is a time to coach and instruct,and there is a time to just
forget about it, move on, playthe next play.
I think having some sort ofreset ritual, that that tool
number 25 on page 125.
You know, I've had guys thatwear uh they wear a rubber band
on their wrist and they actuallysnap it so they have a physical
(14:55):
reminder of, you know what,flush it, next play, moving on,
whatever that looks like.
I think it's helpful as coachesto know what those reset cues
are for our guys so that we canre-emphasize them, or to have
one for the entire team or tohave one for the entire side of
the ball.
(15:15):
You know, maybe, maybe in filmwe talk through, hey, we've got
to have a way.
There was there was a bad playright there.
We had a mistake.
Let's talk through what are theemotions we're feeling?
What are the, you know, what arethe conversations that happened
on the field?
Okay.
How do we handle it better nexttime?
How should we react in thefuture?
(15:36):
How are we going to controlthose emotions a little bit
better in the future?
All right, what's one word orwhat's two words to remind
ourselves of that?
And boom, you've got a team wideor your side of the ball,
whoever's in that, whoever's inthat room at that time, you've
now got a reset cue that theentire locker room knows about.
(15:56):
Now the question is, are yougonna use it?
Are you gonna reinforce it?
Are the coaches going to reset?
Because I I can't, I can't justtee off on one of my guys and
start yelling and screaming andwhat are you doing?
I can't believe it.
And then expect them thatsomehow they're gonna be, if I
can't control my emotions, I'mnot really doing a great job of
(16:18):
preparing my guys to be able tocontrol their emotions.
Tool number 26 is the focuscycle.
We're not gonna go into that.
If you don't know what the focuscycle is, I would highly
encourage you to pause this andlisten to episode number 119 or
go back and listen to 119.
It's basically the tool that wecreated after the state
(16:41):
championship failure.
It's the tool that answers thequestion: how can I be in a room
full of 210 guys who all havetheir own unique mental and
physical and emotional thingsthat are going on when they come
up short?
How do we help them controltheir mind and body?
There you go.
(17:02):
That's it.
Everybody, everybody gets theirown worksheet.
Everybody leaves with a plan.
It is the most common workshopwe do.
It's the most common large groupor team training that we do.
It's the activity that I do withathletes one-on-one.
I wrote a book about it.
There's podcasts about it.
It's powerful.
But at the end of the day, wehave to answer the question when
(17:25):
we screw up, how do we get readyfor the next play?
And sometimes, you know what?
That that reset after a loss, weneed to go home.
We need to lick our wounds alittle bit.
We need to, you know, feel someof those emotions.
There's nothing wrong withhaving some negative emotions
after a loss.
And then we need to come back inthe next day, ready to learn.
(17:49):
We need to come back in the nextday, ready to watch that film,
ready to start figuring out howdo we prepare better, how do we
play better.
And again, from a timelineperspective, we don't always
have overnight to do that.
We also need to be able tocondense that down and to be
able to recover in the moment.
Those reset cues and the focuscycle are incredibly helpful for
(18:13):
those.
Here's something else that I'llsay on this topic, because I've
had some coaches when I, youknow, offer that, hey, we could
do this focus cycle thing.
And they say, Oh, well, we'vealready done that.
And that would be like me as afootball coach saying, Well,
we're not, you know, we're notgoing to in, we're not going to
install inside zone or we're notgoing to install power, we're
(18:34):
not going to install thisdefense, because they already
learned it once in middleschool.
Like we all know working withteenagers, especially, just
because they hear something onetime doesn't mean they've
mastered it.
At the same time, if this kidlearned about it as a freshman
and he used the focus cycle as afreshman, but now all of a
(18:54):
sudden they're a junior andthey're a starter, or they're a
senior and they've never startedbefore, and they're replacing
the best, the greatest player inschool history.
Or all of a sudden, you know,they've been a starter before,
but now they've been elevatedand it's like, oh, I just signed
with this D1 school, or Ihaven't signed with anybody yet.
And now there's this pressure toperform so I can get a
(19:17):
scholarship and live out mydreams at the next level.
To think that our kids are thesame person or the same athlete
from their freshman year totheir sophomore year to their
junior year to their senior yearis silly.
It's ridiculous.
It's not true.
I can just tell you from workingone-on-one with athletes, even
(19:39):
across different sports, it'snot true.
I can't tell you the number ofbaseball players or softball
players who are fine on thediamond, but then either on the
volleyball court or on thefootball field, they got some
junk going on in their head.
Maybe one of the one of thosesports, they just they love it,
(20:00):
they do it for fun.
Another sport, they'repassionate about it, they want
to play in college.
We don't have any idea what'sgoing on in the mind and in the
body of our athletes.
Shoot, half the time they don'teven know what's going on.
Half the time they can't evendescribe it to a coach.
(20:20):
And that's the beauty of thefocus cycle.
That's the beauty of the tool,is to get them to be aware of
what they're not payingattention to.
Just like right now, you're notpaying attention to what the
bottom of your feet feel likebecause your brain doesn't think
it's important.
But if you wiggle your toes, allof a sudden you start paying
attention.
(20:40):
Oh, are my feet hot?
Are they cold?
Are they comfortable?
Are they sweaty?
Are they dry?
If we can get our athletespaying attention when they just
start to drift off towardnegativity or they start to
drift off into doubting whetherthey have what it takes to be
successful, well, now all of asudden it's just a little
(21:01):
slight, tiny correction versusthey've been building this
moment up in their mind fordays, months, weeks, whatever.
And now it's this huge deal thatthey're trying to overcome.
So get them aware, equip themwith some tools, teach them how
to take back control of theirmind and body.
If you don't know what the focuscycle is, I'm I'm telling you,
(21:23):
it'll be worth your time.
Listen to episode number 119after this.
And so if you downloaded theworksheet that goes along with
this, obviously the learning hasto take place somewhere,
somewhere, whether that'sreading excerpt from the book,
whether that's you're alreadysigned up for the academy,
whether that's you just tellthem about it.
(21:43):
They need to understand what areset is and why it's important.
And then the second step there,we want to help them connect.
We want them to figure out whenhas this shown up in the past
where, oh, it would have beenreally beneficial if I had a
reset there.
This gets a little bit morecomplicated when we're working
with younger athletes and maybethey don't have that experience.
(22:07):
Well, let's help them connectthis with when could I
potentially need this in thefuture?
This is one where, you know, ina team setting, you can just
have them hold up uh, you know,on up to 10 fingers.
Where are we at with this?
You can get a just a quicksurvey, just a quick scan of the
room.
You know, do I have lots of lotsof ones, twos, threes?
(22:29):
Do I have lots of fives, sixes,and sevens?
Do I have lots of nines andtens?
Where are we at?
Is this something that maybe weneed to we need to incorporate
this into our entire culture orthe defensive side of the ball
or the offensive side of theball?
And then on the back, itbasically walks them through
(22:50):
filling out their routine,coming up with their routine,
and then gives them a trackerwhere throughout the week they
can say, yeah, here's here'swhen I did this.
Here's the impact that it had.
Again, what we don't want to getto the game and all of a sudden
they've never used this, they'venever tried this before.
We need to put them in highpressure situations and in
(23:12):
practice.
And then that's a great time topull out the hey, let's go right
now.
We've had a terrible practice,or we just gave up, you know,
this, this, this happened.
Here's a great time.
Let's practice our reset.
You know, everybody, everybodydo your thing.
Or let's, you know, let's usethe team reset tool right here.
And then the final brick in thissection is recovery.
(23:35):
And I'm gonna be honest, the theyounger athletes, I probably
don't even really get into this.
I probably don't even reallyteach this because if I'm being
honest, you know, at a at acertain age, they don't even
really need to recover thatmuch.
Uh, they're not exerting thatmuch energy during a 10U
(23:59):
baseball game most of the time.
Now that's not to say that therest and the recovery and the
hydration and the nutritionisn't important.
It is, but I I think that thisbecomes a bigger and bigger and
bigger deal the older you get.
One of my Division I golfers,who's now transitioning over to
(24:20):
professional golfer, has reallystarted noticing like, if I
don't take care of my body, allof a sudden I start feeling kind
of tight the next day, or Istart having some pain in these
places that it's never beenbefore.
You know, kind of jokingly Isaid, Well, welcome to being
old.
But there's some truth to that.
(24:41):
Like, there's a reason thatLeBron James spends whatever
millions of dollars on recoveryevery year to take care of his
body.
The higher level you get to, thesmaller that those gaps become,
where you know, you can justfind little incremental
improvements here and there.
All of that being said, I wouldmake a huge deal with my play.
(25:09):
If I was if I was coaching highschool sports, I would make a
huge deal out of put your phoneaway and go to bed.
Turn off the video game and goto bed.
Because I think we've got a lotof people in this generation of
athletes who they think, well,I'm not running, I'm not
(25:31):
lifting, I'm not working out,I'm not practicing, I'm not
training, I'm just sitting andscrolling on my phone.
I am recovering.
You're not.
Your body is not resting.
We talked about this uh a fewepisodes back in the the sleep
episode, but there's a bookcalled Why We Sleep by Dr.
Matthew Walker.
(25:51):
And one of the one of theathletes I worked with at Ohio
State called me up one day andsaid, Coach Carnes, I'm so
excited.
You have to read this book.
And he was like, I I've hadpeople my entire life telling me
that sleep is important and restis important, and it just went
in one ear and out the other.
(26:12):
But, you know, this book istalking about how it impacts how
you learn, it impacts how yourecover, it impacts how you add
muscle, it impacts all of thesethings.
And I really feel like if I if Ican be better about my sleep,
it's gonna give me a competitiveadvantage over my opponents.
It's like, well, yeah, uh,absolutely 100%.
(26:36):
And, you know, whether whetherthat's true or whether that's
placebo effect, you know,whether I I don't know, maybe
all of his opponents already aredoing all of that and he's just
catching up.
I don't know.
I have no idea.
What I can tell you with 100%certainty is that after he had
been intentional about his rest,his recovery, his sleep, not
(27:00):
just sleep quantity, but alsosleep quality, he was more
confident and he believed deepdown inside, I have put in the
time and I have put in the workto take care of my body so that
I can perform at my best.
And that's powerful.
That's what we're after.
That's the brick we're trying tostack here.
(27:22):
And so then in the worksheet forrecovery, you know, obviously
the learning has to happensomewhere, whether that's listen
to the podcast, read the book,you're already subscribed to the
academy, you just tell them asthe coach, you show them a
video, somehow they need torealize, oh, recovery is
actually important because I canguarantee you most of them don't
(27:43):
think it matters.
And then connect.
If they've never done thisbefore in the past and they
don't think it's a big deal, Ireally love to on this one
especially get them to connectinto the future.
What if our entire team actuallywent to bed at 10 p.m., whatever
p.m., instead of staying up till1 a.m.
(28:06):
scrolling on TikTok or playingNBA 2K?
What would that look like if wewere mentally sharper,
physically more prepared?
And then for the action on theback, it takes them through the
physical, uh, you know, sleep,stretch, nutrition, hydration,
mental recovery, whether that'sjournaling, whether that's
(28:28):
visualization, you know,emotional recovery, whether
that's relationships, hobbies, abreak from screen time, what's
what's my full recovery plan?
You know, after a game, how do Ihandle all that emotion and then
prepare for the next day?
At the end of just a normal day,how do I start to slow my mind
(28:53):
down, start to slow my body downso that I can get the best
recovery sleep possible?
I had a conversation with one ofmy professional golfers who just
got back from a qualifyingtournament.
And she said, you know, it'sit's funny now because in
college, like, you know, I kindof cared and, you know, I wanted
(29:14):
to, I wanted to like get sleepand rest and and stuff like
that.
But now, once my clock hits acertain time, like my phone's
done, I'm getting ready for bed,I've got my book ready to go.
And it's funny because now thatI'm taking it more seriously, I
(29:34):
actually feel like, man, Ireally wish I would have started
doing this before, or I wish Iwould have started doing this in
college.
And I mean, this is a Division Iathlete who competed in a
national championship.
So I can promise you that ifyou're a high school coach
listening to this, you've got awhole team full of athletes that
(29:57):
don't think recovery is a bigdeal.
Maybe you don't.
Think recovery is a big deal.
If that's the case, would highlyrecommend that Why We Sleep book
by Matthew Walker.
So that kind of that kind ofwraps up that section.
We've got one more episodethat'll come to you guys here in
the next couple weeks.
Hopefully, you're enjoying kindof this journey through the
(30:18):
confidence book.
If you have not purchased thebook uh and you want to get a
copy of that, it is available onAmazon.
The link is in the show notes.
It comes with a free workbookdownload so that you can start
using this either individuallyor you can start using this with
your team.
If you've got questions, if ifthere's something that you would
(30:40):
love for us to dive into deeperon the show, send those my way.
Head over to mentaltrainingplan.com.
There's a contact us button downat the bottom.
If you're interested in usingthis with your entire team, if
you want to know, hey, how canwe kind of build this from the
ground up this offseason with myprogram?
Again, reach out to us on thewebsite, fill out one of those
(31:02):
contact us pages, or shoot me anemail, Ben at
Mentaltrainingplan.com.
If you have enjoyed this show,if you've gotten anything out of
these episodes, it would meanthe world to us if you would
take the time to like, tofollow, to comment, to leave a
review.
If there's someone right now onyour mind that you think would
benefit from listening to this,would love for you to share this
(31:25):
episode.
We just passed 75,000 downloads,uh, which is awesome.
I I can't tell you from thebottom of my heart, I cannot
express how grateful I am thatyou guys continue to listen,
continue to just keep comingback.
I hope that you're enjoying theshow.
(31:45):
I hope that it's worth yourtime.
If there's anything we could doto make this show better, please
don't hesitate to reach out.
I read every single one of thosecontact us forms that get sent
in through the website.
And yes, we have listeners wholisten to us on every single
continent around the worldexcept Antarctica.
(32:06):
We have located one person withone friend from Australia who
knows someone who works at, Ibelieve she said a research
center down there.
So still we're still waiting forthat, uh, we're still waiting
for that final continent to saythat we've our show has been
downloaded all around the world.
(32:28):
But in all seriousness, thankyou guys so much for being here.
And until next time, make yourplan, put it to work.
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