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WHAT ARE BITES?

BITEs is an acronym we use to describe an athlete's 'B' - behaviors, 'I' - images, 'T' - thoughts and 'E' - emotions. Self-management involves managing your BITES. (AS&K Sports, 2010).

Cognitive behavioral psychologists (Beck, 1976) have known for a long time that a person’s behaviors, imagery, thoughts, and emotions (physiological arousal) greatly determine their success in learning, response to stress, and, more generally, a person’s overall mental health. This is true for athletes as well. Sports psychologists (Dorfman, 1989) have written about and work with athletes to help them manage their imagery, inner talk, and reaction to physiological arousal more effectively to improve performance.

THE MSM (MENTAL SKILLS MODEL)

There are a set of mental skills that are associated with goals (Goal Setting, Goal Implementation, and Mastery Approach) and a set that are about one’s self-concept (Personal Control, Self-Worth, and Task Confidence). The goal mental skills are tightly interrelated and the self-concept mental skills are tightly interrelated. In addition, goals impact self-concept and vice versa. For example, a baseball play with high Task Confidence for hitting will set different goals than an athlete whose Task Confidence for hitting is low.

Goal and self-concept mental skills influence Effort which in turn influences performance. Openness to Feedback is required throughout the MSM in order to understand which mental skills require improvement and how change can occur. Studies have demonstrated that Performance Satisfaction is important to the maintenance of behavior change and that successful leaders possess mental skills (e.g., exhibit BITEs) that facilitate effective leadership compared to those who are less effective.

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FOUR METHODS FOR LEARNING MENTAL SKILLS

MASTERY EXPERIENCE

Mastery experience is the most effective way to learn skills and increase an athlete's task confidence. Regarding task confidence, simply put, success increases task confidence, failure lowers it. When possible, manage the athlete’s experience of success. When the athlete practices the task or skill he or she should succeed significantly more often than fail. This will increase skills and task confidence more quickly and effectively than any other method.

VICARIOUS LEARNING

Learning through vicarious experience, that is by observing a role model, is an effective method of increasing skills and task confidence. When an athlete sees another athlete whom they respect and hold in high regard, succeeding at a skill or task, the athlete gains skill and increases task confidence. Vicarious learning is more effective when the athlete sees him or herself as similar to the role model.

SOCIAL PERSUASION

Social persuasion (verbal and non-verbal) is providing praise and making encouragement to an athlete. Praise and encouragement that include specific, behavioral examples are more effective. Identifying behavior that is less effective and alternative behavior that is more effective provides the best kind of praise and encouragement. Athletes cannot be persuaded by praise and encouragement that is insincere or false. Care should be taken to make statements of praise and encouragement that are credible to the athlete.

PHYSIOLOGICAL AROUSAL

Athletes commonly experience physiological arousal in the form of “butterflies” in the stomach, sweaty palms, increased heart rate, and in more extreme cases distress; shakes, fatigue, fear, nausea, etc. An athlete’s awareness of these physiological signs can have a large impact on an athlete's Task Confidence.

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