Pressure Training Research Articles

Pressure Training: From Research to Applied Practice

Pressure training (PT) strategically increases pressure during training to improve athletes’ abilities to cope with pressure in competition. Although evidence suggests that PT can improve performance under pressure, implementation of PT can be challenging in applied settings. The purpose of this article is to guide sport psychology practitioners and coaches in conducting PT at both elite and lower levels of sport. We first outline basics of PT, including who will benefit from the intervention and when to conduct it. We also clarify the purpose of PT and distinguish it from other forms of coaching that may seem similar. The next section includes steps for conducting PT effectively. Based on research and applied practice, these recommendations address how to create pressure and how to establish training environments that are conducive to PT. Each recommendation describes a principle that can guide practitioners and coaches as they tailor PT to specific sports and levels of competition. We argue that the use of negative consequences, an existing or “baseline” level of pressure, and involvement of coaches are key ingredients for conducting PT that promotes athletes’ development.

Effective Delivery of Pressure Training: Perspectives of Athletes and Sport Psychologists

Pressure training (PT) strategically increases pressure in training to prepare athletes to perform under pressure. Although research has studied how to create pressure during training, PT’s effectiveness may depend on more than creating pressure. A practitioner’s delivery of sport psychology interventions can moderate their effectiveness, so the current study explored perspectives of sport psychologists and athletes on the characteristics of effective PT delivery in applied settings. Eight international-level athletes and eight sport psychologists participated in semistructured qualitative interviews in which they described their experience participating in or conducting PT, respectively. Thematic analysis produced four themes relating to effective delivery: (a) collaboration with athletes and coaches: “with,” not “to”; (b) integration into training; (c) upfront transparency; and (d) promoting learning before and after PT. The themes provide guidance for planning, conducting, and following up on PT sessions in applied settings. The best practices discussed could increase athletes’ receptiveness to PT.

The role and creation of pressure in training: Perspectives of athletes and sport psychologists

To prepare athletes for psychological pressure of competition, pressure training (PT) systematically applies pressure on athletes during training. This study explored how to create pressure for PT and how PT improves performance in competition. Specifically, it aimed to explore the views of sport psychologists and athletes on: (a) common properties of effective pressure manipulations, and (b) PT’s mechanisms for improving performance under pressure. Eight sport psychologists and eight international-level athletes participated in semi-structured interviews. Thematic analysis identified three properties of effective pressure manipulations: (a) extending the reach of consequences, (b) simulating psychological demands of competition, and (c) approximating, but not replicating, intensity of competition pressure. Analysis also produced three themes that described how PT benefits performance: (a) learn and practice coping skills, (b) “change the relationship” with pressure, and (c) increase the quality of training. Understanding these benefits can help communicate to athletes why they should participate in PT. Lay summary: Pressure in training can help athletes adjust to pressure in competition, and this study found that practitioners can create pressure by applying psychological demands and consequences that have an extended impact on athletes. Athletes can then practice coping skills and learn that pressure does not have to hurt performance. Applied implications To create pressure in training, practitioners should implement pressure manipulations that increase the sense of importance to perform well. These pressure manipulations include consequences that have extended reach or demands that emphasize psychological challenges of competition. PT helps athletes train mental skills learned in workshops or one-on-one consulting.

Pressure training for performance domains: A meta-analysis.

Studies have tested pressure training (PT) interventions in which performers practice physical or technical skills under simulated psychological pressure, but research has not yet synthesized the results of these studies. This meta-analysis assessed the magnitude of PT’s effect on performance in sport and other high-pressure domains (e.g., law enforcement). A secondary purpose was to investigate how domain, dose, experience, and the type of task moderated the effectiveness of interventions. A study was included if it was peer-reviewed, conducted a PT intervention for sport or another high-pressure domain, and quantitatively compared a PT group with a control group on posttests under pressure. In all, 14 studies in sport (k = 10) and law enforcement (k = 4) were included. Participants (n = 394) were novices, semiprofessional athletes, elite athletes, and police officers. After removal of an outlier, the mean effect was medium (g = 0.67, 95% confidence interval [0.43, 1.12]) with low heterogeneity (I2 = 17.1%). Subgroup analysis did not indicate clear moderators of performance but did reinforce that PT can benefit both novice and experienced participants on open and closed tasks across different domains. The results suggest coaches and instructors should create pressurized training environments rather than relying on greater amounts of training to help performers adjust to pressure. Future research should develop practical pressure manipulations, conduct retention tests, and measure performance in competitive or real-life scenarios.

Implementing a pressure training program to improve decision-making and execution of skill among premier league academy soccer players

The present study evaluated the effectiveness of an intervention intended to improve academy players’ performance under pressure. Male academy soccer players (n = 82; mean age = 14.12 years, SD = 2.28) completed a baseline pressure task producing performance scores (A) for decision making and skill execution. By completing a pressure task, players received pressure training (PT) (Wood & Wilson, 2012). Players were then randomly allocated to an intervention group (n = 41; receiving PT, three cognitive behavior workshops, and reflective diaries) or comparison group (n = 41; receiving PT only). Sixty-eight players (n = 29; intervention group; n = 39; comparison group) repeated the PT task at a six-week follow up (B), and of these, 26 (n = 15; intervention group; n = 11; PT only) also completed a re-test PT task (A) at 12-week follow up. Due to attrition at follow up, chi-square analysis was conducted across experimental groups A-B only. Analysis indicated intervention players scored significantly higher in their decision-making (p = .028) with a significant main effect of age-group on decision-making (p = .003) and skill execution (p = .005). Four players (highest scoring and lowest scoring player within intervention and comparison groups) from each academy age-group (n = 16) took part in individual interviews to explore intervention effectiveness. Thematic analysis found that some players perceived no benefits of the condition they completed, others perceived benefits to confidence, meta-cognitive skills, and challenge appraisals. Methodological implications for future pressure training interventions are presented. Lay summary: This study offers partial support in the effectiveness of contextualized pressure program to enhance elite academy players’ ability to cope with performance pressure. Some players felt the intervention had no benefits, whilst others said there were benefits for confidence, ability to understand helpful emotions and thoughts when performing under pressure. Implications for Practice A contextualized pressure intervention comprising of pressure training, cognitive behavioral workshops and reflective diaries can facilitate performance under pressure by enhancing coping skills. Organizational support and endorsements from key personnel (e.g., academy manager, coaches, and senior coaches) for all components of pressure interventions is important in supporting player engagement. To optimize pressure training, practitioners should focus on how to incorporate pertinent situational and personal incentives within pressure training.