{"id":13030,"date":"2022-10-12T09:00:00","date_gmt":"2022-10-12T09:00:00","guid":{"rendered":"https:\/\/leadersinsport.com\/performance-institute\/?post_type=article&p=13030"},"modified":"2025-12-15T05:11:28","modified_gmt":"2025-12-15T05:11:28","slug":"can-your-teenage-athletes-cope-with-the-rigours-of-modern-sport","status":"publish","type":"article","link":"https:\/\/leadersinsport.com\/performance-institute\/articles\/can-your-teenage-athletes-cope-with-the-rigours-of-modern-sport\/","title":{"rendered":"Can your Teenage Athletes Cope with the Rigours of Modern Sport?"},"content":{"rendered":"\n\n
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\n 12 Oct 2022 <\/p>\n \t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/span>Articles<\/a>\n\n\t\t\t\t\t\t

Can your Teenage Athletes Cope with the Rigours of Modern Sport?<\/h1>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\n \n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n<\/div>\n
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Category<\/div>\n Coaching & Development<\/a>, Human Performance<\/a> <\/div>\n
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https:\/\/leadersinsport.com\/performance-institute\/articles\/can-your-teenage-athletes-cope-with-the-rigours-of-modern-sport\/<\/div>\n <\/div>\n <\/div>\n <\/section>\n\n\n\n\n
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Ben Robertson and Nicole Kriz of Tennis Australia discuss the organisation\u2019s Wellbeing and Life Skills Programs.<\/p>\n \n \n \n

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By John Portch<\/h6>\n
Winning is great \u2013 but at what cost?<\/h6>\n

\u201cIn Australian sport, we went through a period where we were highly successful, across numerous sports, but there were often implications for athletes\u2019 mental health,\u201d says Ben Robertson, the National Wellbeing Manager at Tennis Australia.<\/p>\n

Robertson is talking to the Leaders Performance Institute about the change in thinking that came about in Australian sport.<\/p>\n

He says: \u201cThe Australian government was looking at this and asking \u2018why are we funding this? Winning titles and obtaining individual results are great, but we are potentially leaving these athletes with limited \u00a0life skills or other skills for transitioning into a life beyond sport?\u2019 Sport has always wrestled with this, especially as it\u2019s gone professional in the last 30 years or so.\u201d<\/p>\n

Robertson is joined by his colleague Nicole Kriz, Tennis Australia\u2019s National Lead of Tours, Camps, College and Wellbeing. The duo are speaking from a camp in France where they have travelled with a group of 13 and 14-year-old players to compete in an international competition.<\/p>\n

It is not unknown, Kriz explains, for a 24-hour trip from Melbourne to a European destination to be delayed by 12 hours or more. \u201cAnd these are young kids,\u201d she says. \u201cLife can throw anything at them, such as travel disruption, and they need coping mechanisms. We\u2019re not even talking about competition yet. If they don\u2019t have the skills to deal with that then they\u2019re really not going to cope once they\u2019re here on the ground, and that has to have a follow-on effect on their enjoyment, being an athlete, their ability to tour, and being able to turn up and compete.\u201d<\/p>\n

\u201cIf they can\u2019t find a way off-court, they\u2019re not going to find a way on-court,\u201d adds Robertson. To that end, Tennis Australia has committed to proactive, holistic development of its junior players through its Wellbeing and Life Skills Programs.<\/p>\n

The latter was born from conversations between Kriz and Robertson at a time when Kriz was working with Australian Pro Tour athletes on tennis\u2019 WTA Tour. These athletes\u2019 performances on court and touring capacity were being affected by issues off-court.<\/p>\n

The Life Skills Program consists of eight units: independent living, working and living with others, travel, personal development, education and career, managing money, personal health, living overseas and other cultures. These programs\u00a0 seek to develop wellbeing-focused skills such as regulation and self-awareness and life skills such as cooking, doing the laundry, or buying a ticket at a railway station.<\/p>\n

\u201cWe want to develop resilient, capable, independent kids,\u201d says Kriz, \u201cIf we do then the parents are going to be more confident about their child\u2019s functioning and touring capabilities as well.\u201d<\/p>\n

It is an ethical responsibility that Tennis Australia takes seriously. \u201cWe\u2019re taking these kids away from their No 1 support network in their parents, friends and their school environment,\u201d says Robertson. \u201cIt\u2019s down to us to develop their off-court skills, and as trivial as some of those may seem, you\u2019re developing the base for them to build on, so that when they are on the tour at 18 or even earlier, by themselves potentially, they have these skills so that it\u2019s not foreign to them when they get there. If they have to do it later in life then the anxiety and the frustration kicks in.<\/p>\n

\u201cIt seems really basic and a lot of it is, but it\u2019s our responsibility on tours. We\u2019re here to compete, we\u2019d love to win, but that\u2019s not the be-all and end-all of the tour and we try to explain that to the kids and the parents. Winning\u2019s great, it\u2019s part of the process, but you spend so much more time off-court. Of 24 hours a day you probably play for two. You\u2019ve got 22 hours left to sleep, develop relationships; the list goes on. It\u2019s the same for any sport.\u201d<\/p>\n

Holistic development<\/strong><\/p>\n

Robertson observes that the narrative in sport is gradually shifting from the idea that holistic development automatically translates into competition to the view that athletes are people who just happen, in this case, to play tennis.<\/p>\n

\u201cI think that\u2019s shifted in all sports because we cannot guarantee that we\u2019re going to take a 13-year-old and, a few years later say they are going to be the No 1 in the world. But if we\u2019re taking them away for four, five or six weeks, we\u2019re going to give them the best experience, develop them as a person, and over time, if they go on to be a great player, fantastic.\u201d<\/p>\n

Both Robertson and Kriz make the point that their programs are still in their infancy, but these initiatives are indicative of that shift in wider sport, particularly with regards to wellbeing. \u201cThe analogy we have with the kids is that they all go to the gym no questions asked. They\u2019ll do prehab; they don\u2019t question that from a physical point of view. What we say is \u2018this stuff here is prehab for your mental health and wellbeing, which allows you to perform at your best, whatever that might be\u2019.\u201d<\/p>\n

The Wellbeing Program, much like the Life Skills Program, is a focal point for players and coaches who tour with Tennis Australia.<\/p>\n

\u201cThere\u2019s five pillars within our Wellbeing Program: \u2018mindfulness\u2019, \u2018learn\u2019, \u2018giving back\u2019, inside that is gratitude, \u2018physical activity\u2019 and \u2018connection\u2019,\u201d says Robertson, who taken the athletes through some box breathing techniques at breakfast that morning. \u201cThe theme for this week with the under-13 and 14 girls is mindfulness. We\u2019ve done some deliberate practice whether it be in a classroom setting or outside around \u2018what is mindfulness? Why is it important? How does it translate to on-court? Why is it important as a human being? How does it tie to your mental health?\u2019 And then there\u2019s conversation around \u2018these things are great but how do you manage it?\u2019 So you\u2019re not always thinking about the future and you\u2019re not holding onto the past. You do that anyway, but how do you then quieten your mind for short periods?\u201d<\/p>\n

Direct observation is a useful way of assessing transference. \u201cSome kids will practise during the game; at the change of ends they\u2019ll sit and you\u2019ll observe them. Two nights ago at dinner, I asked a player to name ten emotions. They could give me four and then got stuck. I said \u2018right, you\u2019ve got to come back tomorrow and give me the other six\u2019. I asked the player \u2018how did you feel?\u2019 We tied it back to on-court; they won the match and had a bit of trouble in the second set. \u2018What were you feeling? Let\u2019s name those.\u2019 That\u2019s the ad hoc opportunity to teach them around emotional literacy and language and go \u2018you don\u2019t always go to the big ones \u2013 there\u2019s little ones in between. And how do you self-regulate? What are the tools?\u2019 They\u2019re just ad hoc conversations but learning is ongoing the whole time.\u201d<\/p>\n

Kriz stresses the importance of educating the athletes to help increase their self-awareness in addition to broadening their language and understanding of stress responses. \u201cWhen you are putting some language and context to it, kids can refer to that quite easily. If they\u2019re unaware and they don\u2019t have the language around the self-awareness, then they\u2019re just going to react and respond and behave without thinking. So if we can put some understanding and some context around it, then they are better at identifying where they are in this and it\u2019s not just \u2018situation-respond\u2019.\u201d<\/p>\n

Losing streaks stand out as an area where such tools could be useful. \u201cWhat\u2019s a \u2018loss\u2019?\u201d asks Kriz. \u201cWe try to change the language around that. We haven\u2019t spoken about results at all on this trip because this is a developmental tour both on and off court. We try to remove that pressure already from results.<\/p>\n

\u201cSo if they\u2019ve already heard that language and that education at 14, they can refer back to that at 17. It\u2019s not black and white, win and lose or good and bad, it\u2019s about \u2018what am I learning here?\u2019 If they\u2019ve got that reference point they\u2019ve got the skills moving forward to deal with it and reframe it and change their perspective on it.\u201d<\/p>\n

\u201cThe one thing that coaches ask is \u2018did you compete?\u2019\u201d says Robertson. \u201c\u2018Did you compete to the best of your ability? Yes and you lost. OK, you can swallow that, be proud of your efforts. Sometimes you just get beaten by a better player but you\u2019ve got to learn from that. And if you didn\u2019t compete to the best of your ability then why not?\u2019 Then it\u2019s backtracking to \u2018I didn\u2019t sleep well\u2019, \u2018I had doughnuts for breakfast\u2019, whatever it may be. The conversation is purely around competing. You don\u2019t want to be too content or comfortable with losing but you want to ask \u2018did I compete to the best of my ability?\u2019 Why or why not? That\u2019s the conversation that coaches have with them and that\u2019s where the skills come in because if we said to them go and do it all yourself and they\u2019re overawed and they get smashed on court and off court and they say \u2018I hate tennis, I\u2019m out\u2019.\u201d<\/p>\n

Both Robertson and Kriz state that this can be a challenge because tennis is ranked \u2013 a fact not lost on players, coaches or their parents. \u201cWe\u2019re trying to change that narrative and make them feel comfortable that it\u2019s about development,\u201d says Robertson. As long as they\u2019ve done the best they can it\u2019s about learning for the next tour and then the next tour and then the next tour. And then it\u2019s the same with the parents because the kids get off the court and they feel accountable and want to ring mum and dad to explain the result. \u2018I won or I lost\u2019. We\u2019re still on a learning curve with a lot of our parents that this is about development on and off the court, but we\u2019re seeing growth. By the third week, they\u2019re comfortable with who they are, they\u2019re talking to other international players, they\u2019re self-managing better, so there\u2019s a bit more energy.<\/p>\n

\u201cConversely, you\u2019ll have a player who is up and another who is down, so you\u2019ve now got to go back and tell them \u2018we need to get you through the next little bit\u2019 and bring in some self-management tools that we\u2019ve practised. It\u2019s just that reassurance because they have it in their head that they need to be the best player here and then they get all the sponsors, then they go to No 1, and then they start to forecast and some of the parents do too.\u201d<\/p>\n

Match videos are also sent to the players\u2019 parents and private coaches, who are mostly back in Australia, within 24 to 36 hours. It is a relatively new practice but it feeds into Tennis Australia\u2019s aims. Kriz says: \u201cThey can work through it with their private coach and have a better conversation about what\u2019s going on as well, not just judging it on a win-loss. So we are saying to the parents before you have a conversation with the kids or the coaches, before the private coach is having a conversation with the kid, watch the video and then let\u2019s go through it as opposed to judging straight away on wins and losses.\u201d<\/p>\n

Developing life skills<\/strong><\/p>\n

Tennis Australia\u2019s Life Skills Program, which is being mapped to adolescent development and designed alongside the Australian educational framework, combines online theory and activities with practical application in a way that is both fun and interactive.<\/p>\n

Kriz cites an example of an online exercise. She says: \u201cWe\u2019ve taken a screen shot of a departure board at Charles de Gaulle Airport in Paris and one of the questions will be: \u2018if your flight to Stockholm is LU378, tell me what terminal you need to be at, what time you\u2019re departing and what time your gate is\u2019. We\u2019ve then put some quizzes in the back end of that. Then once we actually go to Charles de Gaulle, we\u2019ll go to the departure board and say: \u2018OK, you guys learned how to do this this week, now I want you to put it into practice. Find it for us.\u2019\u201d<\/p>\n

She returns to the theme of engagement and buy-in from players for life skills. Coaches and parents are starting to view them as a priority too. \u201cOnce you have buy-in then the engagement piece becomes better. Once the kids go \u2018I need to do it and I want to do it\u2019 it\u2019s then asking where in the schedule on a daily basis we can do it. Once you have that there\u2019s a huge appetite from the kids because they feel better equipped and more confident about travelling and there\u2019s a certain amount of pride they take.\u201d On another occasion, the players were taken to a railway station and shown how to buy tickets under supervision. The group later returned to that station to check their learning. \u201cThe next time, they were very excited to know they could do it. They were the ones going \u2018we\u2019ll buy the tickets too because we know how to do it\u2019. That\u2019s what you want. That\u2019s the win. Once you have those little wins it becomes easier. It might be that you say \u2018that took half an hour, we missed three trains, we watched three trains go by that we could have been on\u2019 but then the next time it\u2019s all worthwhile once you see them really excited about it. You know if that\u2019s in two years\u2019 time with their family or five or ten years\u2019 time with their partner then they\u2019re going to be able to do it.\u201d<\/p>\n

All of these skills are built incrementally and developed in line with their individual assessment and tour needs. \u201cEach week we build upon what we\u2019re asking of them in independence. Whether it\u2019s \u2018OK kids, this week we\u2019re going to show you how to do the laundry. Next week you\u2019re going to find the laundry, Google it, and you\u2019re going to show us how to do it\u2019. We do the same thing with restaurants or meals. Then, \u2018we\u2019re going to show you how to book courts, talk to the tournament director, introduce yourself, book transport, buy balls and fill up your water \u2013 you guys are going to do that.\u2019 Once they feel comfortable and we\u2019re confident they can deal with it, then we continually load them up. So by the third week we\u2019ll have them calling up and booking the courts, as opposed to us doing it for them. When they\u2019re confident and capable of managing it, a lot of confidence comes from knowing you can do it.\u201d<\/p>\n

Tennis Australia\u2019s holistic approach requires a new definition of \u2018success\u2019, because it cannot be measured solely in professional tennis careers, trophies or prize money. \u201cIf the kid has a great professional career, whatever that may be; if they are retired at 22 because of a severe injury or they didn\u2019t quite make it and they come back in, they go to college, and they come back in as a lawyer at TA or in the media team \u2013 that\u2019s success to us,\u201d says Kriz. \u201cWe have a responsibility there and success can\u2019t just be performance, we have to move beyond what success means in our sport. Because it doesn\u2019t matter if you\u2019re No 1 in the world \u2013 your career will stop at some point. When they are in our care we need to provide them and assist them with those developmental skills to move beyond sport.\u201d<\/p>\n

Robertson refers to former player Ash Barty in making his point. \u201cShe was the No 1 player in the world, won three grand slams, and left the sport at 25. That\u2019s a success because she\u2019s achieved what she wants and she\u2019s left the game on her own terms and in a really good place \u2013 but that\u2019s just one athlete. How do all players get to leave on their own terms and ready for the next chapters of life?\u201d<\/p>\n<\/p>\n <\/div>\n \n \n \n <\/div>\n

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