MEDICAL AND SCIENCEBecoming Mentally Toughby Jon Rhodes, Chartered PsychologistEveryone wants to be mentally tough, in exams, job interviews, and in this focus, sport. When working withcoaches, some often inform me that certain children are naturally mentally tough, that <strong>the</strong>y have a gift towithstand huge amounts of pressure, whilst o<strong>the</strong>rs are regarded as mentally weak.Researchers (Jones, et al., 2002) have definedmental toughness as; having a natural ordeveloped psychological edge that enables youto, generally, cope better than your opponentswith <strong>the</strong> many demands (competition,training, lifestyle) that sport places on aperformer and, specifically, be more consistentand better than your opponents in remainingdetermined, focused, confident, and in controlof pressure.I must immediately point out (and goingagainst - half of - <strong>the</strong> definition) that mentaltoughness is a completely trained attribution.No child is born mentally tough, but willdevelop <strong>the</strong> traits that contribute towards<strong>the</strong>ir level of toughness as time goes on.Therefore, everyone is mentally tough, but <strong>the</strong>level of toughness in certain circumstanceschanges depending on experience.Considering people who like to debategenetics playing a vital role, it can contributetowards an accelerated learning process,meaning that some children may seemadvanced for <strong>the</strong>ir age. But again, this is alldependent on having <strong>the</strong> right experience.So, what is <strong>the</strong> right experience and if mentaltoughness can be trained, how is it achieved?In answering <strong>the</strong> question <strong>the</strong>re are twoimportant areas that build a mentally toughathlete; mindset, and mental skills.The mindset research has been driven byCarol Dweck since 2012; with her workfocusing on a learning paradigm identified asgrowth and fixed mindsets. A fixed mindsetis identified by a belief that attributions, suchas intelligence or personality, are static andcannot be changed. Fur<strong>the</strong>rmore, when a taskbecomes difficult <strong>the</strong> individual will give upeasily, takes <strong>the</strong> easier option, sees effort asfruitless, ignores criticism and is threatenedby o<strong>the</strong>rs success. This leads to individualsplateauing early and not maximizing potential.The flip side is <strong>the</strong> growth mindset, whereby<strong>the</strong> individual looks forward to a challenge, ispersistent when faced with obstacles, learnsfrom criticism and o<strong>the</strong>rs success, and as aresult increases <strong>the</strong>ir effort, enabling potentialto be reached. The individuals’ mindset is keyin developing talent, and creating a mentallytough athlete.From a young age <strong>the</strong>re are several keyinfluencers that develop a belief structurefor children, such as parents, family, peers,teachers, coaches and <strong>the</strong> media. A wrongreinforced message creates a wrong belief,which can stick with <strong>the</strong> athlete for aconsiderable time. Mindset is ultimately <strong>the</strong>20 THE SWORD JULY <strong>2015</strong>way individuals perceive failure. Does <strong>the</strong>individual learn from failure, consequentlyenhancing effort, or does <strong>the</strong> failure preventfuture behavior, thus inhibiting effort? Dweckhas found that mentally tough individuals arefocused on goal completion ra<strong>the</strong>r than <strong>the</strong>performance result, and exhibit higher growthmindset attributions. Essentially, goals mustbe challenging but realistically achievable for<strong>the</strong> athlete to see progress, seeing failure as astepping-stone to success.Mental Skills are <strong>the</strong> interventions, orcoping strategies, that <strong>the</strong> individual has tomanage emotions and perceptions. Initially,goal setting is <strong>the</strong> most fundamental wayof increasing motivation and managing <strong>the</strong>task at hand. Mental skills such as imagery,motivational cues, self-talk, and meditationare becoming increasingly used in fencingwith elite athletes. However, <strong>the</strong> specificmethodological protocols for using mentalskills (to have significant impact) in fencingneeds rigorous testing (and review) and mustinitially be administered by a psychologist.Goal setting on <strong>the</strong> o<strong>the</strong>r hand can becompleted weekly by <strong>the</strong> coach, which coversareas of technical, tactical, physical andpsychological development.In a recent study at Plymouth University withathletes from Truro Fencing Club, findingsrevealed that <strong>the</strong>re was a linear progressionbetween tactical and psychologicaldevelopment. Therefore, athletes believedthat by “controlling distance” and “predictingopponent attacks”; psychological attributionssuch as confidence, controlling pressure andmental toughness increased. Not surprisingly,knowing what to do and when to do it impactsmental toughness as it focuses on <strong>the</strong> goaland immediate task, not <strong>the</strong> result.Becoming mentally tough can be acceleratedthrough a series of ways outside of goalsetting and I thought it beneficial to mentiontwo manageable ways for coaches toimplement alongside goals. Firstly, in everysport I have worked in, be it fencing, tennis,judo, rugby or football, a key is to have astructured mentoring programme wherecadets learn from juniors, and juniors learnfrom seniors (and seniors learn from vets!).Role models play an important part in <strong>the</strong>way beliefs are structured, how we learnfrom o<strong>the</strong>rs’ experience, and evolve <strong>the</strong> clubculture. Secondly, use <strong>the</strong> power of “yet”.Numerous times I have heard a coach inform<strong>the</strong> student that <strong>the</strong>y do “not have good/correct distance”. The student hears this as astatic skill and minimal effort is applied. If <strong>the</strong>student hears “you do not have good/correctdistance, yet”, <strong>the</strong> skill is now based arounddynamic learning, which is improved through<strong>the</strong> application of effort.Finally, goals can be a mixture of physicaldevelopments such as agility, and tacticalareas such as <strong>the</strong> use of feints. Importantly,<strong>the</strong> athlete needs to have a tangible goalto measure progress o<strong>the</strong>rwise <strong>the</strong>re is noclear way of ascertaining goal completion.Measuring agility (for example) is simple,as circuits are timed before and after anintervention to establish if <strong>the</strong> training hashad an impact. A straightforward way tomeasure functional mental toughness is to list<strong>the</strong> components of mental toughness, such asconfidence in attack/defense, determinationto complete goals, focus within hits, andcontrolling emotions when under pressure. Theathlete rates each component out of 10 before<strong>the</strong> intervention (where 1 = do not agree and10 = completely agree) and again a week after<strong>the</strong> intervention. The difference in scoreswould reveal if <strong>the</strong> coaching experience hasbeen successful and <strong>the</strong> athletes belief in <strong>the</strong>irindividual ability. Fur<strong>the</strong>rmore, <strong>the</strong>re should bean observable difference within <strong>the</strong> fencer.As coaches it is our job to solve problems,innovate and challenge our athletes.Ultimately, it is <strong>the</strong> coach and parentswho drive <strong>the</strong> passion and mindset of <strong>the</strong>student and although it is often a tricky andarduous job, it is vital in nurturing resilience,confidence and mental toughness in athleteswho could be our future Olympians.If you would like to find out more about SportPsychology or <strong>the</strong> research at Truro FencingClub please email jonathan.rhodes@plymouth.ac.uk.References:Dweck, C. S. (2012). Mindset: how you canfulfill your potential. Ballintine, NY:USA.Jones, G., Hanton, S., & Connaughton, D.(2002). What is this thing called mentaltoughness? An investigation of elitesport performers. Journal of Applied SportPsychology, 14, 205–218.
TECHNICALFencing Through <strong>the</strong> ViewfinderA Photography Primer for a Fast Sportby Serge TimacheffFencing photography uniquely provides athletes, coaches, officials, and fans <strong>the</strong> ability to take as much timeas <strong>the</strong>y want to examine a very fast sport. While video can show movement and bout interplay, photography offencing stops a moment in time in ways that can be very revealing.As <strong>the</strong> official FIE photographer, I haveshot every senior and junior/cadet worldchampionship as well as all Olympic Gamesand many grand prix events since 2003, withmore than two million images of fencing inmy archive. It also represents millions of milesof travel and thousands of hours sitting oncold, hard fencing floors, often waiting for aninterminable women’s foil event to come toan all-too-often predictable end (Italy againstItaly? Again? Really?). During this last decadeplusof not-as-glamorous-as-it-soundsfencing photography, I’m often asked how totake good fencing images, and I’d like to sharesome of my thoughts with you.Please note this article is written more forpeople who are using “digital single-lensreflex,” or “dSLR” cameras. Shooting fencingwith a camera phone or point-and-shootcamera are a separate discussion.Shoot with a Digital SLRI’m not shy about this statement: In <strong>the</strong> ageof phone cameras and small pocket cameraswith lots of megapixels, <strong>the</strong> quality of yourcamera and lens still make a huge difference.Fencing is not very compatible with camerasmade for snapshots taken ei<strong>the</strong>r outdoors(with lots of light) or using a flash (which isn’tallowed in our sport). For fencing, where <strong>the</strong>action is fast, <strong>the</strong> light is low, and being ableto control your camera because you can’tcontrol anything else, you need a camera thatresponds quickly and has accessible features.Even a more entry-level dSLR, such as a CanonRebel, is far superior in how you are able tocontrol functions. Plus, forget about <strong>the</strong> cutelittle presets on your camera, and learn to takephotos with semi-automatic and, ultimately,totally manual settings.While some non-dSLR cameras tout manualcapabilities, often <strong>the</strong> functions are buried toodeep or are not quickly accessible to whereyou can make changes on-<strong>the</strong>-fly in fencing.For example, <strong>the</strong> ability to rapidly change anexposure from a high-speed setting capturingstop-action shots of white uniforms on <strong>the</strong>piste, to a lower-speed setting optimized fora fencer’s face when she wins and screamsvictory, simply cannot be accomplished fastenoughon some cameras because <strong>the</strong> controlsare hard-to-reach. For most dSLRs, you can doit without even looking at <strong>the</strong> controls if youknow your camera well.Understand <strong>the</strong> Exposure Triangle.Today’s cameras have three primary settingsthat will affect your images: shutter speed,aperture, and ISO. These three factors areconstantly playing against each o<strong>the</strong>r,meaning when you raise one you may have todiminish ano<strong>the</strong>r—and you need to understand<strong>the</strong> tradeoff for what kind of photo you want.First, what are <strong>the</strong>se three settings?Shutter speed is how fast your cameraallows light in to capture an image. It’s greatfor producing stop-action images of fencing,where <strong>the</strong> blade is caught in mid-motionor moving fencers are frozen in time. Youshould be using at least a 1/500 secondshutter speed to shoot fencing, and at least1/125 or 1/250 second to take images ofnon- or slow-moving objects (like medalistsposing for a picture).Aperture, or your f/Stop setting, representshow much space is opened in your lens tolet light in. Why does it matter? Becausethis is what determines depth-of-field. Thisis how much of your visual field is in focus.If you’re shooting fencers with shallowdepth-of-field (e.g., an f/Stop of f5.6 orless), meaning a wide opening, <strong>the</strong>n onlypart of your “scene” will be in focus. This hasdramatic effects by highlighting somethingyou want people to see in <strong>the</strong> image but itcan be difficult to manage when fencers aremoving as <strong>the</strong>y may quickly go in-and-outof focus depending on how fast your rig’sautofocus may be. A deep depth-of-fieldsetting (e.g., f/8 or higher) will make more of<strong>the</strong> overall image in focus – which is goodfor shooting a picture of three teams offencers standing on a podium after gettingmedals, for example.Moving fencers frozen in time at <strong>the</strong> A<strong>the</strong>ns OlympicsISO is <strong>the</strong> measurement of how sensitiveyour image sensor (which converts lightinto a digital image) is to light. A lowerISO number is less sensitive; for example,you’d likely use ISO 100 for shooting inbright sunlight. For fencing, a high ISOsetting means you’ll be able to capturelower-light images in a darkened or poorlylit fencing venue. Better-quality, semi-proor professional cameras have very high ISOcapabilities (some more than ISO 200,000,whereas consumer cameras are far lesssensitive). Higher ISO means a “noisier”image, looking “grainy” with light anomaliesmore visible. However, today’s camerascan easily shoot at ISO 3200 or higherwithout too much or any significant visibledegradation in quality. Typical settingsfor most fencing halls might be anywherebetween ISO 1600 and ISO 6400.JULY <strong>2015</strong> THE SWORD 21