THE IMPACT OF SPIRIT ENGAGEMENT ON ELITE ATHLETE CONFIDENCE, JOY, AND FLOW

A Thesis

Presented to the Faculty in Organizational Leadership Studies

School of Professional Studies

Under the Mentorship of Dr. Michael Carey

Under the Supervision of Dr. Adrian Popa

Gonzaga University

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Organizational Leadership Studies

By

Sandra Molendyk

May 2011

Keywords: Olympic athletes, elite athletes, flow, spirit engagement, ego engagement, ego trait, confidence, thoughts, visions, self-esteem, harmonious passion, self-actualization,

transcendence, motivation, imagination, focus, drive, visualization, imagery, self-esteem, peak performance, metamotivation, spirituality and sport, B-Being, D-Being,

non Christian specific visualization, nonsport specific visualization and imagery, transcendence, ego-outcomes: success related activities, ego-trait: task related activities

and behaviours, self-reference, moral wisdom, phantasia, phronetic insight, introception, exteroceptive and interoceptive attention, self-awareness, shamanism, Sport Shaman,

knowing, leadership, authenticity.

Copyright © Sandra Molendyk, 2010-2011

All rights reserved

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Abstract

This exploratory study links visualization, confidence, and success through the spirit-

engagement process. The spirit-engagement process (aka spirit engagement) is the act of

imagining one’s spirit presence inside of one’s physical body. This qualitative study explores

the impact of spirit engagement on elite athletes. Spirit engagement was measured as an

increase in athlete confidence, joy, and flow, and as a decrease in athlete fear, negative

thoughts, and lack of confidence.

Personal interviews were conducted with a purposive sample to maximize the

richness of the data collected and the richness of the theory explored. The purposive sample

included one Olympic athlete, two elite athletes, and two national level age-group athletes.

This study utilized ethnographic observations made by a shaman -- known professionally as

“The Sport Shaman”-- in a shamanic state of consciousness, during the course of a Sport

Shaman treatment. The researcher is also the practitioner. Therefore, the practitioner’s state

of mind, awareness, and actions were an integral part of this study. Each observation by the

practitioner was followed by an induced intuitive suggestion of vivid imagery, which the

athletes incorporated into their spirit-engagement process.

This study contains aspects of both simple and constant comparative methods.

Exploratory questions were based on the dynamic interaction of athlete feedback. This study

has both theoretical and practical value. The methods utilized have a transferable application

to similar studies including the impact of spirit engagement on non-elite and non-athletic

individuals, business professionals, entertainment, and other types of performance situations

where stress, fear, and ego hamper confidence, joy, and peak experiences. Spirit engagement

was found to increase at least one or many of the spirit engagement qualities in each of the

participants.

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Dedicated to My family, clients, peers, readers, and instructors, you have a place in my inner

harmony. You are my foundation, my windows, and my doors to reality.

Mentors Steve King and Dr. Michael Carey, for taking such an interest in my

work, providing me with valuable insight, and helping me to keep the passion and vision.

Dr. Carey, I could not have asked for a better master and excellent teacher in this

masterpiece we call life. Steve King, you placed your hand on my heart as if you were

God and you allowed me to experience God’s happiness in me.

My husband John Molendyk, for supporting me with your own work, patience,

trust, logic, a safe place to explore, and a lot of love. John, you made it possible for me to

spend a great amount of time exploring self and spirit. Many have benefited because of

your contribution. Thank you for trusting in me and taking care of my other needs so that

I may be self-actualized and experience flow. John, you are my paradise.

Our dogs Murphy and Angie, for patiently waiting for me as I sat at my computer

for endless hours, days, and months writing this thesis instead of playing with you.

Murphy and Angie, you are part of my inner harmony. Your tails are always wagging in

my inner realms as a reminder of beauty and a reminder of what is. I thank you for

manifesting in my outer life as my companions.

To the athletes in this thesis, I thank you for having trust in me, for sharing your

story, for inspiring me, and for helping me to dig deeper into the meaning of spirit, life,

and sport. Because of you, I have understood on new levels what it means to be focused,

driven, human, and how to find your way out of all of this to create your inner harmony

and drive in your outer worlds of sport.

I thank all of you.

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TABLE OF CONTENTS

ABSTRACT ........................................................................................................................ I

DEDICATED TO ............................................................................................................. II

CHAPTER 1: INTRODUCTION .................................................................................... 1

THE IMPORTANCE OF SPIRIT ENGAGEMENT ..................................................................... 2

Skill Development, Happiness, Belonging, and Joy .................................................... 2

Overcome Adversity and Anxiety to Experience Peak Performance .......................... 3

Nourish Relationships, Career Longevity, and Legacy .............................................. 3

DEFINITIONS OF TERMS .................................................................................................... 4

Success: Confidence versus Winning .......................................................................... 4

The Sport Shaman’s Definition of the Ego .................................................................. 4

What an Encounter with Ego Looks Like .................................................................... 5

Three Spirit Engagement Methods .............................................................................. 7

Positive ego-engagement. ....................................................................................... 7

Active imagination. ................................................................................................. 7

Receptive visualization. .......................................................................................... 8

Ego-Engagement: Lack of Spirit-Engagement or Lack of Alignment between Ego,

Spirit and Body ............................................................................................................ 9

Spirit Engagement: Presence .................................................................................... 10

Spirit Engagement for the Non-Spiritual: Being and Self-Actualization .................. 11

ORGANIZATION OF REMAINING CHAPTERS .................................................................... 12

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CHAPTER 2: LITERATURE REVIEW ...................................................................... 13

CONCEPTUAL AND THEORETICAL FRAMEWORK ............................................................ 13

CONFIDENCE .................................................................................................................. 13

Nervous Tension versus Confidence ......................................................................... 13

Thoughts: Highly Confident Athletes ........................................................................ 14

Thoughts: Less Confident Athletes ............................................................................ 15

Creating Self-Efficacy with Mental Preparation and Training ................................ 16

Mentally Preparing for the Olympics ....................................................................... 16

Changing Negative Thoughts into Positive Thoughts ............................................... 17

IMAGERY ....................................................................................................................... 17

Imagery: Creative Insight, and Flow ........................................................................ 18

Imagery: Moral Wisdom, and Career Decisions ...................................................... 19

Imagery: Incubation and Illumination Stages of Creativity ..................................... 20

Imagery: Healing, and Rehabilitation ...................................................................... 20

Practicing Imagery to Create Confidence and Success ............................................ 23

External and Internal Imagery .................................................................................. 24

EGO-TRAIT/TASK VERSUS EGO OUTCOME/SUCCESS ..................................................... 25

Performance (Task, Ability, Trait, and Ego-Trait) Based Imagery .......................... 25

Success (Ego, Ego-Outcome, Winning, and Self-Diagnostic) Based Imagery ......... 26

OBSESSIVE PASSION VERSUS HARMONIOUS PASSION .................................................... 27

Harmonious Passion (Task Mastery) ........................................................................ 27

Obsessive Passion (Performance) ............................................................................ 27

SELF-ACTUALIZATION ................................................................................................... 28

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Flow .......................................................................................................................... 28

The ability to create flow. ..................................................................................... 28

Flow – internal and external motivation and reward. ........................................... 29

Figure 1. Flow occurs at the intersection of high skill and high challenge

(Csikszentmihalyi, 2004) .................................................................................. 30

Flow - letting go of the ego. .................................................................................. 30

Jumping into flow. ................................................................................................ 31

Yu, Autotelic Experience, and Superhuman Energy Field ........................................ 31

Peak Experience & Peak Performance: Transcend the Ego & Spirit Engagement . 32

Past, Present, and Future: Ego and Spirit Alignment .............................................. 32

The Brain: Past, Present, and Future, Joy and Connectedness ............................... 33

Joy and Happiness .................................................................................................... 34

SHAMANISM, SHAMANIC CONSCIOUSNESS, HEALTH, AND SHAMANIC IMAGERY ........... 34

Shamanism and Shamanic Consciousness ................................................................ 34

Shamanic Worldview on Health and Community ..................................................... 35

Shamanic Imagery ..................................................................................................... 35

Guided Imagery ......................................................................................................... 36

EIGHT GAPS IN THE LITERATURE - ASPECTS WORTHY OF FURTHER STUDY .................. 37

Imagery Methods Utilized in Relationship to Athlete Confidence ............................ 37

Non-Christian Specific Spiritual Methods and Athlete Confidence. .................... 37

Non-Sport Specific Imagery and Athlete Confidence. ......................................... 37

The Importance of Elite Athlete Participation: Rigour and Competitive Advantage 37

Filling the Gap: The Presence of Power, Energy, or Force ..................................... 38

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Investigating Spiritual Issues as Related to Athletics and Elite Athletes .................. 38

Gender Differences: Self-Efficacy, Flow, Confidence, Thoughts, Spirit, Focus ...... 39

Mechanisms Which Cause Loss of Confidence ......................................................... 40

IMPORTANCE OF STUDY ................................................................................................. 40

CHAPTER 3: METHODOLOGY ................................................................................. 42

PURPOSE ........................................................................................................................ 42

Why A Qualitative Rather Than Quantitative Study? ............................................... 43

SCOPE ............................................................................................................................ 44

ROLE OF RESEARCHER (AKA: PRACTITIONER) ............................................................... 44

METHOD OF STUDY: QUESTIONNAIRES AND INTERVIEWS (SUMMARY) ......................... 46

METHOD OF PRACTICE AND DEFINITIONS ...................................................................... 46

Breath ........................................................................................................................ 46

Practitioner Flow and Confidence ............................................................................ 47

Goal Setting and Discovery: Spirit versus Ego Treatments ..................................... 48

Letting Go of Ego and Bringing In Spirit and Healing ............................................. 48

Hand Washing: Letting Go Ceremony (Letting Go of Ego-Engagement) ................ 48

Hand Washing: Thanking Ceremony (Spirit Engagement) ...................................... 49

Reflection & Mirror Imagery: Further Spirit Engagement Imagery ........................ 49

Collaborative Vision Work ........................................................................................ 50

Rising: Introduction to Awareness, Which is Able to Rise with Lightness ............... 51

Vision Work: Strengthening Athlete Leadership Qualities ....................................... 51

Re-establishing a Sense of Connectedness between the Spirit and the Physical World

................................................................................................................................... 52

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SPIRIT ENGAGEMENT TOOL: POST SESSION ................................................................... 53

PERSONAL INTERVIEW AND ATHLETE PARTICIPATION ................................................... 53

DATA COLLECTION ........................................................................................................ 54

Questions ................................................................................................................... 54

Confidence, Self-Efficacy, Satisfaction with Coach, and Gender Differences ......... 54

Spirit .......................................................................................................................... 55

Spirit Finger Tool ...................................................................................................... 55

Patterns and Emergent Themes ................................................................................ 55

Confidentiality ........................................................................................................... 55

Participants: Purposive Sample ................................................................................ 56

Sample Size ............................................................................................................... 56

Subjects Selection and Voluntary Participation ....................................................... 57

CHAPTER 4: RESULTS ............................................................................................... 58

DATA ANALYSIS ............................................................................................................ 58

RESULTS OF THE STUDY ................................................................................................. 58

F1 – Olympic and World Cup Champion Female Athlete 1 ..................................... 58

F1 – Elite Female Athlete 1 Post Spirit Engagement Session Interview &

Questions. .............................................................................................................. 60

F2 – Elite Female Athlete 2 ...................................................................................... 61

F2 – Elite Female Athlete 2 Post Spirit Engagement Session Interview &

Questions. .............................................................................................................. 62

F2 – Pre Race Email. ............................................................................................ 63

F2 – Post Race Email ............................................................................................ 63

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F2 – Post Race Email ............................................................................................ 64

F2 – First Race Report. ......................................................................................... 64

F2 – Post Race Questionnaire: Use of the Spirits Tool before Competition. ....... 65

F2 – Use of the Spirit Engagement Tool after Competition. ................................ 66

F2 – Email from F2’s Coach. ................................................................................ 66

F3 – National Level Female Age-Group Athlete 3: Pre Spirit Engagement Session 66

F3 – National Level .............................................................................................. 67

M1 – Elite Male Athlete 1 ......................................................................................... 68

M2 – National Level Age-Group Male Athlete ......................................................... 68

PRE AND POST SESSION EXPERIENCES: A SUCCESS? ...................................................... 69

Was this study a success? .......................................................................................... 69

Differences in Females Compared To Males ............................................................ 70

DISCUSSION - GAPS ........................................................................................................ 70

Gaps 1 and 2: Non-Christian Specific Spiritual Methods and Athlete Confidence and

Non-Sport Specific Imagery and Athlete Confidence ............................................... 70

Gaps 3 and 4: The Importance of Elite Athlete Participation - Rigour and

Competitive Advantage ............................................................................................. 70

Gap 5: Filling the Gap: The Presence of Power, Energy, or Force ......................... 72

Gap 6: Investigating Spirituality Rather than Religion as Related to Athletics and

Elite Athletes – in Response to a Lack of Spiritual Issues and Connections Reported

in Sports Psychology Literature ................................................................................ 73

Gap 7: Gender Differences: Self-Efficacy, Flow, Confidence, Spirit, and Focus .... 73

Gap 8: Lack of Spirit Engagement as a Mechanism for Loss of Confidence ........... 74

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DISCUSSION - OTHER ..................................................................................................... 75

Needs: Basic, Ego, Spirit, and Higher Needs ........................................................... 75

The Need for Further Coaching –Even After Peak Experiences, Athletes May

Continue to Experience a Decline in Confidence, Feelings, and Perceived Abilities

................................................................................................................................... 76

Self-Actualization ...................................................................................................... 80

Otherworldly Experiences ......................................................................................... 80

Keeping and Maintaining Some Experiences of Fear, Worry, and Excitement ....... 81

Multidimensional Aspect of the Study ....................................................................... 81

CHAPTER 5: CONCLUSION ....................................................................................... 82

ATHLETE SELF-ELIMINATION FROM THE STUDY AND FORM COMPLETION .................... 82

LIMITATIONS OF THE STUDY .......................................................................................... 83

Timing and Change of Scope .................................................................................... 83

Concerns ................................................................................................................... 83

Issues with Recording Quality .................................................................................. 84

RECOMMENDATIONS TO BETTER IMPROVE THE QUESTION AND INTERVIEW PROCESS ... 84

CONCLUSION .................................................................................................................. 85

Themes Emerging from the Literature Review and this Study .................................. 88

Can competitive athletes transcend the ego? ........................................................ 88

Competitive athletes transcending with spirit during competition. ...................... 88

Spirit versus ego-engagement and competition. ................................................... 94

Trait/task versus success based behaviours. ......................................................... 94

Harmonious versus obsessive passion and elite athlete competition. ................... 95

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Mental preparation and championship wins. ........................................................ 95

RECOMMENDATION EMERGING FROM THE LITERATURE REVIEW RELEVANT TO FURTHER

STUDY ............................................................................................................................ 96

Recommendations for Further Research in the Field of Leadership ........................ 96

REFERENCES ................................................................................................................ 99

APPENDIX 1: ATHLETE QUESTIONNAIRE (BEFORE SESSION) .................. 105

APPENDIX 2: ATHLETE QUESTIONNAIRE (AFTER COMPETITION) ......... 108

APPENDIX 3: CONFIDENCE - SPIRIT FINGER EXERCISE ............................. 111

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CHAPTER 1: INTRODUCTION

Spirit engagement is the act of imagining the guiding force of one’s spirit inside of one’s

physical body. This study investigates the impact of spirit engagement (imagery and vision

work) on elite athlete confidence, competence, joy, and flow. No published studies were found

on the topic of spirit engagement or the impact of being spiritually present on elite athlete

confidence, competence, joy and flow. Therefore, topics of a similar nature were explored in the

literature review, for example being present in the present moment, athlete imagery and states of

flow (Csikszentmihalyi & Jackson, 1999, p. 106), passion, purpose, and overcoming adversity

(Ravizza K. , 2002, p. 5), active visualization and alignment with the inner self, focus, identity,

gratification, and community (Samuels & Samuels, 1981), spirituality, and peak experiences

(Maslow, 1968; Ravizza K. , 1977), self-actualization (Maslow, 1968; 1993), as well as

confidence and gender differences (Hays, Thomas, Maynard, & Bawden, 2009).

The impact of being present on confidence is explored in this study, because confidence

is an indicator of success (Bunker, Williams, & Zinsser, 1993, pp. 225, 240; Hays, et al., p. 1185,

1191-92). Successful athletes are in the zone (Bunker, et al., p. 227). Athletes that are in the zone

are confident, they do not have irritating thoughts, and their bodies perform automatically.

Zone is also known as flow. Flow is explored in this study because confidence and

success can be experienced as flow by an athlete. Flow is an exceptional experience, which may

be related to being present and in the process of spirit engagement. Flow is defined as a state of

awe and wonderment experienced when something that normally takes great skill and

concentration suddenly creates itself and flows out of the person with ease (Csikszentmihalyi,

2004).

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The Importance of Spirit Engagement

Elite athletes are looked upon as role models and even as heroes for today’s youth and

adults, with the possibility of bridging cultures and nations. Ego-engagement causes athletes to

act out and compare themselves to other athletes. This type of engagement leads to poor self-

esteem (Voight, Callaghan, & Ryska, 2000). Athletes may win games and professional athletes

may make fortunes and have everything they need and want, but they may lack a sense of

happiness and joy. Visualization helps athletes to relax, increase confidence (Samuels &

Samuels, p. 175), overcome low self-esteem, experience success and satisfaction in work and life

(pp. 165, 168), and increase community vision (p. 165). Spirit engagement helps athletes to

discover their spirit and embrace their vulnerabilities. Embracing vulnerability aids in the

experience of belonging and joy (Brown, 2010).

Skill Development, Happiness, Belonging, and Joy

Athletes do not need to be religious in order to experience confidence and happiness in

their sport. Spirit engagement is similar to personal engagement (being present) and helps

athletes to feel engaged in their sport, pursue ongoing skill development and personal

development, and experience flow and happiness. Like happiness, flow is its own reward and

creates feelings of deep enjoyment and transcendence (Csikszentmihalyi, 1990). Happiness and

flow are in our control, as is spirit engagement. Both Miller (2010, p. 21) and Ravizza (2002, p.

9) state that great athletes overcome adversity by focusing on what is in their control.

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Overcome Adversity and Anxiety to Experience Peak Performance

Our mind is a super computer with an experience simulator. We can overcome anxiety

and transform problems into solutions by running positive programs and imagery through our

experience simulator (Gilbert, 2004; Miller, p. 21; Samuels & Samuels). Our mind is not able to

distinguish between imagined and real experiences, and this works to our advantage when

running positive scenarios (Orlick, 2008, p. 100). Elite athletes can utilize spirit engagement to

access and shape these programs, which will help the athletes to experience happiness and high

performance.

Nourish Relationships, Career Longevity, and Legacy

It is important for athletes to feel happiness, confidence, and even flow in their athletic

careers, because they will experience career longevity (Maslow, 1968). If an athlete is able to

have spirit-engagement rather than ego-engagement, they will enjoy themselves and prove to be

healthy role models for society. However, spirit-engagement does more than create healthy role

models. Spirit engagement helps athletes to know what their body and spirit needs for a healthy

life. Like one of the athletes featured in this thesis, spirit engagement helps athletes to “know”

and be in tune with their surroundings in a manner that that may be considered otherworldly.

Spirit engagement also helps athletes to forge relationships and alliances in a manner that helps

the athlete to nourish society and the environment. Nurtured relationships in turn nourish the

athlete and continue to nourish society and create a legacy for the athlete. I believe spirit-

engagement leads to similar leadership outcomes as Servant-Leadership (Greenleaf, 1998) and

eudaimonistic leadership (Hartleb-Parson, 2011) where eu = well and daimon =spirit (Kraut,

2010). I will leave the discussion of Servant-Leadership and eudaimonistic leadership to future

studies and papers.

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This paper will begin with explaining why confidence is important and how confidence

affects athlete thoughts, imagery, healing, and flow. Types of imagery and successful imagery

practices will then be discussed, which transitions into flow and peak performance and the

importance of spirituality and sport, and why this study is important.

Definitions of Terms

Success: Confidence versus Winning

For this study, success includes an increase in spirit engagement and confidence. This

study researches the impact of success in terms of confidence instead of winning, because what

constitutes "winning" is variable and dependent on other factors (Csikszentmihalyi & Jackson, p.

52). An increase in confidence, competence, and focus is dependent only on the athlete involved

(Hays et al., p. 1185), although significant correlation exists between self-confidence and success

in sport (Feltz, 2007 in Hays et al., p. 1185; Hays et al. 1192, 1195). Winning is dependent on all

of the athletes involved, including other competitors and teammates. Attributing the success or

failure based on a win for this study would be difficult to assess if other factors suggested an

increase of spirit engagement and confidence, but a loss occurred during competition. For

example, an elite level curler may act with confidence and bold moves, and successfully reduced

negative self-talk. However, outside factors (such as debris on the ice) can get in the way of a

win.

The Sport Shaman’s Definition of the Ego

The author of this thesis and the reader may have different opinions as to what the author

is suggesting by the term “ego”. I will utilize the term “ego” to refer to a state I have experienced

in my work as Sport Shaman and intuitive healer. The ego is the younger-self, childlike-self,

sexual-self, and cultural-self. The ego pinpoints where misalignment occurs between the self and

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the athlete’s actions and desired outcomes. The ego reveals what needs to be done to improve the

athlete’s life and helps the athletes to become interested in furthering their education, obtaining a

career more aligned with their values, building better relationships, continually improving their

performance, taking on new leadership roles, and becoming self-actualized.

The ego can create barriers to change through this same mechanism. Any time the athlete

wishes to change something, they are indicating they are not happy with an aspect of their life.

Feelings of unease, negativity, helplessness, depression, and performance anxiety occur when the

ego is relaying what needs to be changed in a manner which is misunderstood or ignored by the

athlete.

What an Encounter with Ego Looks Like

When an athlete encounters their ego, they may experience an increase in sexuality or sex

drive. They may experience issues from their younger-self, limited beliefs, or ways of coping

with issues not yet resolved. The athlete may also experience loss of concentration at the moment

of breakthrough.

As the athlete becomes one with their “spiritual-self” or “cosmic-self” the athlete may

experience fear of progress because the ego fears the loss of identity. The athlete may experience

barriers when trying new methods or experiences in the attempt to maintain what they believed

made them special or popular, created their edge or style, protected them through hardships, and

created the winner they are today. This loss of identity is actually the discovery of the athlete’s

true identity. This “true-identity” may also be known as “alignment”, “whole-self”, “inner-self”

(Samuels & Samuels), “self-actualized-self” (Maslow, 1968; 1993) and possibly “spirit”.

The athlete may also experience the ego just before a breakthrough in skill development

or during a blissful state of being. Instead of continuing to practice the skill, the athlete thinks of

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what they have done wrong in their life, they may think of a troubled relationship, or even think

about how to please the coach or audience. The athlete may become distracted with images or

thoughts seemingly unrelated to what they are trying to accomplish. The athlete may be in a state

of bliss and suddenly think “I have finally found silence”. Or they may sneeze, cough, scratch

their nose, and look around for the source of an allergic or asthmatic reaction. I have also seen

clients in a great state of bliss suddenly start cracking and popping their finger and toe joints, and

continue onto their elbows, knees, and neck. It is this state where the athlete is just about to come

into a new awareness or understanding when the ego makes itself known and seemingly prevents

the athlete from achieving a higher state of being. Individuals may also get distracted with their

sexual bliss instead of continuing on to a higher state of consciousness and bliss. This ego

awareness which gets in the way of meditation and breakthrough is known as ego static

(Samuels & Samuels, p. 122).

These experiences may cause confusion. The confusion occurs because the healing path

starts in the same energy center as the younger-self, the healing-self, and the sexual-self. When

the athlete starts to heal, they often clear up issues pertaining to their sexuality, free up barriers to

success, and overcome issues of their younger-self. But the ego is evaluative and detailed in its

observations of what is wrong. It makes itself known and shows the way to what needs to be

done. By doing so, it can seem like the ego is jumping in the way of progress and causing

misdirection and avoidance with the process of being present and healing. Once the athlete

realizes they are engaging the ego, they can switch to engaging the spirit. Engaging the spirit

creates higher states of consciousness and creates breakthrough as the avoidance energy is turned

into personal drive, love, communication, understanding, connection, and Oneness.

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In this thesis, I have outlined several of my own methods of spirit engagement. I have

also explained three methods in this section (see Positive Ego-Engagement, Active Imagination,

and Receptive Visualization). I have explained three more methods in the methods section (see

Hand Washing p. 48, Reflection and Mirror Imagery p. 50, and Spirit Finger Exercise p. 53). In

preparing this thesis, I have found commonalities between the methods I have created and the

methods developed by others. Where applicable, I have provided reference to similar acceptable

therapy practices found in other published works.

Three Spirit Engagement Methods

Positive ego-engagement. To engage the spirit and calm the ego, I believe it helps to

engage the ego by audibly speaking to the ego out loud or in the mind. For instance, it is helpful

to tell the ego “we are doing this for our benefit and enjoyment so we can be happy”. The athlete

would then invite the ego to join the athlete on their journey, and welcome the ego to enjoy this

state of happiness as part of their overall happiness. Calming the ego facilitates enjoyment of the

task-at-hand and prepares the athlete for current and future success. A trusting relationship is

created between the athlete’s spirit and ego when the athlete engages their ego with truthfulness

in their thoughts and actions.

Active imagination. Another method to find alignment and peace from worries is for the

athlete to utilize active imagination (Jung in Samuels & Samuels, p. 185). With active

imagination, athletes can talk to images and ask questions. In this case, athletes can imagine their

younger-self and thank this younger-self for helping them to realize they are about to experience

something different. The athlete can thank their younger-self for bringing their worries to their

attention (experienced as a loss of focus, a change in focus, thoughts of the past or future,

thoughts of success or failure, or thoughts which create barriers to progress in skill). The athlete

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can then bring happiness into their feeling and remind the younger-self that it is the younger-self

and ego which brought them to this point of healing and enjoyment. Express thanks, and then let

their younger-self know they are doing this for their younger, current, and future selves to

experience a happy life together. As part of this exercise, energy can also be released to higher

states by imagining the energy flowing up and out to through the body, into the mind, out into

the cosmos, and circulating back into the athlete’s body. “From time immemorial the concept of

space and light have produced feelings of expansiveness and receptivity [as well as] universal

connectedness” (Samuels & Samuels, p. 155).

Receptive visualization. Utilizing receptive visualization with the inner-self also helps to

create alignment between the ego, self, and outcome (Samuels & Samuels). Receptive

visualization utilizes methods to place the athlete in a receptive and relaxed state of being for

vivid visualization with their inner-self. I believe receptive visualization is similar to spirit

engagement in athletes (see the methods section for details on how I bring athletes into a

receptive and relaxed state of being for guided empathic visualization and spirit engagement).

Visualization is a method, which enables the inner processes of a person to be heard

(Samuels & Samuels, pp. 135-136). Images from the ego are often negative or over-inflated (p.

150). Images, which come naturally from receptive visualizations, are not from the ego. Images

from the inner-self are pure and they avoid the snares of the ego (p. 150). They create

homeostasis and always foster harmony with self and the world (p. 150). Images from the inner-

self have a universal quality and relate to fundamental needs (p. 150). They bring deeper

conscious awareness and personal growth (p. 149). They provide long-term solutions, age-old

knowledge, and create alignment (p. 150). “Pure images from the inner center come in silence

when the voice of the ego is stilled. Pure images are grounding when the grounding is needed,

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soaring when it is time to soar.” (Wojcuech Fangor in Samuels & Samuels, p. 145)

The term ego will be further discussed in the section entitled: “Conceptual and

Theoretical Framework” (p. 13) in reference to ego trait, ego outcome, and ego alignment with

spirit. The ego will also be discussed in the section entitled: “Themes Emerging from the

Literature Review and this Study” (p. 88).

Ego-Engagement:

Lack of Spirit-Engagement or Lack of Alignment between Ego, Spirit and Body

An athlete’s ego is evaluative: it compares and labels. When the ego is engaged,

confidence and self-esteem plummet while anxiety, fear, and negative self-talk become apparent

(Hays, et al.). About 70% of the disruptions that cause an athlete to worry are attributed to

circumstances out of the athlete’s control (Csikszentmihalyi & Jackson, p. 70). An athlete may

suffer loss of confidence and success by thinking about other competitors. Thinking about a

judge’s ruling, the crowd’s reaction, having high expectations, or worrying about problems

outside of sport may also diminish the athlete’s ability to perform with excellence (Hays, et al.,

pp. 1192-93). This disconnect between body, ego, and spirit causes the athlete to focus on

negative thoughts or emotions instead of their achievements and abilities, or how good their

body is feeling (Kennedy, 1989). Ego-engagement may lead to obsessive passion, whereas spirit-

engagement alleviates obsessive tendencies.

When athletes enter a state of relaxed concentration and flow they are able to transcend

the ego and the uncontrollable aspects of sport (Csikszentmihalyi, 2000, p. 37; Ravizza K. ,

2002, p. 14; Watson & Nesti, 2005, p. 234). When relaxation occurs, images stop and the

muscles become free of tension. This is important because even imagined thoughts, sounds, and

images cause tension in the muscles used for listening, seeing, and talking (Samuels & Samuels,

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p. 106). When an athlete is being evaluative and imagining what they are doing wrong or what

the competitors are doing right, the athlete is creating tension in their body. Relaxation allows

the athlete to stop the distraction caused by the ego, relax, clear the mind, shift focus, and have

greater awareness for the task-at-hand. I believe it is this same shift in awareness which shifts the

athletes focus from external reward and external motivation to intrinsic reward and internal

motivation.

Spirit Engagement: Presence

There is a difference in commitment between standing in a place and occupying the space

you are standing in (Block, 2011, p. xvi). Active participation and involvement is required to

experience intrinsic reward (Csikszentmihalyi, p. 32). Spirit engagement is about being present.

When an athlete aligns and fills their physical body with their spirit, they are present. When one

operates from “in here, not out there”, they know things and have exceptional intuitive insight

(Young D. S., 2002, pp. 248-9). When an athlete is present, they are empowered and have

greater clarity, insight, focus, and determination. “You have to be present to perform, you have

to be present to learn, and you have to be present to win.” (Ravizza K. , n.d.)

Elite athletes benefit from spiritual engagement because engaging the spirit increases

confidence, self-efficacy, flow, and relaxation. Flow (aka Zone or Peak Experience) is defined as

“staying in the moment”, a sense of ease, ability to concentrate on the athlete’s task-at-hand,

focus on the body (Dillon & Tait, 2000; Kennedy), and a merging of action and awareness

(Csikszentmihalyi, p. 41). One of the best indicators of flow is awareness (p. 38). This zone or

flow state is measured in other studies linking athlete spirituality to confidence and success

(Dillon & Tait; Kennedy). Other measures directly relating to flow include positive mental

attitude, positive precompetitive and competitive effect, better performance, intrinsic motivation,

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mastery orientation, and increased audience response (Dillon & Tait).

Spirit Engagement for the Non-Spiritual: Being and Self-Actualization

For the non-spiritual, spirit engagement may be thought of as the psychology of Being,

being experience (B-experience), fullhumanness, and self-actualization (Maslow, 1968, pp. vi-

vii). Humans have a higher nature and have a need for responsibility, creativity, being fair and

just, and engaging in meaningful work they prefer to do well (p. 222). Self-actualizing people are

altruistic, dedicated (p. vi), and motivated to foster higher values such as trust, belonging, and

honor (p. 222). Self-actualizing people have much to teach us because they have evolved to a

high level of maturation and self-fulfillment (p. 71).

Henry Geiger wrote about the climax of self-actualization as “Peak Experience”, a term

developed by Maslow (Maslow, 1993, p. xvi). Peak experience is similar to what is found in

religion and mysticism and yet not contained by either (p. xvi). “Peak experience is what you

feel and perhaps ‘know’ when you gain authentic elevation as a human being.” (p. xvi) This

experience is “not a simple one-to-one relationship with any deliberated procedure.” However, it

is an “earned experience1”, which is attained by “Healthy People” (p. xvi) and ought to be

“sought after” (p. xix) because culture at its best is “the tone and resonance of consensus of

rarely accomplished human beings — self-actualizers — the people from whom one can learn

most easily, and even joyously” (p. xix). Elite athletes are the type of people the masses enjoy

listening to and emulating.

1 Grace can also be involved in peak experience and flow. For instance, flow is sometimes experienced specifically during opportune, unexpected, and perhaps unearned times (Dr. Michael Carey, telephone interview, 2011).

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Even if an athlete does not believe in spirituality, the athlete can still experience the

positive state of Being and self-actualization. It is this state, which is relevant to this thesis. No

matter what this state is labeled, the importance lays within the athlete’s ability and willingness

to experience this cosmic centered state for the sake of the athlete’s personal self, sport, and

society.

Organization of Remaining Chapters

There are five chapters in this study. The second chapter explores the difference between

high and low confidence athletes, and the difference between their thoughts, emotions, passion,

and visualizations, as well as flow and spirit engagement. Chapter three describes the

methodology, while chapter four explains the findings, and compares the findings to “success” as

defined in chapter one. Chapter five concludes with a discussion of limitations, suggestion for

further research, and a final summary of the thesis and findings related to this thesis.

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CHAPTER 2: LITERATURE REVIEW

Conceptual and Theoretical Framework

This literature review examines the components of confidence, imagery, flow, and

spirituality. A review of the literature reveals two confidence trends. One trend contains ego-

outcome or success related activities and behaviors: low confidence, negative thoughts, inability

to be focused on ability or body, and use of success and future based imagery. The goal of ego-

outcome is to prove oneself to others and is other-referenced (Tod & Hodge, 2001, p. 309). The

other trend consists of ego-trait or task related activities and behaviors: high confidence, self-

efficacy, use of task and being-in-the-now specific imagery, positive thoughts and behaviors, and

confident flow. The goal of task orientation is to improve oneself and is self-referenced (p. 309).

There are many similar terms utilized by many different authors that use different

mixtures of ego, task, goal, and outcome as part of their terminology. To avoid confusion

between different types of ego: the terms success related activities or task related activities will

be utilized as intended for sport rather than ego-outcome (success) or ego-trait (task) activities.

The term ego will be reserved to reference a relationship to spirit, for example: engagement with

the younger-self or lack of spirit alignment with the ego.

Confidence

Nervous Tension versus Confidence

Confidence levels may fluctuate in athletes (Hays et al., p. 1195). Athletes commonly

believe confidence acts as a shield or protection against negative thoughts and feelings (p. 1189).

Both confident and unconfident athletes feel nervous tension. The only difference between

feeling confident or unconfident is that feeling nervous is perceived as negative on days athletes

feel low in confidence. On high confidence days, athletes experience positive excitement (p.

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1191, 1195-96). “I was just this strong person, even if someone was fighting me down…there

was no way they were going to beat me…all I felt was excitement and wanting to get out there

and race, I had no fear whatsoever.” (p. 1191) Experiencing concern and excitement can build

confidence for the athlete. Confidence copying occurs when the athlete understands how

concerns and excitement are beneficial to performance (Hanton, Evans, & Neil, 2003, pp. 169,

179).

Thoughts: Highly Confident Athletes

Athletes think all the time. They think before their game, during the game, during breaks,

during practice, and while they are trying to sleep. The best athletes think about what they want

to accomplish before and during their practice and competition. They commit themselves to the

best mental and physical effort with the highest quality and intensity (Orlick & Partington, 1986,

p. 6). Confident athletes have “learned optimism”. They think and dream positively, they know

they “can,” and focus on successfully mastering a task (Bunker et al., p. 225). It is the positive or

negative aspect of thought, which determines how successful an athlete will be (Hays, et al., p.

1195).

Confident athletes tend to have a quieter mind. Confident but less skilled athletes, tend to

think of mechanics and technique. Once skills are mastered, athletes’ minds are filled with

strategies and optimal feelings (p. 227). Confident athletes feel they have practiced enough to

succeed, and will often have a warm feeling in their stomach (Hays, et al., p. 1191). Athletes

with higher self-confidence make better choices (pp. 1185, 1188), and feel happy and relaxed

(pp. 1189, 1191).

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Sports confidence is attributed to achievement, social climate, self-regulation, and coping

mechanisms (p. 1185). High self-confidence relates to positive thoughts and emotions, effective

competitive behaviours and effective competitive focus. Athletes with high levels of self-

confidence believe in their ability to perform successfully (p. 1191). They make bold moves (p.

1196) such as direct eye contact with competitors (p. 1192). If the competitor looks down, the

athlete has won before the game has begun (p. 1192)2. Confident athletes peak under pressure

and confront adverse situations with successful results (Cresswell & Hodge, 2004, p. 437).

Thoughts: Less Confident Athletes

Anxiety and confidence are highly dependent on each other (Zeng, Leung, & Liu).

Attention is distracted by fear and anxiety (Chase, Magyar, & Drake, 2005). Loss of self-

confidence manifests as distraction, irrational thoughts, inability to control nerves, loss of focus,

and loss of positive thinking. Less confident athletes tend to doubt their ability and they may feel

anger, frustration, unhappiness, withdrawn, and not able to put out the needed effort (Hays et al.,

pp. 1190, 1192).

Less confident athletes think about the risks involved in their sport (Bandura 1997 in

Chase, et al., p. 466). They rate and label themselves and their abilities. They think about

negative feelings and poor performance, and other misguided thoughts created in their

consciousness by “experts” (Bunker et al., p. 225). Athletes succumbing to negative thoughts try

to think of positive thoughts, use positive self-talk, and try to increse their confidence by

rationalizing their thoughts about other athletes negative feelings (Hays et al., pp. 1190-91).

“…if I am scared, then they must be twice as bad…they must be scared as well.” (p. 1191)

2 This comment is from the confident athlete’s perspective. Looking down may signal a lack of confidence and loss of game play before the game has begun. However, there are other reasons why an athlete may look away such as a change of focus. For more on this concept, refer to the section: “Can competitive athletes transcend the ego?” (p. 83-90)

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Athletes suffering from loss of confidence may feel nervous and try to focus on their usual

routine to regain their focus and confidence (p. 1195). An athlete may even lose more of their

confidence when they try to reframe their thoughts (p. 1191).

Creating Self-Efficacy with Mental Preparation and Training

1984 Olympic Silver Medalists and duet partners Kelly Kryczka and Sharon Hambrook

worked on mental training to improve their synchronized swimming performance (Orlick &

Partington, p. 86). Kelly and Sharon would visualize their entire three minute synchronized

routine, maintain their focus, and complete their visualized routines with exactly the same timing

(p. 87), they also synchronized their heartbeats (p. 89). One aspect the duet thought they could

have spent more time on was mentally preparing for Olympic media attention, politics, and

judging (p. 89).

Mentally Preparing for the Olympics

Mentally preparing for the media and Olympic venues tend to be a common theme which

separates elite athletes into highly successful (most winningest, most medals) or non-successful

(no medal) athletes (Orlick & Partington). A post-Vancouver, 2011 Winter Olympics brief

showed that Canadian athletes who were best prepared mentally in terms of knowing the training

and competition venue performed better (medal winners) than athletes who were expected to

perform well because they had the best performance (not necessarily medal winners) (Amirault-

Ryan, 2011).

Athletes can improve confidence and performance through self-efficacy building

techniques which include adopting positive thoughts, peaceful mind, relaxation, and imagery

which tranquilize self-doubt, anger, and fear (Bunker et al., p. 225; Chase et al., p 466; Orlick p.

250). Athletes will also find this advice helpful when returning from injury (Crossman, 2001).

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Efficacy is strengthened by four main sources of information: successful past performance, vivid

recall, emotional recall, and physiological arousal (Chase, et al., p. 466). Self-efficacy can also

be established and strengthened by overcoming small goals and fearful tasks repetitively (Chase,

et al., p. 466; Orlick & Partington, p. 6). Recalling these successful moments creates success and

confidence (Chase, et al., p. 474).

Changing Negative Thoughts into Positive Thoughts

Athletes can change negative or low confidence thoughts into positive and high

confidence thoughts by utilizing power words. First athletes should acknowledge their negative

thought and then acknowledge the positive from this situation. For instance, when an athlete

thinks about the discomfort they are feeling during training they can change this into a positive

experience by changing their thinking. “This hurts too much, I want to lie down and die” can be

changed to “This feeling is connected with getting healthier and doing my absolute best”

(Dahlkoetter, n.d.).

As mentioned before, the brain is a super computer. Energy flows to where the focus is.

If an athlete thinks about how draining their day was, their brain will agree. When the athlete

thinks about having a great run, their brain will provide them with multiple ways to have a great

run. Success occurs when the athlete thinks of what they want while maintaining focus on the

positive (James-Eyles, 2011).

Imagery

Imagery activities “expand and deepen mental performance” (Kennedy, 1989, p. 24).

When an athlete visualizes climbing a mountain, inner transformation takes place (Samuels &

Samuels, p. 195). Images that are exceptionally right and bring great satisfaction are programs

that will help manifest this rightness in the external world (p. 318). When an athlete gains control

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over their imagery, they gain control over their inner and outer lives. This process is known as

harmonious integration (p. 201). With practice of inward contemplation, the mind and body see

imagery as strongly as reality. When this occurs, the athlete has the power to create this vision

inside the athletes-self and in reality (Mookerjee in Samuels & Samuels, p. 301).

Imagery: Creative Insight, and Flow

Vincent van Gogh, Mozart, D.H. Lawrence (p. 250), Einstein and Aristotle used imagery

as part of their creative process (Kennedy, pp. 22-25). Einstein had very few books or tools in his

study. His brain was his library and his only instrument was his imagination (Viereck, 1929, p.

113). Einstein has stated “I am enough of an artist to draw freely upon my imagination.

Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the

world.” (p. 117) Einstein explains how imagination can take a one-dimensional idea into four

dimensions. For instance, if you imagine a man standing, you have a one-dimensional idea.

Watching this man walking involves two dimensions. Picking up a rock, involves three

dimensions. The time it takes for the man to move the rock, involves the fourth dimension (p.

17). A ball being thrown into a hole and coming out another hole involves the fifth and six

dimensions (p. 110). With imagination in the fourth dimension, Einstein rediscovered parallel

lines in a curved universe (p. 110). Einstein realized space distortion [theory of relativity] by

imagining himself riding on a ray and travelling at the speed of light (Samuels & Samuels, p.

250).

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With imagination, the athlete can discover new methods and inspiration for their practice

and performance. The athlete can imagine their body healing, performing perfectly, and imagine

how they will resolve conflict with other players, respond to their coaches, or talk to the media.

Imagination is also a key to creating flow experiences. Once the athlete has created flow, they

can recall past flow experiences through imagination and recreate flow in their present moment

(Hyams, n.d.).

Imagery: Moral Wisdom, and Career Decisions

Aristotle’s phantasia (imagery) can be utilized to create a framework in which competing

situations of human desire and action can be compared by exploring the past, present, and future

possibilities of human goodness and badness (Noel, 1999, p. 283). In this regard, phantasia acts

to “prepare the desire” (Nussbaum in Noel, p. 283) with wisdom. Wisdom married with

imagination is known as phronetic insight (p. 283).

Phronetic insight utilizes the minute details of the situation and interprets it in the

context of the situation to create “practical actions” with the desired outcome of good (p. 285).

For instance, with the help of imagination (phantasia) and wisdom (phronesis) a professional

athlete can decide if competing in their sport is beneficial for their spirit, their physical body,

their ego, the athlete’s financial situation, and the athlete’s relationship with their family.

Competing may benefit the athlete in several ways. Therefore, the use of phronetic insight can

help the athlete to determine which actions to take based on their ethics, their athletic career, and

the greater good of all involved.

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Imagery: Incubation and Illumination Stages of Creativity

Einstein has been quoted as stating, “The significant problems we face today cannot be

solved at the same level of thinking we were at when we created them” (Unknown Source).

Receptive visualization is a reliable means of getting access to the non-ordinary state of

consciousness where creative ideas come into the mind and solutions are created (Samuels &

Samuels, pp. 239-240). Imagery also plays a crucial role in the incubation and illumination

stages of creativity (p. 239). For athletes, imagery has been shown to increase the ability to

predict the next move, and strategize with opponents (Diaconescu, 1983). All of which lead to

better game play, confidence, and flow (Dillon & Tait).

Aristotle “points out that knowledge is valuable, however knowledge of the soul is even

more so, ‘for the soul is…the first principle of living things’” (Christina, Terry, & Keith, 1998)

and the soul thinks through imagery (Thomas, 2004). Imagery is also an aspect of spirituality

(Dillon & Tait; Kennedy; Samuels & Samuels).

Imagery: Healing, and Rehabilitation

Imagery creates focal points of greater control over emotionally potent responses (Timlin,

1982 in Kennedy, p. 20). Imagery and mental relaxation allow injured muscles to relax, which

reduces pain and chances of re-injury. Imagery also facilitates warmth and blood flow into the

injured area (Beneka et al., 2007; Blakeslee, 1980; MacAdam, 2009), which allows for rapid

healing (Green, 1992; Ievleva & Orlick, 1991; Richardson & Latuda, 1995), and recovery after

surgery (Durso-Cupal, 1996). Reliving an experience with visual imagery helps to heal neurosis

and fear so the person can become whole (Jung and Freud in Samuels & Samuels, p. 181-182)

and centered (p. 185). Visualization also helps to eliminate (sometimes entirely) bacteria,

viruses, and cancer (p. 182). Imagery is also useful for preventative measures (Davis J. , 1991).

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Types of imagery or “mental rehearsal” may include: mastery, coping, emotive, and body

imagery, as well as process, and final goal state imagery. Mastery is where the athlete visualizes

motivation to heal and confidence to return to their sport after injury. With coping rehearsal, the

athlete visualizes obstacles and learns to overcome them. Emotive imagery allows the athlete to

feel secure in believing their rehabilitation will be successful (Beneka, et al.). With body

imagery, the injury is explained to help the athlete understand the trauma. The athlete tries to

vividly see what has occurred in an effort to gain control over the injury (Richardson & Latuda).

With process imagery, athletes visualize their injury, wound or illness, and imagines white blood

cells healing the area. Final goal state imagery involves imagining the final end state as if it has

already occurred. For instance, athletes may visualize themselves fully healthy. A fully healthy

athlete has soft healthy skin, they are radiant, strong and able to move around easily, enjoy

themselves, and experience harmony (Samuels & Samuels, pp. 231, 321).

Athletes may also utilize forward time projection to calm nerves associated with surgery,

recovery, and rest required after an injury. With forward time projection the athlete first imagines

the stress involved with their current injured situation. Next, they compare this to the stress and

pain experienced just before surgery, and then right after surgery. The athlete will then compare

this to how they envision themselves to feel six months and a year after surgery (Samuels &

Samuels, p. 189). By seeing past the moment of anxiousness, anxiety is put into perspective and

tension is relieved (p. 189).

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If an athlete is injured, “mental rehearsal” can replace some aspects of physical training

and rehabilitation (Chevalier, 1988; Crossman). Imagery is especially useful after serious injury

or surgery where task performance can improve without physical practice (Hamson-Utley &

Vazquez, 2008, p. 63). Imagery can improve athlete confidence and performance and can keep

skills from deteriorating (Richardson & Latuda). Even though self-talk and positive thinking are

two secrets to controlling the mind (Bunker et al.), they are reactionary in nature and do not

eliminate “rumination”. Instead, when athletes are returning from injury they should utilize

guided mastery (Chase, et al., p. 474), followed by goals broken into small steps that are easily

mastered and applied daily in order to restore confidence, as well as long-term goals to help

motivation to return to play (Hamson-Utley & Vazquez, p. 35).

An athlete can utilize each of the different types of visualization exercises to gain control

of their inner and outer reality. Imagery that is easy to imagine is the best type of imagery to

work with. When an athlete has difficulty utilizing a certain type of imagery, working with the

image may help the athlete to understand what it is that gets in the way of their healing, personal

development, or success. When an athlete works with their fragmented visualization, they can fill

in the blanks and create a whole picture and reach their goal. (p. 321) Following images that feel

good, may lead to the entire visualization coming together and create ones “reason for being” or

“proper place in the universe” (Jung in Samuels & Samuels, p. 321).

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Practicing Imagery to Create Confidence and Success

Highly successful Olympic athletes have well developed imagery skills, which are

utilized on a daily basis (Orlick & Partington, p. 6). Imagery can also increase precision,

confidence, and motivation. Athletes can self-identify and modify errors, correct methods; and

control competitive stress (Chevalier, p. 5). Athletes who utilize guided imagery have better

clarity, higher self-esteem, increased intelligence, and better choices available to them in their

future (Kennedy, p. 27). Athletes must practice visualization frequently to ensure they reach their

maximum potential (Chevalier, p. 5; Kenitzer & Briddell, 1991, p. 8; Pie, et al., 1996; Samuels &

Samuels). Repeated rehearsal creates ease and makes the vision work more plausible, positive,

factual, and creates will (Samuels & Samuels, p. 168), muscle memory, clarity, feeling of action,

experienced end-result, and the ability to let the body do what is necessary without getting in the

way (p. 175). Repeated imagery creates stability (p. 245). With repeated practice, the personality

develops, images become whole, and life improves (p. 182). Chevalier notes five key

components of effective imagery (1988, p. 3):

• Imagery must be vivid (Orlick, p. 108; Samuels & Samuels, p. 152), clear, and based on sufficient physical practice to imagine correctly (Pie et al.). Imagery is most useful when it is vibrant and utilizes all of the senses, (Kenitzer & Briddell, p. 6; Miller, 2010, p. 57) (Orlick, p. 18; Orlick & Partington, p. 6; Samuels & Samuels).

• Successful imagery depends on the athlete’s ability to vividly execute imagined skills correctly (Orlick, p. 108; Samuels & Samuels, p. 167). The more vividly imagined and accurate imagery is, the more likely it is of replicating that image in reality (Orlick, p. 108; Samuels & Samuels, p. 175).

• Practicing imagery which is interruptible at any time and high in control (Orlick, p. 118; Samuels & Samuels, p. 168), suitability, current needs (Sport imagery training, 2011), and self-perception (Kenitzer & Briddell, p. 6) is key to athletic success.

• There must be clear objectives (Orlick).

• Optimal attention requires proper focus which utilizes mental rehearsal to anticipate and strategize (Chevalier).

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External and Internal Imagery

There are two types of imagery: internal and external. Both external and internal imagery

were utilized in this study. Internal imagery is kinaesthetic. The athlete feels the sensation of the

performance as it is visualized inside their body (Davis H. , 1990, p. 795; McFadden, 1982, pp.

3, 8-10). External imagery is similar to a spectator watching the athlete compete or like a camera

moving around the athlete’s body (Diaconescu). External imagery is dynamic and athletes see

themselves in action (McFadden, pp. 3, 8-10; Orlick & Partington, p. 6). Athletes such as double

Olympic medalist speed skater Gaétan Boucher, utilized internal and external imagery as well as

different camera positions. He even let himself experience pain in his imagery to accept the pain

and work through the pain (p. 34).

Chevalier found successful Olympic and other elite athletes more likely to utilize internal

imagery instead of external imagery utilized by less skilled athletes (1988). Orlick and Partington

also found the most successful athletic performers could best control and direct their forces

before and during performance. Performance outcomes were directly related to the elite athletes’

ability to vividly control and feel performance images from the inside (p. 5).

However, McFadden utilizes mostly external imagery with his athletes. One of

McFadden’s athletes found himself unable to see himself score during visualization and the

athlete was stuck in a scoring plateau. McFadden had the athlete imagine the worst goalie in the

league at the net. The athlete also imagined other members of the team pass the puck to him for

the score. The athlete fully imagined the puck hitting the back of the net, being sure to include

how the net moved when hit with the puck. By utilizing all of the senses in this vivid imagery,

the athlete overcame his scoring plateau (McFadden, telephone interview, 2011).

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Athletes can focus on images or comments that can be visualized. For instance, “focus on

the knee”, “I feel good today”, or “I am improving daily” (Crossman; Diaconescu). Athletes can

also improve emotion-based-mastery with visual words such as “explode” for racing, “sprint” for

running, or “oily” to improve a golf swing (Bunker et al.). Imagery allows athletes the chance to

deal with problems before encountering them. Even visualizing technical arguments with

imagined competitors, coaches, and referees are important as they create moments of

clarification (Diaconescu, pp. 26-28). Athletes can also improve their own skills by imagining

another person is learning these skills. This is especially helpful for situations too scary for

participants to imagine happening to themselves (McFadden, 1982).

Athletes tend to make the same mistakes in visualization as they make in real life. With

imagery, the athlete can slow down the process until the mistake has been turned into a success.

After correction, the athlete can progressively replay and speed up the image until they can

correctly visualize a fluid response to a previously difficult task (McFadden, pp. 40, 46).

Practicing imagery for just two minutes before an event increases the athlete’s ability for rapid

response by placing the minds cortical system on high ability (Posner and Keele, 1973, in

McFadden, p. 39). This is important in sports where there is no time for second decisions, no

second chances, and rapid decision-making and execution is necessary (pp. 32, 36)

Ego-Trait/Task versus Ego Outcome/Success

Performance (Task, Ability, Trait, and Ego-Trait) Based Imagery

Performance goals are aspects of sport, which athletes can control (Voight et al., p. 277).

Performance goals and behaviors include orientation toward greater expended effort, skill

improvement, and development of new skills, task mastery, and persistence (Voight et al., p.

272, 277). Trait and task specific imagery leads to greater confidence and success (Hays et al.).

26

Mental rehearsal (cognitive theory), encourages focusing on task or performance driven goals

(Chevalier), and plays a key role in strategizing game play. Statistically significant aspects of

high-level performance are ability-based-images that are high in quality and control (Orlick and

Partington, 1988, p. 129 in Diaconescu, p. 4). Because these behaviors are under the athletes’

control, it is expected athletes will worry less during the competitive environment (Voight et al.,

p. 277). Coaches should endeavor to increase their athletes’ task-involvement (p. 271). Task-

involvement leads athletes to choose tasks that are more challenging, exert more effort, and

experience greater intrinsic interest even if the athlete believes they have low levels of abilities in

such tasks (p. 272).

Success (Ego, Ego-Outcome, Winning, and Self-Diagnostic) Based Imagery

Success or outcome goals are aspects of the sport, which athletes cannot control (Davis

H. ; Davis J. ; Orlick, p. 162). Athletes suffering low confidence, self-doubt, failure, anxiety, and

depression do so because of inappropriate goals based on aspects of competition outside of their

control such as winning (Bunker et al., pp. 225, 227; Davis H.; Davis J), superior ability, and

outperforming others (norm based perceptions of ability, Voight et al., p. 272). Less confident

athletes are “prone to task avoidance, reduced effort, heightened anxiety, concentration

disruption, and withdrawal from the activity” (p. 272). These athletes also tend to critique

themselves, focus on self-diagnostics (Hays, et al., p. 1185), and ruminate on past failures or

future worries (Bunker et al.). Athletes can release themselves from anxiety when they stop

themselves from focusing on the wrong and shift to a positive focus such as workable short-term

goals, imagery, life experiences, and performance (Orlick, p. 250).

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Obsessive Passion versus Harmonious Passion

Harmonious Passion (Task Mastery)

To date, no studies were found relating spirit versus ego-engagement in relation to elite

athlete passion. However, studies associated with passion and identity were found to be similar

to studies related to confidence levels associated with success versus task imagery. Athletes with

harmonious passion for sport engaged themselves in task mastery and enjoyed long-term sport

enjoyment, increased ability, flow and positive emotions during activity, as well as the absence

of negative affect following task engagement (Vallerand, 2008, p. 3). Harmonious passion was

not influenced by outcome (p. 10).

Obsessive Passion (Performance)

Obsessive passion was associated with performance avoidance, negative emotions

(especially shame) during and following activities (p. 3), anxiety, depression, and a negative

correspondence to life satisfaction, vitality, and meaning of life (p. 4). Also associated with

obsessive passion is persistence to ill-advised, dangerous, and pathological activities (p. 3).

It takes many years of considerable practice to attain high-level performance excellence.

Both passions lead to short-term improvement, but obsessive passion may lead to suffering,

lower levels of satisfaction, and undermine performance compared to harmonious passion.

However, even obsessive passion creates positive outcomes and creates long-term commitment

and persistence compared to indifference (p. 10).

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Self-Actualization

Flow

Flow is a technical term utilized in the field of intrinsic motivation (Csikszentmihalyi,

1988, p. 3) and is described as a satisfying state of consciousness in which concentration is so

focused athletes are absolutely absorbed in their activity and experience the peak of their abilities

(Csikszentmihalyi, 1990). Flow can be induced by setting challenges, which are neither too

difficult nor too easy. The following occurs with flow (Csikszentmihalyi, 2004):

• Complete involvement, focus, and concentration in what we are doing.

• Sense of ecstasy - defined as no longer experiencing everyday routines, also defined as experiencing out of the ordinary experiences.

• Great inner clarity - knowing what needs to be done and how well we are doing.

• Knowing the activity is doable - that your skills are adequate for the task.

• A sense of serenity – one does not worry about oneself and experiences a feeling of

growing beyond the boundary of the ego.

• Timelessness - thoroughly focused on the present, hours pass by in minutes.

• Intrinsic motivation - flow is its own reward (Csikszentmihalyi, 1988, p. 4) and

whatever produces flow becomes its own reward (Csikszentmihalyi, 2004).

The ability to create flow. It takes about ten years to achieve the skill required with

specialized tasks to create flow (Csikszentmihalyi). Some athletes have a greater innate ability to

achieve the skill required to experience flow. Some people develop the ability to create flow,

whereas others will never experience flow in their entire lives (Csikszentmihalyi, 1988, p. 383).

When an athlete performs perfectly, they feel like a champion, they feel strong, and they

do not experience pain. Flow helps athletes to keep going even through bad times. The memory

of flow is so strong it acts as a beacon, which shows the way back to this powerful experience.

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Flow makes sport so worthwhile, athletes repeatedly seek to accomplish flow after they have

first attained it (Csikszentmihalyi & Jackson, pp. 30-31).

Flow – internal and external motivation and reward. Most athletes are not

intrinsically motivated or interested in flow. However, if you tell an athlete flow will increase

their performance they suddenly have an extrinsic interest based on reward (Csikszentmihalyi,

1988, p. 374). Yet, trying to increase flow with extrinsic motivation for external reward greatly

diminishes the chances flow will occur (p. 6). This is because flow occurs within a person’s

subconscious (p. 10) and is created by the internal drive to succeed, which pushes athletes to

continually improve their skills and seek complex challenges that are beyond their current skill

(p. 3).

Internal motivation means being involved with sport for the sheer enjoyment with no

expectation of reward or outcome. External reward may help athletes to achieve great skill

during short-term accomplishments. However, without internal drive athletes get bored and stop

practicing. It is difficult (and exhausting) to develop the high skill required at high levels of

challenge. This is why professional athletes have difficulty attaining peak experience once they

are paid to do their sport (Csikszentmihalyi & Jackson, pp. 141-142).

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Flow - letting go of the ego. Athletes tend to be evaluative because sport is based on

winning and losing. If the athlete is listening too much to the coach or inner critic, the athlete can

return to performing well by focusing on what the body is saying. When the athlete focuses on

their body, they forget their ego and they gain total awareness of the situation and control of the

future (Csikszentmihalyi & Jackson, p. 67). If the athlete is bored, too relaxed, or experiencing

apathy they can improve their chances of flow by increasing their challenge level. During a noisy

or tough game, an athlete can improve their flow by absorbing themselves in the movement of

their body or by focusing on their breath. See Figure 13 (below). Flow occurs at the intersection

where challenge, skill, and enjoyment are high. With flow, your spirit takes over, and you watch

your life like it is a dance (Csikszentmihalyi, 2004).

3 This graph is of my own making, however the graph idea, shape, and content belong to Csikszentmihalyi, 2004

Figure 1. Flow occurs at the intersection of high skill and high challenge (Csikszentmihalyi, 2004)

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Jumping into flow. When an athlete experiences troubles in their flow, Krippner

suggests the athlete evaluate their stream and current. The stream is the athlete’s life force,

energy potential, and day-by-day path. The current is the athlete’s motivation, performance

activity, and behavior. The athlete can choose to “wait out” the current, “plunge deeper into the

steam”, or “walk upstream” favoring a current the athlete can ride to success. It may also be

helpful for the athlete to leave the flow for a while and get some rest (Krippner, n.d.).

Yu, Autotelic Experience, and Superhuman Energy Field

Flow is similar to terms such as elite athlete peak experience (Csikszentmihalyi, 1988, p.

5), enjoyment, optimal experience (Csikszentmihalyi & Jackson, p. 11), the zone, ecstasy,

magical, and peak performance (Young & Pain, 1990). Similarities also exist between the

concept of flow, Aristotle’s autotelic experience (Csikszentmihalyi & Jackson, p. 11) and the

concept of Yu as developed by Taoist philosopher Chuang-tzu.

The autotelic experience is based on self-goals, where auto means self and telos means

goals in Greek (Csikszentmihalyi, 2008, p. 67). While exotelic activities are completed for

external reasons and external reward such as to help people or for financial gain (p. 67), autotelic

activities are completed because they are enjoyable and provide internal reward. When faced

with potential threats, the autotelic-self translates these threats into opportunities and enjoyable

challenges, and creates inner harmony (p. 209).

Chuang-tzu believed people “should live – spontaneously, with full commitment, and

without concern for external rewards – a total autotelic experience which will lead to the

liberation of will, transcendence, and “merging into a superhuman field of energy”

(Csikszentmihalyi, 1988, p. 380). Yu depends on the discovery of new difficulties, skills, and

challenges, as well as opportunities which present themselves in the environment (p. 382). These

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situations create the perfect environment for perfection and the automatic spontaneous “honing

of skills” (p. 382). However, one does not experience flow unless one engages their psychic

energy in a challenge which is personally meaningful (p. 382).

Peak Experience & Peak Performance: Transcend the Ego & Spirit Engagement

Peak experience transcends ego and is self-validating (Maslow, 1968, p. 79). Peak

performance occurs when the athlete is so immersed in action they are unaware of conscious

thought (Bunker, et al., p. 227). The body and mind need the spirit to be engaged in order to

create the energy flow and clarity needed to perform at peak performance (Kennedy).

Past, Present, and Future: Ego and Spirit Alignment

With task imagery, the athlete is focused on the now, with their spirit engaged in the

present (being. B-being, not striving for more than they are). With outcome imagery, the

athlete’s psychic energy is engaged in their future and resides in their success (acting out of

deficit, D-being, and wanting to prove something). However, in times of flow, ecstasy, or great

spiritual alignment, it is possible for the spirit to be focused on the present and the future (as well

as the past) (Maslow, 1968).

Maslow believes our past and future are alive in our now. With each task we plan our

future, peak experience occurs, time slides by, ultimate reward is experienced, and hopes are

fulfilled (1968, p. 214). It is this hope for the future but focus on the task, which I believe aligns

our spirit with our ego and our higher abilities. This is where our human like nature becomes

very high and divine like (B-Being) (Maslow, 1993, p. 264).

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To fulfill our future we must fulfill our lower natures (Maslow, 1968, p. 173). Change is

painful and requires one to relinquish comforts and knowns for discomfort, unknowns, and

possibly danger or death (p. 204). The easy life is passed up for a life which is more demanding

and requires one to be more responsible and courageous (p. 205).

Maslow believes our past becomes the foundation for our spirit to align with and make

right by. Pain of transformation and change recedes, which supports our future endeavors and

excitements. We create our own positive human values, which we can believe in and devote

ourselves to because they are true (p. 206). These human values foster self-control, self-esteem,

and well-being (p. 206). This is a good environment (p. 173) which supports, protects, and

encourages us (p. 204) to be self-actualizing, experience peak experience, and recover from

duality and neurosis (p. 206).

Ravizza’s concept of focus differs slightly. Ravizza believes athletes are in a state of

“being” and “becoming” when they focus on the current process as well as a few steps into the

future (2002, p. 12). This focus is a learned experience which matures with the athlete but

remains in the now (p. 13). Ravizza believes finding the balance between process and outcome,

helps athletes achieve excellence (p. 13).

The Brain: Past, Present, and Future, Joy and Connectedness

The left hemisphere is detail-oriented, ego-oriented, the “I am”, and internal critic part of

the brain concerned with our past and future (Taylor, 2008), as well as math, planning, and

language (Hayden, 2000, p. 43). The right hemisphere is concerned with the bigger picture,

“we”, and the present moment (Taylor), as well as music, art, imagination, and holistic

viewpoints (Hayden, p. 43). When we utilize the left side of the brain, we can experience others

and ourselves in a critical and harsh manner. The right side of the brain can lead to an attainable

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state of joy, empathy, peace, connected consciousness, and euphoria where we can experience

ourselves as being whole, perfect, beautiful, and connected to everyone else (Taylor).

Imagination switches the focus from the left hemisphere’s place of limitations,

boundaries, and rationality to the right hemisphere which is where relaxation, illumination,

incubation of creativity, verification, and subliminal processes of operation take place (Gowan

1981 in Kennedy, p. 23). Both sides of the brain can work together and benefit each other. We

can willingly decide what world we dedicate ourselves to and we can live a life connected to

both the big picture and the details. “The more time we spend choosing to run the deep inner

peace circuitry of our right hemispheres, the more peace we will project into the world, and the

more peaceful our planet will be.” (Taylor)

Joy and Happiness

Athletes need to tap into the detailed left side of their brain to develop the skill required

in task mastery. However, an athlete who works with the right side of their brain can tap into

their own bliss and other peoples’ bliss and experience innocence, happiness, joy, and flow. Joy

and happiness are created by experiences similar to flow such as: (a) being engaged in tasks

which are clear, (b) can be completed, (c) and controlled, (e) with deep effortless involvement,

(f) in a manner that removes awareness of everyday life. (g) The task provides immediate

feedback, (h) time experienced is altered, (i) and the concern for self disappears, (j) yet emerges

stronger after the experience (Csikszentmihalyi, 1990).

Shamanism, Shamanic Consciousness, Health, and Shamanic Imagery

Shamanism and Shamanic Consciousness

There are shamans in every culture. The original etymology of the term may come from

the Tungusic saman which became known through Russian sources. The term may mean “to

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know” (Hultkrantz, 1973, p. 25). At the heart of shamanism is the shamanic state of

consciousness and the mastery of past and present through vivid imagination, sensory memory,

abstract symbolism, and the ability to stay in control (Achterberg, 1987, pp. 106, 115). Other

important identifiers of a shaman are their abilities to act as mediators and transcend with their

soul on behalf of their community. This is in contrast to mystics and prophets whom seek

enlightenment for their own sake (Hultkrantz, pp. 27, 29). A shaman must feel an illumination in

his body to heal, see the hidden, and direct the way (Lommel, 1967, p. 60 in Achterberg p. 109).

Shamanic Worldview on Health and Community

In shamanistic societies, health care systems are for the purpose of spiritual development

(Achterberg, p. 105). Health is found through connecting to the world view, seeking solitude as

well as relationships to understand the multiple-self, and experiencing harmony with all

inhabitants which share the same cosmic fabric (p. 105). Shamans act with “explicit purpose of

aiding the community.” (p. 111) Knowledge gained from other realms is utilized for the health

and enlightenment of the shaman and community (p. 111). The community includes the people,

environment, and spirit world. Illnesses are generally believed to be caused by soul-loss

(Kovach, 1985, p. 155).4

Shamanic Imagery

Shamanic imagery can be utilized to access altered states of consciousness for the

purpose of healing (Achterberg, p. 103; Kovach, p. 154) without the use of drugs (Kovach, p.

155). Vision work allows the shaman to “experience the Creator, seek wisdom, and heal the

ailments of the body.” (Achterberg, p. 103). Shamanic imagery is self-healing when it heals the

physical body (preverbal). Shamanic imagery is also transpersonal when it is shared across

4 Practitioner’s note: Soul loss is a normal experience utilized to protect ourselves from harm during crisis or shock, such as the experience of a car accident. Soul loss may also occur by obsessively thinking of someone such as a lost love or worrying about a child.

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consciousness to the physical body of another person (p. 104).

Imagery can be perceived as “visual, verbal, auditory, rhythmic, olfactory, intuitive, or

generalized in feeling and tone” (Progoff, 1973, p. 91 in Kovach p. 159). As the participant flows

into deeper states of shamanic imagery and consciousness it is common to find oneself flying or

lifting to the sky (upper consciousness), to the earth (normal consciousness), and visiting the

underground (lower consciousness). These experiences indicate shifts in consciousness and the

crossing of major barriers (Kovach, pp. 163-164). Participants in this study found themselves

floating to the stars, travelling up long escalators, stairs, or elevators into the heavens, or flying

to paradise, oceans, and islands.

Guided Imagery

William Blake found imagination to be a source of spiritual energy (Khatena, 1975, p.

149). Shamanic images can be powerful even when abstract because they are intuitive and utilize

a great deal of unconsciousness. They are reliable and access the same shamanic state of

consciousness that induces healing (Kovach) and the illumination and incubation stages of

creativity (Samuels & Samuels, p. 55). Imagery “enables a person to transcend space and time.”

(p. 29) Guided imagery is linked to spiritual empowerment and the energy of God (Kennedy),

which unifies and harmonizes the physical, emotional, mental, and spiritual aspects of oneself

(Fugitt, 1983, p. 28 in Kennedy). Blake and Samuel Taylor Coleridge regarded creative

imagination as simulating the creative act of God (Khatena, p. 149). Guided imagery directs a

person’s spiritual supply source (Osborne, 1980, in Kennedy page 21).

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Eight Gaps in the Literature - Aspects Worthy of Further Study

Imagery Methods Utilized in Relationship to Athlete Confidence

A review of related literature has identified eight aspects worthy of further study

concerning spirit engagement and its impact on elite athlete confidence.

Non-Christian Specific Spiritual Methods and Athlete Confidence. First, ample

literature exists linking Christianity and prayer methods to athlete motivation and confidence.

However, a known gap exists linking other spiritual methods and elite athlete performance,

confidence (Watson & Czech, 2005, p. 277), and focus (Ravizza K. , p. 16).

Non-Sport Specific Imagery and Athlete Confidence. Second, Henry Davis has stated

the need to study tasks currently outside of sports psychology to elaborate on the relationship

between imagery content and sport performance (1990, p. 6).

The Importance of Elite Athlete Participation: Rigour and Competitive Advantage

Third, elite athlete’s livelihood depends on success. Non-elite athletes may not be as

rigorous when utilizing spirit engagement, especially if randomly selected to take part in a study.

Fourth, athletes look to new ways they can improve their confidence, skill, performance and

strategy (Chevalier; Diaconescu). Elite athletes have similar training and equipment compared to

other elite athletes. Imagery adds another dimension to athletic success (Diaconescu, 1983;

Diaconescu, telephone interview, 2010). Athletes utilizing imagery have a distinct competitive

advantage over athletes not using these methods (Chevalier; Diaconescu, 1983).

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Filling the Gap: The Presence of Power, Energy, or Force

The fifth reason to undertake this study is that elite athletes are often looking to fill

something inside of themselves, or they have found it and they want to expand on this

experience. This “something” is the athlete’s personal spirituality and link between the mind,

body, and spirit. This study helps athletes find spirit relationship; work with it; and strengthen it

(Steve King, telephone interview, 2010). There has been an increase of interest in spirituality for

athletes (Dillon & Tait, 2000). This experience is felt as presence, power, a force, energy, or God

(Dillon & Tait) inside or close to the athlete.

Despite the importance of spirit engagement on athlete performance, no studies have

tested the relationship between spirituality and being in the positive flow state (Dillon & Tait).

Spirituality and sensitivity may both lead to increased experiences in the zone than sport alone

(Dillon & Tait). Athletes low in spirituality and coping may benefit when exposed to experiences

that add to these interests or abilities.

Investigating Spiritual Issues as Related to Athletics and Elite Athletes

Sixth, Nick Watson and Daniel Czeck noted the relative neglect of spiritual issues in

sports psychology literature. As noted by Balague in Watson and Czech, the link between

spirituality, religion, and personal motivation allows athletes to experience deeper meaning with

their “athletic successes, failures, disappointments, and struggles.” These core values need to be

recognized by sport psychologists in order to gain and keep athlete trust (Balague, 1999).

Athletes may also find spirituality and religion useful to help keep their lives in perspective

(Watson & Czech, p. 29).

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Although spiritual observances can be reconciled into mental skills training (MST) (p.

27), sports psychologists should consult clergy and religious professionals because “positive self-

talk, hypnosis, deep relaxation, and visualization .. may not be appropriate for religious

individuals, especially Christian athletes” (Balague) because they “may conflict with the virtue

of Christian humility” (Watson & Czech, p. 30). However, sports psychologists need to

understand athlete flow and peak experience from a spiritual rather than religious perspective

(Watson & Nesti, p. 233).

Gender Differences: Self-Efficacy, Flow, Confidence, Thoughts, Spirit, Focus

Seventh, this study researches the impact of spiritual engagement as it relates to gender

and elite athlete confidence. Previous studies have identified key differences between female and

male athletic performance, ability to control emotions, thoughts, anxiety, and loss of motivation,

confidence, and focus (Jones, Swain, & Cale, 1991; Rainey & Cunningham, 1988). Males are

affected by cognitive (mind) and somatic (body) anxiety when evaluating their opponent's ability

and probability of winning. Female confidence and anxiety are affected by considering their own

ability to perform and place/win. (Jones et al.). Males gain confidence from knowing they are the

best. Females are more confident when they know their competitors are buckling under pressure

or performing badly (Hays, et. al., p. 1186). This suggests a need for tailored treatments to meet

athlete needs (Hays, et. al., p. 1185; Jones et al.).

Females tend to disturb their confidence with factors such as worrying about the

competition, the judges, lack of preparation, or lack or time with their coaches (Hays, et. al., p.

1193-96). Although coach and athlete relationships are important to males, the coach and athlete

relationship is especially helpful for female athletes to “handle the coaches feedback” without

“taking it personally” and helps the coach to effectively motivate the athlete (Ravizza K. , p. 13).

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Irrational thoughts and fear thrive on low confidence. As females climb higher up the

competitive ladder, they feel more stress, and may be more prone to confidence debiliating

factors (Hays, et. al., p. 1196-97). The fact that elite male skiers outperformed women in

performance-based-imagery in a study by Chevalier (1988) may be due to lack of spirit

engagement among females. This study focuses on female confidence and whether spirit

engagement can help females overcome low confidence traits and enter into a state of confident

flow.

Mechanisms Which Cause Loss of Confidence

Eighth, mechanisms which undermine confidence “have been largely ignored” (Hays et

al., p. 1186). This study looks towards ego-engagement (or lack of spirit engagement) as a reason

for confidence loss.

Importance of Study

In a study by Massimini and Carli, peak experience occurred approximately 2.8% of the

time when watching television, 26% of the time when engaged in sport, 32.2% when socializing,

and 47% with art and hobbies (1988, p. 279). Happiness is closely associated with flow. Yet,

many people spend much of their time engaged in activities which cause depression instead of

flow, peak experience, or happiness. If flow occurrences heal our neurosis (Maslow, 1968, p.

125), makes life worth living, helps us to experience something that makes our lives great,

validates our existence, and makes us more likable and trustworthy; then sport and spirit

engagement are important in life because it can also help us to fight depression, find meaning in

our work, increase joy and motivation, and create legacy.

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It is the athlete that gives meaning to their performance by making the choice to provide

purpose and passion in their routine. The routine changes as the athlete chooses where to focus

their attention (Ravizza K. , 2002, p. 7). An athlete can experience hardship and fail at their task,

but learn so much about themselves, their sport, and their craft that their experience is a success.

It is this success out of failure which leads to meaning, future success, and helps athletes to keep

going and experience longevity (Csikszentmihalyi & Jackson, p. 150; Ravizza K. , p. 12).

Athletes are champions because when everything is against them, they fight through the

adversity and they keep going to win (Ravizza K. , p. 9). An athlete can’t control what happens

to them or how fairly they are treated (p. 9). But athletes do have control over their actions and

thoughts (Miller, 2010, pp. 21-44). Athletes can stay focused on what they can control, such as

working on short-term achievable goals (Orlick, p. 162). Athletes can create power thoughts and

high performance imagery. They can also focus on breathing, blowing off tension, and creating a

positive attitude (Miller, 2010). Athletes can make a choice to be accountable and take

ownership of their actions and outcomes (Ravizza K. , p. 9). Athletes, who have ownership, have

a better chance of believing their life has meaning and purpose (p. 9). I believe taking the time to

drive our actions with our spirit is a vital step in realizing ones part in this choice-accountability-

ownership cycle.

Athletes need the issues behind the issue to be taken care of. They need tension to be

released so it does not affect performance in a deleterious manner (Ravizza K. , p. 15). A Zen-

like philosophy can help athletes gain control by letting go of control, and letting ego transcend

in the process instead of letting ego get involved in the process (pp. 15, 17). Being fully engaged

fills the athlete with confidence (Csikszentmihalyi & Jackson) releases tension, increases focus

on what is important, and releases ego-engagement.

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CHAPTER 3: METHODOLOGY

Purpose

This study qualitatively investigates the impact of spirit engagement (through the use of

breathing, imagery, and vision work) on elite athlete confidence. As a researcher and

practitioner, I was also interested in exploring the impact of spirit engagement on elite athlete

competence, joy, and flow. A successful study would result in the spirit-engagement process

increasing spirit engagement and/or confidence, competence, flow and enjoyment.

With this study, I have attempted to contribute to the field of leadership (Finlay, 2006, p.

14). I value usefulness of the theories generated by being credible, offering a good fit, offering

ease of use, and providing practical relevance to other practitioners, researchers, and the

participants studied. This study has theoretical and practical importance and offers transferability

(p. 11). To provide transferability (p. 15) and practical importance, I have provided an in-depth

and easy to use “method of practice” section, which can be utilized by other practitioners. This

allows future studies to be conducted on other segments of the population such as non-elite

competitive athletes, non-athletic individuals, and other populations in which spirit engagement

affects confidence. This study furthered my understanding of ego and spirit, and I have found

this understanding helpful in my professional and personal life.

This qualitative study attempted to embody rigour, ethical integrity, clarity, relevance,

thoughtfulness, and reflection (Finlay, 2006, p. 1). Rigour and critical thoughtfulness were

sought by detailing participant issues, providing clear criteria regarding findings, describing

involvement of the researcher’s values, interests, and role in the research, as well as detailing the

study’s strengths and weaknesses. (p. 6) Integrity and trustworthiness were sought by detailing

the athletes’ experiences and then providing this information - - as well as findings - - to the

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athletes for verification (p. 7). Credibility and transferability were sought through “prolonged

engagement in the field and persistent observation and triangulation of the data” (p. 7). The use

of questionnaires, interviews, discussions, and shared empathic vision work made triangulation

possible. Dependability, plausibility, and authenticity were sought by proving a detailed

methodology, purposive participant explanation, documentation, and thorough literature review

which helped to validate participant and practitioner experiences (pp. 7-10).

Why A Qualitative Rather Than Quantitative Study?

I chose a qualitative study to give voice to the athletes represented in this thesis. Context

is provided through direct quotes, which utilizes the athletes’ experiences in their own language.

By providing direct quotes, the participants’ voice is rich with experience and feeling. Although I

was curious to know how participants would respond to spirit engagement, the intent during

these sessions was for the athletes to experience spiritual rising, healing, and insight into their

mind, spirit, and methods of coping, competing, and interacting in relationships.

As a researcher and practitioner, I was not interested in the magnitude of fear or joy, etc. I

was interested in knowing if fear, negative thoughts, or low confidence existed before

competition, and if high confidence, positive thoughts, and control were experienced by

participating athletes (Richards & Morse, 2007). Why did variations exist between athletes and

within athlete experiences? I was interested in finding out if the athlete experiences fit the

literature review findings. These questions were asked in a method similar to a client intake

form, as well as directly and indirectly in a verbal free flow manner before the first session. I also

wanted to know whether spirit-engagement reduced fear and negative thoughts, and did spirit

engagement help the athletes to experience increase enjoyment, joy, and confidence during

competition. These questions were asked in post-treatment questionnaires via email or during

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post-treatment interviews via Skype or telephone.

Notes were taken during and after each session and provided to the athletes for future

reference and verification. Athletes were asked about any changes, improvements, worries they

experienced, and what they needed to work on during follow-up sessions. Recordings were not

part of normal practitioner-client practice. Recording only occurred with the participants

involved in this study, after the thesis was approved.

Scope

This study utilized ethnography aspects (Richards & Morse), grounded theory methods

(Baker, Wuest, & Noerager-Stern, 2006) and relativist intent (Finlay, p. 17). This study was

based on observations made by a professional during the course of normal intuitive healing /

Sport Shaman practice. Elite athletes were provided with spirit-engagement visualization during

the course of several Sport Shaman treatments. An after session spirit engagement tool was

provided to the athletes to reinforce spirit engagement outside of session. This tool was utilized

before and after practice, and before and after competition in an attempt to qualitatively

determine whether athlete-driven spirit engagement would increase confidence, joy, and flow.

Role of Researcher (aka: Practitioner)

It is important to note: the researcher/practitioner was embedded in the spirit imagery

process with the athletes for the entire process. Each energetic movement, imagery provided, and

statements made by the practitioner caused the athlete to experience a conscious change, which

was reflected in the practitioner’s consciousness and intuitive imagery process and reflected back

to the athlete to further stimulate the athlete’s spiritual engagement experience.

I utilized methods I developed during meditation and shamanic visualizations to deal with

my own shyness, anxiety, sensitivities, and spirituality. If these methods proved useful, they

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were further developed during the empathic and guided visualization process with clients for

their own sensitivities and spiritual reasons. The methods were also open to client scrutiny and

feedback. These methods were then utilized for the purpose of this study on an elite athlete

purposive sample, and then modified during the session through what I empathically experienced

(felt, saw, heard, tasted, etc.) with the athlete during the athlete’s session.

The knowledge that served as a foundation for this study was developed during 20 years

of personal practice. I did not try to “put aside” my knowledge. Instead, I utilized my knowledge

to: understand the observed processes, further develop my understanding, and test the impact of

new theories (Baker, Wuest, & Noerager-Stern, 1992, p. 1357; Finlay, p. 19) emerging from the

literature review. The researcher, athletes, and the relationship between the researcher and

athletes were key instruments in this study.

It was important for the respondents’ realities to be truthfully recorded, analyzed, and

reported. One of the merits of this study was its potential to change, grow, and create clarity with

each athlete’s contribution. The respondents were included in the question-making process in

order to capture their unique spirit and competitive nature.

Questions were modified during the interview process to include new questions and

improve ways to ask questions for the next athlete interview. If new questions or new ways to

ask questions were discovered in this process, the new methods or questions were administered

to previous athletes in follow-up questionnaires. Due to the follow-up nature of this study, new

ideas and methods were also provided to athletes after their initial session. This study, deals with

imagination. The treatment provided varies because of this vital imagination process.

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Method of Study: Questionnaires and Interviews (Summary)

Part 1a) Introduction: Emails stating intention of the researcher were sent out to respected members of elite athlete community and coaches of elite athletes

Part 1b) Respected member of community forwarded emails to elite athletes believed to be interested in spirit, sport, and taking part in this study

Part 1c) Elite athletes identified themselves to the researcher (most respondents were not included due to time constraints)

Part 2a) Pre-session interviews and questions were administered – Appendix 1

Part 2b) Elite athletes underwent the empathic guided imagery sessions

Part 2c) The post-treatment Spirit Finger Exercise tool was provided – Appendix 3

Part 3a) Training and competition occurred for the athletes

Part 3b) Post competition interviews and questions were administered – Appendix 2

Part 4) Data was reported in thesis format for the purpose of this paper

Part 5) Verification occurred: athletes were provided with the sections of the thesis pertaining to their contribution and experiences for approval, thoughts and concerns

Method of Practice and Definitions

Breath

Breath is important because it is something the athlete can control (Miller, 2009, pp. 40-

41, 101). Athletes need to be in control of themselves before they can be in control of their

performance. (Ravizza K. , 2002, p. 14) Coaches can monitor the athletes control by monitoring

if the athlete is able to control their breathing (p. 14). With breathing, we can bring into our body

a sense of wellbeing, comfort, health, love, compassion, joy, relaxation, and the release of

tension and pain (Nassar, 2001). Breath is the doorway to the land of inner peace, which lives

just beyond the thin veil of fear we sometimes hide behind (p. 232). It is important to have

athletes enter a deep place of calm before visualizing (Bunker et al., p. 230). Breathing can help

the athlete to enter deep states of calm before visualization work, making visualization more

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intense, powerful, and effective (Kenitzer & Briddell, p. 6; Samuels & Samuels). Methods

utilized to increase relaxation, vividness, image stability, and receptivity; also quiet the ego, and

create a place beyond ordinary consciousness (Samuels & Samuels, p. 152).

Practitioner Flow and Confidence

If I am not in the flow, I will feel nervous excitement before treating the client. I may

stutter, sweat, arrive late, worry, or fall prey to thoughts the client is better than I am, or the

client has no need for my work. I may be overly interested in who the client is rather than focus

on greeting the client with confidence and warmth. I may also overly ask for advice from the

client to ensure I am on track rather than trust in the methods I have developed over the last

twenty years.

Although I can now trust myself and not experience most of the above experiences, the

potential for this type of behavior remains if I have not taken the time to be present and engage

my spirit. Spirit-engagement changes how I see my situation and myself and how I talk to myself

and others. Positive self-talk is key to cognitive control (Bunker et al., p. 226). When I am

present and experiencing spirit engagement, I am confident and my voice is calm and strong.

As part of my pre-session preparation, I take the time to exercise, shower, eat properly,

meditate, and sleep well before guided empathic visualization sessions (Sport Shaman sessions).

This gets me into zone or flow where I can trust myself. When I have spirit presence, I have

confidence. I do not think of anything else at all except the task-at-hand, as it is neither

interesting nor appropriate to think of anything else. I enjoy where I am with spirit and I am

ready to do what I need to do next. I realize my methods are practical and useful for almost

everyone.

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Goal Setting and Discovery: Spirit versus Ego Treatments

Successful treatment depends on providing what the client requires (spirit-based) rather

than providing what the client thinks they need, or providing what I think the client needs (ego-

based). During sessions, I ask why the client/athlete has come to see me and what they hope to

accomplish with these sessions, what their goals are, and what they would like to focus on. I then

explain about ego versus spirit-based treatments so there are no expectations except to provide

what is required at that time, trusting our goals for the athlete will be provided for by a spirit-

based (spirit-driven) session.

I provide time for the athlete to fill out questionnaires, ask questions, and discuss any

worries, concerns, and issues in a comfortable and non-time restricting manner. I provide organic

herbal tea, clean water, and organic fruit to prime the athlete for meditative work. Fruit and water

helps with energy flow, the creation of vivid imagery, and hunger and thirst during treatment.

Letting Go of Ego and Bringing In Spirit and Healing

Hand Washing: Letting Go Ceremony (Letting Go of Ego-Engagement)

I am an extremely sensitive person. I experience others sensitivities as if they are my

own. I found washing my hands between clients for sanitary reasons also cleansed my energy. I

found myself not worrying about my last client and I did not worry about my day. Ever since this

discovery, I have worked with this as a ritual of letting go.

My clients have also found this ritual useful to let go of their ego, their struggles,

whatever holds them back in life, and whatever would get in the way of receiving my aid. When

the client feels ready, I have the client go to the washroom and engage in washing their hands

with a specific goal in mind: to reduce ego, put aside worries, ask permission of themselves to

experience healing and transformation, and grant permission to themselves to undergo this

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process. The athlete washes their hands with warm soapy water. They may also wash their arms,

chest, heart, and forehead if they feel compelled, as this is part of the letting go ceremony.

Hand Washing: Thanking Ceremony (Spirit Engagement)

After the athlete feels they have let their issues flow down the drain with the soapy water,

they rinse with cool water. As they do this, I would like them to intuitively ask for whatever it is

they need, ask for guidance from their God/Goddess, the universe, their higher-self, or whatever

it is they will receive help and guidance from in an accepting and loving manner for their higher

good.

I also ask the athlete to ask that I am able to provide what they need from me, and they

are able to accept my help. When they feel they have completed this to their own level of

comfort, I ask that they look in their eyes and thank themselves for being here. They may thank

whatever it was that brought them to me, and thank whoever or whatever else comes to mind

(God/Goddess, universe, parents, lovers, friends, thoughts, etc.).

I also take part in these same processes in the other room. I let go of my ego, results

based imagery, and thoughts in the same manner. I engage my spirit by asking that I am able to

provide for my client in a manner that is helpful, useful, loving, and caring so the client knows

they are being cared for. I also thank myself, my client, and whom I intuitively believe I need to

thank for being able to provide. I also am thankful for anything else I need or want to be thankful

for, including the gift of listening.

Reflection & Mirror Imagery: Further Spirit Engagement Imagery

Like breath, I find I am able to monitor my ego versus spirit engagement by looking in a

mirror. I take the time to really see myself in the mirror and what I am going through at that time

in my life. If I see myself as happy, beautiful, flowing, accepting, and worthy of love then I am

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ready to meditate and heal because my spirit is fully present.

If I feel ugly, distracted, or I cannot look at myself in the mirror – my ego is engaged and

I will need to spend more time washing my hands. I will let go of my troubles and barriers; what

others want of me; my burdens; fears; my day and worries; and whatever it is I need to let go of

to be present, accept love, guidance, and healing for myself and this person. I look at myself and

love myself until I see my beauty and worth shine through me. When I feel worthy and loved, I

know I have become one with my spirit. I then ask to experience what it is I need to experience

during the sessions, and to provide for the athlete what they need from me and the spirit-

engagement process (Sport Shaman treatment).

Collaborative Vision Work

In shamanism, the shaman enters the patient, and becomes the patient to diagnose and

heal, then re-establishes connectedness in order to return the client and shaman back to regular

consciousness (Achterberg, p. 123). This is where the athlete and practitioner /researcher, come

together to produce a collaborative vivid, emotional, and imaginative vision. The athlete

consciousness rises in an aware and spirit state out of the physical body into an out-of-body-

experience. With the spirits guidance, the athlete learns to let go of certain qualities and barriers,

which hamper the athlete’s progression. The athlete learns new habits and takes on new qualities,

which propels the athlete forward into new situations of being. During this progress, the spirit

vividly provides direction to the athlete on how to progress in their vision work and life.

I learn new methods each time I work with an athlete. This creates a toolkit for me to

utilize with other athletes. Therefore, some similarities may occur among athlete treatments.

However, each athlete is unique and variances in treatments do occur.

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Rising: Introduction to Awareness, Which is Able to Rise with Lightness

Before the rising of consciousness begins, I continued to provide whatever the athlete

requires to experience a lightness of being so they may journey out of their body in a state of

heightened awareness. The athlete may work on breathing to release tension and increase

imagination or lightness. The athlete may exhale illness or injury and inhale health and vitality.

The athlete may also inhale compassion and love while exhaling hurt and barriers. They are

guided to experience the letting go of the tension, injury or illness, and other barriers to the point

where there is only the positive quality being exhaled. The athlete is then directed to experience

their lightness of being. At the same time, I visualize the athlete and the athlete’s energy flowing

in a peaceful manner, and direct love to fill and fulfill the athlete.

Vision Work: Strengthening Athlete Leadership Qualities

During the vision work process, athletes may find themselves shifting in awareness to a

place of paradise, into the universe and cosmos, and into private sanctuaries. During this time,

the athlete and I work to integrate their senses, overcome their obstacles, and provide the

following for the athlete:

• Leadership traits.

• Acceptance.

• Community and relationships.

• Leadership and legacy.

• Continuation of the athlete’s abilities and sport.

• The athlete’s ability to mentor others to find their own gifts and abilities.

• Understanding and accepting the athlete’s gifts and challenges.

• Finding out how to work with the athlete’s gifts and challenges.

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• Trust in the athlete’s goodness and others goodness towards them.

• Act on the athlete’s goodness and virtue for the sake of society and self.

• Strengthening the athlete and helping others to do the same.

Re-establishing a Sense of Connectedness between the Spirit and the Physical World

There will be a time when the practitioner and participant feel the session is over, and the

athlete has been provided for. I will then bring the athlete’s spirit-self and out-of-body-self back

into the physical body. I ask the athlete to align their spirit-eyes and spirit-ears with their

physical body’s eyes and ears, with the understanding that this will help the athlete to take on

new qualities in hearing and seeing. Time is provided to help the athlete shift from the meditative

state into physical reality. Where healing occurred in the spirit or out-of-body-self, this healing

now occurs in the physical-self. Nourishment, companionship, and leadership qualities from the

out-of-body state also flow into the physical body and the athlete’s earth. Together, the athlete

and I reinstate the continual flow of healing and nourishment from the athlete’s spirit

engagement into their physical awareness, into their physical world, and back into the athlete’s

physical body.

A sense of connectedness is re-established by having the athlete wiggle their spirit’s-

fingers and toes inside their physical body’s finger and toes. Next, the athlete aligns the rest of

the athlete’s spirit inside of the athlete’s body. I also align my spirit in my own body to create

separation between the athlete and myself.

When we feel that we are back in our own bodies and we wish to conclude, we clap three

times to create a symbolic gesture. The clapping signals the end of the session. I ask that we both

imagine each other going off to do our own thing in a happy manner, forgetting each other, so we

do not interfere with each other’s lives after the completion of the session. If we are aware of

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each other, this will only be for our benefits and will cause no harm. We thank each other for the

awareness of each other, and allow ourselves to shift apart and be nourished by this experience.

Spirit Engagement Tool: Post Session

(See Appendix 3: Confidence using the “Spirit Finger Exercise”)

A post-session imagery tool known as the “Spirit Finger Exercise” was provided to

reinforce the session’s spirit-engagement work. The athlete was to employ this tool when

confidence was low and especially when high, as well as before rising from bed in the morning,

before practice, before competition, after practice, and after competition. This tool reinforced the

link between the athletes mind, body, ego, spirit, and the work they have completed (athletic,

spiritual, etc.). This post session tool was adapted from Natalie Durand-Bush’s 5-finger

confidence method (Millar, n.d.).

Personal Interview and Athlete Participation

After competition, a qualitative interview assessment of the athletes’ experiences were

conducted via personal questionnaire and interview. Because athletes were geographically

distant, sessions and interviews took place via telephone, Skype, and email. Athletes were

assured they could end the interview at any time. Whether athletes stayed in the study or not,

athletes were assured of confidentiality at all times. Athletes were encouraged to give rich

responses full of feeling and other sensory descriptors, in a manner that pleased their spirit, heart,

and mind.

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Data Collection

Questions

Personal interviews were conducted with the purposive sample to maximize richness of

the data being gathered. This method is consistent with qualitative procedures adopted by

previous studies measuring spirit, sport and imagination such as (Scanlan, Stein, & Ravizza,

1989), and (Patton, 2002 in Chase, et al., p. 467).

Questions were asked in a manner that best identified phenomena related to the research

objectives. Questions were open ended in a manner that facilitated a natural response from the

athlete. Phenomena from each of the athlete’s responses were compared to other athlete

phenomena in a constant comparative method. A simple case study of athlete experiences was

reported in the Data Analysis - Results of the Study section.

Confidence, Self-Efficacy, Satisfaction with Coach, and Gender Differences

Questions were asked in a manner that explored types of feelings, thoughts,

achievements, and confidence-building techniques the athletes experienced in their past. This

was followed by questions pertaining to the types of negative thoughts, feelings and emotions the

athletes experienced during training and competition. Current literature connected loss of

confidence to interactions between the athlete and their coach, the judges, and other competitors.

These differences may be gender related. Therefore, questions determining issues with other

competitors, judges and coaches were asked in a manner to determine if gender differences

occurred. Questions also explored the nature of negative self-talk and emotions as well as causes

of positive and successful emotions, thoughts, and imagery. This section segued into what other

types of support the athlete may have which allowed for a natural flow into questions of spirit,

sport, and flow.

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Spirit

Questions were asked to ascertain whether spirit strengthens the athlete’s sport abilities

and success, and if sport strengthens the athlete’s spirit. Does previous success have any impact

on athlete spirit or confidence? The athletes were also asked to describe any specific situation

they may remember that links their spirit, spirituality, and sport. The last few questions ascertain

confidence in relation to the competition. In the literature, high stake competition is another

factor found to cause female athletes to worry, suffer confidence loss, and loss of success (Hays,

et al., 2009).

Spirit Finger Tool

Questions were asked to ascertain whether: the athlete-administered tool was utilized as

prescribed; did spirit-engagement occur; and did spirit-engagement help with confidence flow,

peace, and self-efficacy during training and competition. These questions served a dual purpose.

The questions helped the practitioner/researcher to determine if changes occurred due to spirit-

engagement. They also helped the athletes to validate whether spirit-engagement caused changes

in confidence and enjoyment in their personal and competitive lives.

Patterns and Emergent Themes

Based on interview questions, answers were placed together with emergent themes or

patterns found among athlete answers. An external viewer verified respondent information.

Confidentiality

Participants were coded to ensure privacy and confidentiality. Female athletes were

coded with F, and males with M. A number was added to the code in order to identify each

individual from the other (ex. F1, F2, F3, M1, M2).

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Participants: Purposive Sample

Athlete experience and voice drove this study and the manner in which it was detailed,

explained, and laid out for others to read. Participants were treated as unique beings with unique

experiences of pre-competitive feelings and thoughts (Richards & Morse). Due to timing issues,

not as many elite athletes were included in this study as were required to create a significant

sample. Therefore, I utilized my background with elite and non-athletes to develop theories,

which were verified with the literature review and then carefully scrutinized with three elite

athletes and two national level age-group athletes for the purpose of this study.

Some athletes were monitored for over a year with continual coaching and modification

of the methods as the athletes gained experience, competence, and confidence with the methods.

Other elite athletes had only five to ten hours of interaction over several months. Each of the elite

athletes started with similar experiences, and progressed through themes as their abilities

progressed during training, competition, and other aspects of their lives.

Sample Size

The sample size was small and purposive because I was involved with the athletes’

consciousness. I feel and experience what my clients feel and experience. Therefore, I did not

want to work with 1000 respondents and experience 1000 respondents’ consciousnesses. I felt it

was enough to focus on a select group of elite athletes in order to explore and portray their

experiences with spirit engagement. I wanted to focus on collecting accurate perspectives

regarding the athletes’ experiences with spirit engagement, pre and post-treatment. A purposive

sample containing elite athletes was picked to ensure spirit engagement was studied and to

ensure the eight gaps in the literature were studied.

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Subjects Selection and Voluntary Participation

All athletes (except one), were purposely picked by elite athlete coaches, and then self-

referred to this study. I did not know of the athlete’s existence until after the athletes emailed

their intent to take part in the study. One athlete had previously worked with me, and wanted to

be included in this study because they believed this work was valuable for their own needs as

well as for the purpose of this study.

An examination of the applications took place, to ensure athletes were qualified to be in

this study (i.e. elite athletes with an interest in fulfilling a spiritual link and hoping to experience

peak performance). Examination was necessary to ensure spouses and friends have not entered

the study without fitting the needs of the study. Although I did not question experience outside of

their athletic lives, I hoped the athletes would also want to experience peak performance outside

of their athletic endeavors. I would like the athletes to succeed and experience joy, fulfilling

relationships, and success as leaders outside of sport due to the spirit engagement methods and

accomplishments achieved during their athletic careers.

The following is a list of the defining characteristics of the group studied: adult

competitive elite athletes with great achievements to their name, and they are voluntarily

participating in this study (versus members of a junior elite team being studied as part of research

they may not want to take part in and they may not care about the results). They also believed or

wanted to believe spirit can help them with their confidence and athletic performance. The

respected elite athlete coach knew these elite athletes were seeking similar therapies offered by

this study. Athletes were not coerced to participate.

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CHAPTER 4: RESULTS

Data Analysis

A simple and constant comparative analysis (Glasser & Strauss, 1967) was conducted on

the data. Phenomena was sorted and compared to other phenomena to allow natural themes to

emerge and grounded theory to be established. The concepts found in the literature review

seemed to accurately portray concepts discovered in my practice, my personal work, and the

findings of this study.

Results of the Study

F1 – Olympic and World Cup Champion Female Athlete 1

F1 found herself “always battling my mind. Sometimes I wonder if I have the knowledge

or the ability to do something as simple as an exercise in the gym or as complex as getting down

a track.” When asked what makes her competition more successful than her, F1 answered: “in

our sport technology plays a big role, so sometimes there is paranoia of cheating.” When asked

what her competition has that she does not have: “I never focus too much on my competition

[competitors], sometimes equipment plays a factor.” Likewise her equipment was something she

felt she had that made her more successful than her competition as well as 15 years of

experience, athletic ability, and ability to learn quickly and be coached.

F1 finds her spirit strengthens her sport and her sport strengthens her spirit. “I know

when I’m in the right “heart” space I’m capable of anything. I travelled with the gift bag you

gave me and kept it on my nightstand at night when I slept. When I was having a hard time at the

track I kept it in my jacket. Race day World Cup5 I was struggling to be top 10 in training. I

asked [my coach]6 to hold some pieces of the lavender7 and sage8 in his hands and quiet his mind

5 Place withheld to keep confidence and to ensure anonymity 6 Coaches name withheld to keep confidence and to ensure anonymity

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and allow himself to feel the energy. I did the same through my entire warm-up and it was

amazing. I was first after the first run and just missed the gold medal by 4/100ths of a second

after the second run. There has to be something to that!!”

F1 credits her ability to keep her confidence and the “#1” gold bib during the season to

her spirit-engagement practice. Even on days where she felt low, wasn’t into the game, had a

headache, and the other females could feel this in her and were hungry for her spot; she worked

with the methods provided and was able to keep the gold bib for the year and win first place

(gold) in the World Cup title. F1 “went from a place where competitors knew I was low on

confidence, and they wanted a piece of what they could get from the situation. I took the sage

and placed it in my glove and gave some to [my coach]. I felt it warmed my hands. “F1 “solely

credits this experience to getting” her “the fastest run the first time, and not the second. I was

able to keep the yellow winner’s bib because of the sage.”

During the Olympics podium start [the start line] F1 utilized the spirit engagement

“technique on last run and came in the fastest I ever have in my life.”9 After a great year, F1 felt

stronger than ever. F1 felt like a formidable force and ready to compete. However, F1

experienced an ego-shattering second year. An early season injury in her second year of working

7 In this situation, Lavender was provided as a shamanic medicine plant to help F1 with “sweetness”. I work with the plant medicines and healings in different ways than other shamans may use the same medicines and healings. I believe that whenever we create a void, we need to replace that void with qualities we want to express or be influenced by. In this case, the Sage is a helping spirit, which helps to purify us. Alone, Sage can also help to bring in pure, loving, and healing energy. However, different athletes need different help at times. I felt F1 required “sweetness” in her life as a representation of a “sweeter healing, love, and protection”. 8 Sage is a shamanic medicine plant – the “spirit” of the plant is pure and provides cleansing. The Sage worked with in this situation was Okanogan Sage – again this type of sage is not typical. The Okanogan Sage was worked with because in this situation it contained a sweeter, softer form of protection, instead of the pungent, stringent, strong, and forceful protection used by most Shaman and Native American Healers. Also note: because we are working with the “spirit helpers” of plants, they do not need to be taken internally and they tend to be capitalized as “Lavender” or “Sage” to represent the spirit of the plant. 9 This was not the spirit finger technique, as she had not been given this method until several months after the Olympics.

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with spirit-engagement plagued her all season10. Everything was difficult and she had to struggle

to believe she was worth it. F1 was able to recover and place third in the World Cup title in her

sport in the second year.

F1 – Elite Female Athlete 1 Post Spirit Engagement Session Interview & Questions.

This is what F1 had to say about her experience: “When I'm not confident wow, my mind is

noisy and my body is agitated. I feel anxious. Everything bothers me, and snowballs in my mind.

During the world championships last week I had to work EXTREMELY hard mentally to attain

quiet in my mind…I gave gratitude to the warm blood rushing through my muscles to warm

them up [internal imagery]. When a distracting thought came into my mind, I acknowledged it

and then dismissed it. When I was stretching I was focusing on the particular area and

appreciating my body and the health I do have. When I was getting treatment from our

physiotherapist I was focusing on his hands and the love and energy that would transfer to the

areas he worked on [external and internal imagery]. I stayed focused on those cues in my warm-

up of appreciation, love and health. A few minutes out of standing on the starting block I was

focused on my particular routine of course, but in the forefront of my mind and heart was

TRUST. Trust my work, my skills, my instinct, my equipment11 and even a higher power. This is

a difficult one for me as you know, but I wanted to let some control go and test myself in this

area.

10 I believe this harsh second year is part of experiencing the high experienced when in flow from being in top shape, high skill and high challenge. When F1 came to a place where she was at a higher skill level and challenge so she needed to work harder to achieve the next level. In my experience, athlete’s whom keep up with their training through these difficult times will achieve flow at even higher states and remain in these new heightened states for longer durations until a new skill and challenge level is achieved. 11 Specific equipment omitted for privacy reasons

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“I'm sure you've gathered that world championships week was extremely difficult for me,

a lot of work, and I'm happy with the outcome. It shows me I need to work daily, otherwise it

piles up. A cliché I know, but this "inner" work is so important.”

F1 provided valuable insight, which was utilized to confirm new discoveries coming out

of the literature review, a year after her initial session.

F2 – Elite Female Athlete 2

F2 – Pre Spirit Engagement Session Interview and Questions. F2 had issues with fear

before competing. This is understandable because she was engaged in races which had serious

consequences to health. F2 experienced fear and doubt before racing, which made her not want

to race any more. She had also suffered injury and was fighting to come back from injury. F2

would lose her gear before racing, and would tell herself if the gear was not found this was a sign

she was not supposed to race.

“I don’t know how to even explain it. I just didn’t or don’t feel that I am in touch with

who I am. I didn’t feel as though12…That is why when I got the email from my coach13, I

emailed right away. Because I felt there has to be something I am missing, there has to be

something that I don’t get in the scheme of things. Maybe I know it and I don’t know how to

access it. Or maybe I have it, but I don’t recognize it. Or maybe it is in there but I don’t

recognize it and I need to work with it or experience it.”

“Do you think that a lot of your low confidence becomes a habit that you have rehearsed?

Because deep inside, I know that I am confident, and I know what I am capable of. And I

wouldn’t set out to do some of the things I set out to do, if I didn’t think I had something in me

that could drive me to do that. But I think it’s my way of preparing myself for disappointment.”

12 Break in F2’s line of thought 13 Name removed for privacy reasons

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F2 gains confidence while “training in groups and being strong.” F2 gains effectiveness

when she “takes things one step at a time. Breaks it into pieces, just worries about the immediate

task, and doesn’t anticipate how I will feel later.” When asked how she feels about herself, her

capabilities, and her sport F2 stated “I am older now and I my expectations are lower. I don’t feel

as strong as I used to be. I don’t train as consistently so performance is not usually what I want.”

She believes other athletes are more successful because they are “better athletes, with better

training, and they work harder.” However, she is “more disciplined then the other athletes” and

she has a “stronger mind and athletic ability”. What makes her more successful than her

competitors? “On the right day my mind – not doing negative talk, enjoying the moment. The

feeling of racing and having a good day. Smiling, being happy and knowing I am doing my best

and will be happy with my results.”

When asked if there were times she experienced negative feelings, self-doubt or fear, F2

responded: “I usually dread the actual race. I like the training, I enjoy the sociability, and I love

the feeling once the race is over. But I always imagine that I will not be strong enough. Well

actually that’s not true. On a very few occasions I looked forward to the race because my training

was so good and I was ready.”14

F2 – Elite Female Athlete 2 Post Spirit Engagement Session Interview & Questions.

“It was great to work with you, and I feel so much better. I look at it from this perspective: I feel

very fortunate that you happen to be doing this work and you want to talk to me, because I think

you are being unbelievably helpful to me. It is a benefit to me, not a burden. So I think this is

something15… I needed this, and it came at a very good time for me. I truly feel this. I feel

something, I don’t mean life changing or anything, but getting a grip. I spent too many years

14 I can see how this thought validates the concept in the literature review that females tend to lose or gain confidence when they think about how ready they are for the race. 15 Break in F2’s line of thought

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worrying about the wrong things, I think. I like this. I need to do this.”

I explained to her that these feelings of fear she felt before racing were really feelings of

excitement, and she was able to utilize this knowledge immediately, with beneficial results. F2

experienced an increase in understanding her ego-engagement and the ability to increase her

spirit-engagement. F2 expressed how important this work was to her in racing and gaining

confidence. She emphasized how she now experiences excitement instead of injury, fatigue, fear,

or losing gear before her races. She also now experiences confidence, joy, and “confidence

copying” (Hanton, et al., p. 169).

F2 stated the spirit engagement work with the practitioner as well as the spirit finger

exercises was most helpful in terms of negative self-talk, self-doubt, and lack of confidence

because “yes, this is my worst problem…which is dumb because I get a lot -of positive

feedback.” F2 was able to gain focus. “Yes, it helped me during the race to stay calm and take

the day as it came.” The tools also helped her with the race, clarity, excitement, chatter, flow,

confidence, and self-efficacy. Although F2 does not fully understand enough about “ego and

spirit coming together”, F2 does believe these exercises are “powerful”. The spirit engagement

session helped F2 during competition because “the self-talk was not negative and my confidence

level was up.”

F2 – Pre Race Email. “I feel good today, I am sort of looking forward to tomorrow.”16

F2 – Post Race Email (Race 1) “The race went pretty well. I had a few low points but I

just remembered what we talked about and pulled through them. I came first in my age group

and that was a big surprise!”17

16 Email day before race 17 Email just after first race

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F2 – Post Race Email (Race 2) “The second race was a hard one, but I was so glad that I

did it. I am feeling much better about things these days, taking it as it comes and not worrying so

much about the outcome, but trying to enjoy the ride! You were a great help to me and I

appreciate your time and energy before my first race.

F2 – First Race Report. “I began to think how long the bike was going to be and how

tired I was already and that I might not make it…18and then I thought…19I am doing it

again…20negative talk! I immediately told myself that I am strong and that I just need to do the

best I can do for the day…21no pressure…22just enjoy the beautiful bike ride. Before long I was

cruising along and it seemed easy…23for a while…24then I slipped back into some negative

feelings…25but was able to use advice from my talk with Sandra to bring myself around to

positive again.

“I found if I gave myself permission to feel tired for a short time, and accept that that

was my flow for that moment, my strength would return again and I would feel good again. I

began to feel confident in letting my body dictate the pace. If someone passed me, I would say to

myself, don’t worry about it, they are having a strong moment, you will have one again

soon…26and I would and I would pass them later on. I tried to feel light and easy, not tight and

stressed. I came into transition very happy… The first 2 kilometers were worrisome. My quads

were tight and sore. I immediately realized that I was looking at it backwards…I began to feel

better as I went around the lake. I had a big advantage that I run around the lake all the time, and

18 The use of “…”’s in this sentence are part of F2’s original train of thought and race experience 19 “…” belong to F2’s original train of thought and race experience. 20 “…” belong to F2’s original train of thought and race experience. 21 “…” belong to F2’s original train of thought and race experience. 22 “…” belong to F2’s original train of thought and race experience. 23 “…” belong to F2’s original train of thought and race experience. 24 “…” belong to F2’s original train of thought and race experience. 25 “…” belong to F2’s original train of thought and race experience. 26 “…” belong to F2’s original train of thought and race experience.

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I know all the twists and turns...I kept reminding myself to stay within myself27 and run at my

own pace. A few people passed me, as they would go by, I would need to remind myself that that

was okay and I just needed to stay at my own pace and finish as strong as I could. The kilometers

clicked by and before long I was rounding the last corner with a kilometer left to the finish line.

I was exhausted but happy, as I knew I couldn’t have done a better race on the day. To see my

time as I crossed the finish line was an added bonus…”28

“I won my age group. It was a good day and I credit my success to the help I had from

Sandra before the race. I was a bundle of negative thoughts and Sandra helped me to look at

things differently and find my strength and bring it out. I don’t know a lot yet about my spirit,

but I think I was racing with my spirit in number one spot and my ego right behind29 30. I look

forward to races to come and hope that I can work more on my inner-self as well as my physical-

self.” F2 also made comments about her equipment being heavy and slow. She also commented

on her ability to finish in good time despite this.

F2 – Post Race Questionnaire: Use of the Spirits Tool before Competition. In the last

two races post spirit engagement, F2 states about the use of the spirit engagement tool before

competition “I was more relaxed and more okay with whatever the outcome would be.” On the

imagery utilized with the tool “I saw myself as successful whether I had a good race or not. I

didn’t weigh everything on this performance.” “I utilize the finger exercises when I feel pressure

to succeed. It really helps me to balance how important something is in the total scheme of

things.”

27 As per the spirit-engagement process 28 F2’s own use of “…”’s 29 As per the spirit-engagement process 30 F2 was extremely helpful in her vivid recall of her races after the spirit engagement process. F2’s experiences corresponded to several key points found in the literature review

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F2 – Use of the Spirit Engagement Tool after Competition. I was “more relaxed, more

in control.” On the imagery utilized with the tool I “feel strong and confident”. F2 already

competes in extremely grueling ultra-races. However, after this year’s race, F2 was invited to

step up into an even greater level of commitment by others in her field. She says she still feels a

bit of fear for this new race, but she utilizes spirit engagement and it does help. She is “no longer

nervous”, she is “excited now, and excited to see how it will work” in the next level of

competitive commitment.

F2 confirmed discoveries coming out of the literature review during the intake interview

before her first session. For instance F2’s use of external and “internal imagery is good.” She

“rides the course” in her “mind and says ‘go faster here, take it easy here.’”

F2 – Email from F2’s Coach. “I saw [F2] and she said she had spoken with you and

enjoyed the session. She ended up winning her age category"

F3 – National Level Female Age-Group Athlete 3: Pre Spirit Engagement Session

F3 experienced times where she was troubled by her team members or other racers when

they were having a hard day training or racing. F3 also had troubles when she passed other

competitors or when they were on her tail. She would feel fatigue and wanted to be left to her

own race, and not have to think or feel about the other competitors or trainers. F3 would

purposely slow down to force competitors to pass her as she would feel nervous of a crash, feel

ill in her stomach from the imagined drag, and just want to be left to her own experience even if

that meant she raced all by herself.

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F3 – National Level Age-Group Female Athlete 3: Post Spirit Engagement Session.

F3 utilized the method of expanding her awareness to experience joy, utilized the Spirit Finger

tool (for the first few months when it was warm, but stopped when it got too cold to do after

workouts). F3 found herself experiencing much more joy even when having troubles. She was

able to stop worrying about others and their bad day, and experience great workouts.

F3 has not yet competed since this study began. F3 was not asked to fill out any forms

because she was not officially part of this study until after the study was revised to include past

clients. F3 was utilized to confirm new discoveries coming out of the literature review after her

first session.

Regarding the Spirit Finger Exercise: F3 stated “I found it extremely helpful on days

where I had a great workout, had a recovery drink right away, stretched immediately after my

workout while I was still warm, and utilized the spirit finger exercise while I was still

experiencing the automatic high associated with the exercise. However, I lacked motivation to

utilize the method on days where it was cold, rainy or snowy outside, or I was hungry or rushed.

It was hard to use when others waited for me to go home. I found when I utilized the method

under ideal circumstances I felt happy, positive, at great peace, and in flow. On rushed, cold and

hungry days, it was hard to use imagery, spend time in my bliss, and the tool lacked a visual and

emotive quality in my vision. When I utilized the results of this tool in interviews and other

situations, I found I was able to gain confidence by working through the fingers and breathing.

There are times when the spirit finger exercise helped me to experience extreme bliss and I really

felt that my sport and spirit training were making a huge impact in my life.”

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M1 – Elite Male Athlete 1

M1– Fell asleep during his session and did not submit any forms. However, M1 proved to

be a wealth of information verbally and confirmed through the telling of his own competitive and

training story (without prompting) almost everything in the literature review and the questions

required of him. For instance, M1 noticed “If I was excited I would miss my mark. If I was

confident, I would do well.” M1 noticed he did not do as well when his confidence was low,

even if his level of talent was high. M1 “used to get really upset. But when I focus on my task

instead of getting upset, I am sharper”. M1 “brings the nerves to excitement, but if I leave it

there, then I have great skill, but I miss”. If he “brings the excitement to flow – the technique and

confidence is there and I win top five.” M1 is “now pretty good at eliminating these worries and

experiencing my zone.”

M2 – National Level Age-Group Male Athlete

M2 – “I suffered from others knowing about my competition plans. I wanted to race for

myself and I did not like others at work knowing about my race plans. It took the emphasis off of

my training plans, my great training ability, and personal best situations, and put the emphasis on

winning, losing, completing, or not completing races.” Even though M2 had finished several

similar long races away from family and friends, M2’s family would worry about him when they

travelled to watch him race. When they saw him, they would comment on how ill he looked and

would convince him to drop out of races.

During his spirit engagement session M2 focused on how his family was supportive of

him and helped him in life, and how happy they were for him. M2 was able to finally

“overcome” his experience with his family in his last big race where his family was present. He

had a change of focus and a realization that of course he was going to look this way when racing

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such long distances. This let him “experience a great amount of energy at the end of my race.

The last 10k was the best I have ever felt during that part of the course or any part of the course.”

M2 felt this energy must have come from his spirit engagement: “I felt support from loved ones.

I didn’t have to worry about them, or worry about them trying to pull me from the race, and I

experienced flow. At that point I did not have to focus on running or any type of technique. It

just happened.”

M2 was not asked to fill out any forms because he was not officially part of this study

until after the study was revised to include past clients. M2 was utilized to confirm new

discoveries coming out of the literature review after his first session. M2 did not utilize the finger

technique as this technique was developed after his spirit engagement session and race

experience.

Pre and Post Session Experiences: A Success?

Was this study a success?

An increase in confidence, joy and flow, indicated a success for this study. All of the

athletes in this study stated an increase in at least one or many of the spirit engagement qualities

such as increased confidence, joy, and flow; a decrease in nervousness, negative thoughts, worry

about the competition, or fear; and ability to shift focus from negative to positive. Elite athletes

seemed to find the spirit engagement session and the Spirit Finger Exercise tool useful for re-

establishing calm and confidence before competition as well as other situations such as job

interviews.

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Differences in Females Compared To Males

Males were harder to get a hold of and harder to schedule time together. Females

expressed more worry about the competition/race [not about the competitors] and their

equipment, and experienced thoughts of worry or fear of racing. The athletes were able to

overcome their worries and fear of racing and turn it into excitement and eager anticipation of

racing or competing.

Discussion - Gaps

Gaps 1 and 2: Non-Christian Specific Spiritual Methods and Athlete Confidence and Non-

Sport Specific Imagery and Athlete Confidence

This study researched non-Christian and non-sport-specific imagery to transcend the ego,

increase confidence, and immerse the athlete into their performance. Each of the athletes in this

study found the spirit-engagement method increased their confidence, motivation, and ability to

perform with excellence.

Gaps 3 and 4: The Importance of Elite Athlete Participation - Rigour and Competitive

Advantage

An elite athlete’s livelihood depends on their success as an athlete. The ability to enter a

competition full of confidence -- and keep ones confidence -- is advantageous. The athletes

involved in this study were willing to supplement their training and competition routine with the

spirit-engagement process to improve their confidence and competition abilities. The athletes in

this study gave up time, effort, and other methods to be spirit engaged. It takes time and mental

training to develop the skill needed to switch focus away from issues that diminish confidence.

When it really mattered, the athletes used the spirit-engagement process rather than other

methods that may have provided a competitive advantage.

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In Hays, Thomas, Maynard, and Bawden, high sports confidence was found to positively

affect performance (2009, pp. 1185-86, 1192, 1195). In Hays et al., it was found that athlete

confidence must be built-up prior to competition and protected (p. 1198). Athletes in the Hays et

al., study were unable to regain confidence lost during competition, while still competing in that

same competition (p. 1198). The athletes in the Hays et al., study were prone to confidence

debilitating experiences during competition (p. 1198).

The athletes in this study were also prone to confidence debilitating experiences during

competition. The athletes in this study utilized spirit engagement to build and protect confidence

before and after competition. However, unlike the athletes in Hays et al., the athletes in this study

did improve their confidence during high stake competitions. The athletes in this study were able

to increase their confidence while competing in the same competition or race they experienced

their loss of confidence. When the athletes in this study experienced less confident feelings,

thoughts, or emotions, they focused on spirit engagement, and gained back positive perspective

and confidence during the same competition or race. Athletes whom utilized spirit engagement

also increased confidence and positive thoughts and feelings long-term both within and outside

of sports.

In two of these competitions, the athletes were able to win first place. Two more athletes

were able to complete races they had not completed before due to their initial lack of confidence.

The spirit-engagement process helped the athletes to experience confidence, freedom of thoughts

about others, and experience a heighted state of awareness and determination regarding their

task-at-hand.

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Gap 5: Filling the Gap: The Presence of Power, Energy, or Force

All of the athletes taking part in this study chose this study for a specific reason: all of the

athletes were sensitive. Each of the athletes aspired to improve their mental and spiritual game

play. They had identified something they would like to explore and strengthen, and believed they

may be able to find what they were looking for -- or at least an aspect of what they were looking

for, or something extra (perhaps spirit or God) – through the methods learned in this study.

This study worked with non-religious athletes. However, the athletes did express interest

in experiencing their personal spirituality as part of this study. The athletes in this study also

showed signs of sensitivities as observed in their tendency to worry about their teammates,

relationships, the competition, other competitors, judges, and coaches.

The athletes in this study were willing to give up any preconceived notions, and work

with their spirit and energy force as a method, which would help foster confidence and joy in

their work. This study examined the relationship between spirit engagement and the impact on

positive flow state (Dillon & Tait). An increase in flow experience may be experienced via

spirituality and sensitivity than by sport alone (Dillon & Tait).

The spirit-engagement process proved helpful to the athletes in this study in overcoming

their own and other competitors’ negative thoughts and emotions during training and

competition. When the athletes encountered negative feelings, loss of confidence, or lack of

energy and commitment, the athletes were able to utilize spirit engagement to enter states of

positive flow, confidence, commitment, and positive engagement.

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Gap 6: Investigating Spirituality Rather than Religion as Related to Athletics and Elite

Athletes – in Response to a Lack of Spiritual Issues and Connections Reported in Sports

Psychology Literature

This study sought to understand flow and peak experience from a spiritual rather than

religious perspective (Watson & Nesti, p. 233). This study did not involve athletes who

specifically identified with the religion of Christianity. However, as a researcher and practitioner

I acknowledge my Christian upbringing and realize this does influence my spiritual beliefs and

work as a shamanic practitioner and academic researcher.

A Christian upbringing and dominate Christian society may have also influenced several

of the participants in this study. For instance, the concepts discussed in this thesis may have a

Christian undertone, such as the idea of spirit, presence, and rising. These ideas may have been

acceptable for the athletes, because of their Christian undertones.

However, there is a clear difference in this study between spirituality and religion.

Athletes were able to select ideas, concepts, imagery, and issues, which pertained to their own

needs and spirituality. Athletes were not forced to rely on specific religious needs, requirements,

and dogma. The athletes in this study did find their body-spirit link helpful in gaining

perspective, confidence, and focus during competition, training, and in their relationships.

Gap 7: Gender Differences: Self-Efficacy, Flow, Confidence, Spirit, and Focus

This study found that spirit engagement facilitated confidence in female and male athletes

and helped the athletes to enter into states of confident flow. Due to constraints listed elsewhere

in this thesis, the sample size was not large enough to compare gender differences in self-

efficacy, flow, confidence, spirit, and focus.

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As a practitioner and researcher, I did experience some differences in working with each

athlete. However, these differences may be due to differences between individuals rather than

differences between genders. The females in this thesis were more forthcoming and detail

oriented in their interpretations of their experience with confidence and spirit engagement

(verbally and written analysis). However, both males in this study were willing to provide

detailed and specific verbal renditions of their experience and knowledge.

Gap 8: Lack of Spirit Engagement as a Mechanism for Loss of Confidence

Eighth, there was a need to study the mechanisms, which undermine confidence (Hays et

al., p. 1186). This study researched the mechanism of ego-engagement as it pertains to the loss or

of lack of confidence, and attempted to provide a mechanism to increase confidence through the

spirit-engagement process. Most importantly, this thesis provides a comprehensive “methods of

practice” section to facilitate athlete confidence through the spirit-engagement process. All of the

athletes in this study were able to identify with the spirit-engagement process during (Sport

Shaman) training sessions with the practitioner. When the athletes experienced debilitating

confidence during competition, they were able to utilize abbreviated spirit-engagement methods

during competition to increase their confidence. This resulted in the win for the elite athletes, and

increased the success rates for the national age-group athletes.

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Discussion - Other

Needs: Basic, Ego, Spirit, and Higher Needs

Maslow’s hierarchy of needs states that we have a hierarchy with five types of needs we

seek to satisfy. Our basic needs such as food, water, and shelter need to be taken care of first.

Once a need is taken care of, it no longer provides motivation (George & Jones, 2002, pp. 190-

191). It is much easier to compete and train when basic needs such as food and shelter, as well as

safety needs (such as need to be stable and safe) are taken care of. For instance, athletes who

have not taken care of their lower needs tend to think about how they will pay their bills and

judge whether their pursuit of sport is worth getting divorced over. It is hard to train and compete

well when one does not have enough food to eat or a place to sleep at night.

As seen in the literature review: belonging, esteem, and self-actualization needs can be

met through sport and spirit-engagement but are also hindered through ego-engagement related

activities and thoughts. As stated earlier, safe environments that cater to our higher values create

a safe place to grow and be self-actualizing.

In a personal interview (2011), M2 stated “When our higher needs are taken care of our

lower needs are automatically taken care of.” By taking care of the needs of the spirit, the

physical, mental, interpersonal, transpersonal, and relationship needs are taken care of. Self-

actualizers are sufficiently gratified in all their basic needs, and motivated by potent higher needs

and motivations: metaneeds and metamotivations (Maslow, 1993, p. 290) to which they are loyal

(p. 291) and prioritize based on their own talents (p. 313). When the spirit and metamotivations

are taken care of first, ego-related activates become low priority and irrelevant, which means less

time spent dedicated on the ego. The spirit takes care of the egos needs and this frees up time and

energy.

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An example of an ego need would be an athlete playing games on the computer at night

instead of going to sleep – especially if they are bored and tired and really want to go to sleep.

What the athlete needs to do is ask the ego or spirit why they are staying up late and for the

athlete or spirit to fulfill the underlying cause, so the body can go to sleep. Sometimes slowing

down and taking time to let in acceptance and love can help athletes overcome ego-engagement

so they can rest.

The Need for Further Coaching –Even After Peak Experiences, Athletes May Continue to

Experience a Decline in Confidence, Feelings, and Perceived Abilities

Even self-actualized individuals who experienced peak experiences still need help and

holistic coaching to continue their progress as self-actualizers (Maslow, 1968, pp. 125, 210).

Peak experience is fleeting (1968). Just because one experiences longer durations of B-being,

increased levels of peak experience, greater health, and healing of neurosis, “does not mean a

transcendence of all human problems.” (1968, p. 210). The individual and athlete may still

experience real problems although they may be more being (B) related issues rather than deficit

issues (D). These peak experiences also create a feeling of good fortune as well as unworthiness

(Maslow, 1993, p. 293).

Peak experiences may lead to low energy and undesirable feelings while the ego finds

balance after experiencing such a high. This experience may create a feeling of unworthiness and

may lead the athlete to strive for another peak experience or the last peak experience. As stated

in the literature review, striving for peak experiences may work on occasion, but forgetting

oneself and forgetting the last peak experience is an effective way for an athlete to experience

another peak experience. There is no reason for the athlete to return to the old state of flow

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because there is no growth in the old state. The athlete does not exist in exactly the same

competitive environment or challenge level.

I have found it best to not to strive for the peak experience or spiritual state. I find the

next peak experience occurs as soon as I set about working on setting up my next peak

experience by working on rest, skill, nutrition, and task. I am then able to experience joy, the

thrill of my new skills, and suddenly the flow of the new experience takes over. This peak

experience is spiritual in nature for me. However, not all of my spiritual experiences are flow

experiences. 31

I have asked the elite athletes if they too experience this same sequence: peak experience

followed by a low, and returning to flow by working on new skill sets, setting up their skill, and

increasing challenge level to overcome this low experience. Female elite athlete F1 stated in

response:

“You are very much bang on. I agree with everything you have pointed out to me. Flow

comes from within and the harder you try to set yourself up with routines and making yourself

feel something, the easier it is to stop believing in yourself. That is why it is hard for athletes to

stay on top, they TRY to repeat greatness and they think if they repeat the same steps it will just

happen. What they do not realize is it is the flow. It does not matter how you warm-up, what

drills you do, in what order the idiosyncrasies come. Flow is found within the most simple

process of health and happiness and confidence in who you are.”

31 The fact that I am working on the spiritual, physical, and leadership qualities of peak experience, means to me that I am working on being a transcending self-actualizer (Maslow, 1968). The athletes in this study are already self-actualizers whom are now working on transcendence. I believe the athletes in this study are also working on being transcending self-actualizers: “strong and effective personalities, capable of transcending limitations of personal identity, deep sense of eternity and the sacred” (Maslow in Currim, n.d.).

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Male elite athlete (M1) lost his flow before working with me. Remembering what he did

when he was young and good, and going back to simple techniques and setting up his work,

helped M1 find joy and flow once again. “Flow is better for me now. I studied who wins. The

ones who go for beer after, win. The ones with the confidence win, not the ones with the best

techniques.” This understanding helped M1 turn nerves into excitement, and excitement into

flow.32

When an athlete is able to overcome their low experience, the next peak experience will

occur at an even higher skill, challenge, and spiritual level. The athlete may have a longer peak

experience and then intense low experiences. Alternatively, the athlete may stay at the heighted

level for a while and learn how to experience this new heighted experience. After a few more

crashes of ego, they will experience fewer down times, and experience greater spirit engaged

times of bliss.

Elite athletes seem prone to “smashing blows” even after experiencing years in higher

states of competitive highs and flow. This may be caused by higher levels of flow utilizing

greater amounts of the athlete’s base reserves. The athlete may be running at an all-time-deficit

(need for food, rest, a change in schedule).33

32 This was a realization M1 had before working with me. 33 I believe these lows/crashes are caused because the athlete has arrived at a higher level of challenge and skill, which they must now work at maintaining and overcoming in order to reach the next peak experience.

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Maslow states another possibility for experiencing these lows. Beings who experience

peak experiences are even more prone to hurting others in argument specifically because they

have reached higher states of being and trust (Maslow, 1968). They become crushed by how

horribly they fight with others, or how low their moods can become, because they know they can

do better. Self-actualized people understand they could have chosen a higher B-state or Being

state. Self-actualized people also still experience real guilt and real conflict brought about by B-

being and B-understanding, and still need coaching or therapy to overcome these B-issues

(Maslow, 1968, p. 125).

Coaches can also help athletes to remember how to work through D-states of fatigue,

worry, and struggle. Athletes can work through lower levels and return to higher levels by

utilizing one or many of the following methods: experiencing the feeling of their bodies,

focusing on their tasks, returning to the child-like wonder they once had, recalling their original

passions, remembering the reasons they like to be challenged, experiencing the freedom created

by new challenges and discoveries, utilizing wide-angle vision, breathing in compassion, and

recalling the feeling of past flow events to create a new flow event. All of these methods are

helpful in returning athletes quickly to their comfort zone higher up the peak energy spectrum.

Athletes also require assistance with regular needs and issues, inside and outside of the

sport domain. For instance, athletes need assistance to cope with their status, unwanted demands,

pressure from others, and relationship issues (Friesen & Orlick, 2010, pp. 228, 233). Elite

athletes also have the same biological human needs such as the need to eat and sleep (Maslow,

1993, p. 341). Ravizza states: athletes have multiple roles: they are students, athletes, family

members, and business people (Friesen & Orlick, p. 233). However, their core and real selves

emerge during crisis as their layers of personality peel away (Ravizza in Friesen & Orlick, p.

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234) and they learn to work with their talents in their true capacity (Maslow, 1993, p. 294). Like

Ravizza (p. 234), it is the core person I want to be dealing with, and the true essence of someone

I enjoying working with.

Self-Actualization

Mystery is an attractive challenge for self-actualizers and peak-experiencers (Maslow, p.

280). Peak-experiencers are interesting because they have taught themselves how to explore the

mysteries of the world, fully experience life, and fulfill their being on a deep cosmic level for the

greater good (pp. 264, 291). This thesis has helped me to realize my work with flow, peak

experience, and spirit engagement is valuable to elite athletes and the general population. For this

knowledge, I am thankful.

Otherworldly Experiences

F1 experienced an otherworldly experience that saved her life and possibly the lives of

several others during competition. F1 stated she believes the methods utilized in this study

brought her to this place of awareness where she was able to listen to her inner voice and stop

competing because her inner voice screamed, “Stop”. She did not understand why she heard this,

but a few moments later she was able to see what damage would have occurred if she had not

listened to her inner voice. F1 believes she would have broken her neck and other parts of her

body, and killed others if she was not able to stop. This experience stayed with her for several

months because she would see all of the chances where she could have been potentially hurt or

could have acted differently.

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Keeping and Maintaining Some Experiences of Fear, Worry, and Excitement

It can be helpful to keep some feeling of fear and excitement in order to entice progress

and self-actualization. Without excitement, it can be difficult to go on to new activities and

boredom may set in. Excitement and worry also have their place in keeping athletes adequately

prepared for higher levels of commitment and safe in situations requiring precaution.

From a spirit perspective, I have experienced situations where being engaged with spirit

helped me to recognize danger before harm occurred. Right brain engagement, spirit-

engagement, and receptive-visualization provide access to global consciousness. I believe spirit-

engagement allows the inner-voice to warn of dangers and help the individual to understand not

to engage in certain activities because they already know the activity is harmful before they

engage in that activity. If a person’s spirit is not engaged, the person may be inclined to sample

various D-state activities because they are drawn to these activities through their D-being state

(deficit state). If the individual does not realize the error in their way, their actions may lead to

further harmful actions. On a grander scale, there is the possibility of atrocities being committed,

especially if several D-beings operate together and motivate each other in D-state activities.

Multidimensional Aspect of the Study

Due to the multidimensional aspect of the study, it is hard to tell by reading this thesis if

spirit engagement is responsible for the athlete experiences attributed to spirit engagement. For

instance, I did not simply ask the athletes to “envision their spirit inside their bodies” and then

ask the athletes to describe the differences in practice and competition. Each step of the methods

utilized in this study (example: breathing, imagery, and focus) have been shown to support

positive thought, confidence, and control. However, my experience with the athletes, the

emergent theory, and methodology enabled me to qualify the method I have developed as

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significant. All of the steps included in the methodology section helped to create a well-rounded

and rich experience for the athlete to experience spirit engagement; loss of doubt, pain, and

negative thoughts; and increase positive thoughts, focus, confidence, and control.

It may be useful to further study the different variables of this study in separate groups

and have a control groups. For instance, each group can experience all of the methods minus one

step or experience just one step of the method. Example: studying breathing with imagery, but

leave out the rising, or hand washing34.

CHAPTER 5: CONCLUSION

Athlete Self-Elimination from the Study and Form Completion

All of the athletes interviewed and selected for this study had interesting stories and were

willing to (verbally) talk about their sport, training, competition, thoughts, worries, concerns,

what gave them confidence, what made them successful, what interested them, and other aspects

of their life.

Two athletes self-rejected their applications because they consumed alcohol on a daily

basis and this was one of the self-eliminating questions asked of each athlete. One athlete

eliminated himself after a few telephone interviews. Although he was interested in sharing his

ideas and confirming concepts, he felt he no longer wanted to take part in athletics as he

currently had a child and was building himself a house.

Another athlete (M1) underwent a session and several interviews, but did not return any

of the questionnaires. It is understandable that elite athletes have extreme time restrictions placed

on them by sport and travel commitments. Because this athlete did not hand in their forms, no

34 I have noticed since this study, that clients who do not want to wash their hands do not tend to have as valuable an experience as clients who are willing to wash their hands. Clients who do not want to wash their hands first, are the type of client to get itchy, worry about the time, crack their joints, and want something different from this work (ego static). Therefore, I believe there is something to my “hand washing” that helps the athletes to let go of ego, be aligned with their spirit, reduce ego static, and facilitate athlete enjoyment of the spirit engagement process.

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further sessions were administered. However, this athlete did corroborate all of the

understandings, findings, and literature review concepts for this paper and study before any

treatments took place, and without prodding.

Limitations of the Study

Timing and Change of Scope

Because of the timing issues between when the athletes were ready to work with the

researcher and when the researcher was given approval for this thesis, timing with the athletes

was a major obstacle in providing treatments and collection of evaluations and questions.

However, this was not a problem because articles and books written by Csikszentmihalyi,

Jackson, Maslow, and Ravizza provide corroboration for this study in almost every way possible.

This allowed me to focus on what I knew, based on previous treatments with elite athletes.

The narrow scope of this paper (the impact of spirit engagement on elite athlete

confidence) was widened to be much more holistic and real (the impact of spirit engagement on

elite athlete confidence, competence, joy, flow, and legacy). This widened scope felt more

natural, more aligned with what I provide to my clients, and helped me to feel a sense of ease in

writing with this widened scope for this project. This will allow me (or someone else) to utilize

this study as a first round and starting point for future studies.

Concerns

Vividness and controllability need to be scrutinized when exploring research validity

(Moran, 1993). I found myself wondering about accuracy and validity of imagery in some of the

literature I read for this study. However, I did not find this to be an important factor for this

study. I find it easier to work with clients who are visual because I am also visual. However, for

the purpose of this work it was good enough for athletes to visualize what it may feel like to be

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spirit engaged or to use another sense if they could not actually see their spirit entering their

physical body or aiding them in their tasks and goals. All of the athletes in this study were able to

at least entertain the visualization and work with this visualization for the purpose of this paper.

Issues with Recording Quality

Because I was new with the recording process, some errors occurred when trying to

incorporate the recording process into my work. Once, I forgot to turn on the recording until 15

minutes into the session (M1). Some recordings did not continue to record after a few minutes

(F2) or were lost (M1). Because of the nature of the meditation session35, I could not stop the

session to ensure accurate recording or to correct issues even if I knew they were occurring (F2).

I changed recording methods several times to try to overcome these issues. A few of the

recordings had poor sound quality (M1 mostly). Handwritten notes (taken during and after

sessions) were the most helpful tool relied upon to track athlete and practitioner experiences.

Recommendations to Better Improve the Question and Interview Process

Some participants prefer more verbal methods of discussion and feedback rather than

written forms. This preference may seem like the participant is not engaged, when in fact the

participant may not find it easy to write their experiences. Some participants did not favor the

use of email, long essay questions, or the use of Microsoft Word. However, there are some

situations where written answers are preferred. A link to an online survey website would be

helpful for short post-session follow-up questions. I did not realize this preference until after the

study had concluded.

35 Because of the involvement of the researcher as a practitioner in the athlete’s consciousness, the athlete feels separation when the practitioner changes focus from the athlete’s consciousness to note taking or equipment checking. This experience would be similar to an ego static experience or feel like the practitioner is not paying attention, or something wrong is happening in the athlete’s consciousness and visualization.

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Conclusion

This study examines the impact of spirit engagement on elite athlete confidence in a

collaborative and naturalistic nature. Based on the literature review, it was expected that spirit

engagement would help athletes to become more confident by eliminating (or at least reducing)

nervousness, anxiety, negative self-talk, negative feelings, and opinionated labeling of the

athletes qualities. Spirit engagement did increase spiritual and peak performance flow: allowing

the athlete to compete at heightened levels of awareness and responsiveness. The imagination

and restful aspects of spirit engagement was also helpful in increasing the athletes’ ability to

focus with greater clarity for greater lengths of time on task specifics and game play. Spirit-

engagement helped M2 to change his focus and accept himself, and accept his family’s support

as actually being supportive. Spirit-engagement helped athletes to respond rapidly to outside

stimuli and the unknown as in the otherworldly case of F1. Spirit engagement also helped in

situations outside of sport such as in the interview process for F2 and F3.

Focusing on the body allows the elite athlete to forget their ego. Focusing on the imagery

of the athlete’s spirit entering their body and completely filling their sphere of sensation helps

the athlete to let go of their ego (or align their ego with their spirit). The spirit is generative,

energizing, and corrective. Where focusing on the body allows the athlete to shift from self-

criticism to total absorption in the task-at-hand, focusing on the spirit allows the energy and

vitality of one’s spirit to surge through the athlete.

Worry and dread about competition day finally arriving can turn into excitement and

focus with the help of spirit engagement. The body and spirit anticipates and feels excitement

because all the dedication and training is about to be put to the test such as in the case of F2 (no

longer losing race gear or dreading races) and F3 (no longer experiencing the drag of other

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competitors or experiencing her teammates difficulties during training and racing). As in the case

of M1, the excitement associated with competition can be directed into a flow experience. The

spirit engagement process aids in converting excitement into a flow experience.

Spirit is a vital internal motivator that gives many athletes passion, hope, and joy. The

spirit can help the athlete to wake up early in the morning on a cold wet day to train or race even

after having no sleep. It is the spirit which helps the athlete to endure gels, endurance bars,

endless hill repeats, and time away from what others would call life. Sport allows many athletes

to truly experience who they are, face their barriers, learn new skills, work out their deficiencies,

become self-actualizing, create new relationships, and apply this to everyday situations to create

better relationship and overcome work issues.

Sport and spirit give athletes the potential to be leaders even while at the back of the

pack. For instance, I have had the pleasure to race in Europe, Canada, and the US in triathlon and

as a member of Team Canada in both short and long course races. I have had people follow me

through the swim, look out for me on the bike, and stay up late hoping for me to finish the run.

They quiz me about my training. They find hope inside of themselves that if I can do this, they

too can do this (start running, swimming, biking, and racing). They want to be a part of my

experience no matter what their age, body shape or gender.

I like to think my spiritual work and coaching helps professional and elite athletes to

become stronger by filling their mind and bodies with their spirit so they will do what is right for

themselves, their sport, and for their community. The athletes at the front of the pack live their

lives for their sport, but they depend on community to make these sports possible through

volunteer work, funding, interest in watching the game, or interest in gathering as a community

of athletes. Spirit engagement also makes for a better competitive situation, which engages other

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athletes and the crowd in an enjoyable manner for all involved.

Spirit-engagement provides the athlete with something else to work towards in life, and

helps the athlete to create a lasting legacy. When the athlete decides to step down from their

grueling life as an elite athlete, they may become leaders for their community in a different

manner. If they have chosen to live the routine of training and racing filled with spirit instead of

ego, they may step into new roles of leadership in a lasting manner they can continue to be proud

of.

The methods I utilize work just as well for the common person, age group athlete,

business person, and student. These methods work for anyone who goes through life wondering

about others, thinking about what they could do better, worried about consequences, wanting to

be a better leader and mentor, and wanting to experience joy and relationships. These methods

get people off the couch. They become more active and healthy, and thinking about the health of

their community and environment. In short, these methods help people to become civic-minded.

Spirit gives us a story to tell that will inspire the best in many of us. Whereas, ego gives us a

spectacle which may motivate D-behaviour but does not inspire the best in many of us, nor

usually inspire B-being or behaviour.

These methods may take some time to practice to become proficient. However, time

spent practicing is beneficial. Learning how to engage the spirit will reduce issues such as over-

eating, smoking, polluting, apathy, etc. The spirit is a motivator for beneficial ways of being. The

spirit pushes athletes to do better for themselves and others. Athletes’ enduring spirits help them

to be great leaders and role models.

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Sometimes, it is helpful to be taught how to engage spirit. I hope this thesis provides

coaches, athletes, and business leaders with a working model of how to engage their spirits, as

well as motivation and reason to engage their spirits. This model has worked for myself as well

as many other athletes, elite athletes, and non-athletic individuals. With these methods, I offer

the following: make use of what works for you and forget the rest.

Themes Emerging from the Literature Review and this Study

Can competitive athletes transcend the ego? At some point, the reader of this literature

review may wonder how a thesis devoted to spirit has anything to do with elite and Olympic

athletes when winning and prevailing seem to be related to ego. Even in my earlier Sport

Shaman day’s I wondered if athletes would continue to compete after experiencing Oneness and

Spirit. I even asked clients to consider this dilemma before working with me because I did not

want my work to be the reason they stopped competing if they truly came to me to be a better

competitor. This is an important question that I believed required further attention.

Competitive athletes transcending with spirit during competition. I believe I have

found an answer to the questions “What if elite athletes no longer want to compete once they

have engaged their spirit?” and “How can spirit engaged athletes continue to compete in

competition against other athletes?” This is my hypothesis: even when self-actualized and spirit

engaged athletes focused on winning, their focus is really on what they must do at that moment,

and the task, rather than on the outcome of success or other competitors.

I asked Steve King for his observation regarding elite athlete spirit engagement and

competition. King is an elite coach, elite athlete, color-commentator for television, and the voice

of Ironman Canada. King states that we definitely see focus on task and spirituality in

professional sports. For instance, you may see an athlete make various gestures towards spirit

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such as “a bow to the heavens, a sign of the cross, a thank you to Mohammed, a thank you to

Jesus Christ. For instance Usain Bolt (three-time Olympic gold medalist), has a famous ‘bow and

arrow pose’ which sometimes can represent a thank you to divinity, or can just be for posing and

posturing for the media, his fans, or fellow competitors. Athletes may tend to become spiritual

after they have reached their peak. However, after they have obtained this experience, they are

comfortable and accepting of others passing them. The athletes are happy to see competition.

When athletes are in the flow, other competitors, judges, and the audience are involved. You also

tend to see this more in the Paralympics. Confident athletes do what they know and what works

for them. Non-confident athletes tend to think of the future or their past. The past becomes alive

in their future, because the athlete is focused on their past.

“Spirit-engagement brings harmony, passion and purpose because it connects the spirit

with the body. Enthusiasm is from the Greek ‘to be with God, with your spirit’ (Velegrinos,

2004). Anything, which engages our passion, enthuses us, attracts us, and attracts our spirit. This

is the art of thriving. When something engages us, it gets a hold of us. For instance, I watched

the first Ironman and knew I had to do it. I was also scared to death of reading the book “The

Death Valley 300: Near Death and Resurrection on the World's Toughest Endurance Course” by

Richard Benyo because I knew if I read the book I would have to do it.” (Telephone interview

with Steve King, May 2011) In 2001, King became the “second Canadian ever to finish the 135

miles Death Valley race…He was fourth overall and first in his age group.” (King) King is also

known for his personal use of visualization and accelerated healing techniques (King).

I also reviewed the statements of the athletes involved in this study and I have found

statements made in the athletes F1, F2, and F3 own words stating they were successful when

they were focused on their spirit and their task, rather than other competitors. I reviewed

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Canadian Olympic athletes’ self-reflections in the book Psyched: Inner views of winning (Orlick

& Partington, 1986). I have provided seven examples of what Canadian Olympic athletes

thought while competing during the 1984 Olympics. Providing seven athlete examples may

seem excessive. However, I wanted to show that focus on the moment is not something just a

few elite athletes experience during Olympic competition. The following athlete reflections

helped me to verify my hypothesis through observation and give voice to the Olympic athletes’

experiences. From individual, to duets, and team sports: the Olympic medal winners focused on

their own sport and their own abilities at that moment, rather than their competitors. It was not

about out-performing other competitors. It was about doing the best each athlete could do at that

time, while being focused on their task in the immediate moment.

Alex Baumann – 1984 Olympic Double Gold Medalist – Swimming. “A big thing that

helped me to deal with a lot of pressure at the Olympics, with Canada expecting me to win, was

asking myself, ‘Who am I doing this for?” I answered, “I am doing this for myself because I put

in one hundred percent for 6 hours a day. So I am just going out there to do my best. That is all I

can do. I am not going to worry about anything else.’…From that point on I was really focused

in on what I had to do. I did not look at anybody else; I did not want to look at anybody else…I

just keep to myself and I think of the race that I’m going to race...I just try to generate a lot of

confidence for myself and say, ‘You can do it,’ rather than looking at someone else and

wondering what he is going to do.” (p. 16)

Sylvie Bernier – 1984 Olympic Champion – Springboard Diving. During competition,

Sylvie planned to focus on her diving instead of the scoreboard and other divers. Even where she

looked was precisely planned and prepared (p. 24). “I started that shift away from the

scoreboard…every time I looked at the scoreboard, my heart went crazy. I couldn’t control it. I

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knew that I dove better if I concentrated on my diving instead of concentrating on everyone

else…so I decided to stop looking at everyone else, just be myself and focus on preparing for my

next dive. I decided not to talk to my coach on deck because that was the best way for me to

concentrate on my event.” (pp. 24-25)

“I had a lot of work to do before the Olympics. At that time, I wanted to win instead of

wanting to dive well. It was my first big competition. I could have won but I didn’t approach it

the right way. Following that day, everything changed... I was realistic with myself. I knew I

could win, but I had to dive well. I had to feel confident in myself. I stopped saying ‘This diver’s

doing this, so she’s going to miss this one, or if she misses this one, I’m going to win.’ I started

saying “I won’t miss anything. If I do everything great, I will win. If I miss some, it’s not their

fault, it’s my fault.” That’s why at the Olympics I was really focused on my diving instead of on

other divers”.

“Before that I used to just watch the event and watch the Chinese, and think, “Oh, how

can she do that? She’s a great diver.’ Even my coach was always showing me Americans and

Chinese and talking about them. One day I thought, ‘What about me? I’m good too!’ That made

me more determined. The next competition, I won by a clear margin with the Americans and

Chinese and all! I discovered that I didn’t like my coach talking about them when I was as good

as they were. I thought ‘I’m as good as anyone else, so let’s stop talking about them.’ That was

an important step in my career because that day I realized I was as good as anyone else. Since

that day, I never wanted to see a film about them. They were my good friends but I didn’t want

to watch them in the pool because they had different techniques. My techniques worked for me

and I didn’t want to see anybody else.” (p. 25)

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“I was leading. I didn’t know I was leading. An American started talking to me. I didn’t

know what she said but I said ‘I’m sorry,’ and I left. In competition I prefer to stay away from

other divers because I have learned from past experiences that they could psyche me out. During

the competition I want to focus only on what I am doing and not on what the competitors are

saying or doing. During the event they are competitors but right after the competition they are

good friends.” (p. 28)

“I sit down and I listen to music or just concentrate on what I have to do. That’s what I

did in diving when I was nervous. I went off by myself and tried to relax and focus on what I had

to do. It works in life too.” (p. 29)

Gaetan Boucher – 1984 Olympic Double Gold Medalist – Speed Skating. Gaetan’s

mental focus and preparation for pain was discussed in the literature review. He realized that he

had to change what his idea of pain was in order to train and race at his maximum effort and

attain his goal of winning three gold medals at the Olympics. Gaetan believed he was a winner at

the start of the season so that he was already a winner at the Olympics (p. 33). He could not

understand how people could train thinking it was acceptable to come in 17th. He needed to think

of himself as a hero and that he could win three gold medals in order to train. However, during

his training he was not focused on his competitors. He focused on the timing, the pain, on the

task, and how hard he could push himself to his maximum effort in order to change the outcomes

and the goals he was meeting. At the Olympics, when the gun went off to signal the start

Gaetan’s focus was on his feet or his line. Even though Gaetan was after the world record, he

reminded himself “Do not rush anything and skate your own race.” (pp. 35-36)

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Larry Cain – 1984 Olympic Champion – Canoeing. Unlike some of the other racers

mentioned above, Larry had to race against competitors. Even when racing against others to win,

he had to feel comfortable with other boats and competitors around him. However, his mind was

always on his canoeing (p. 46). “I’m concentrated on canoeing, even when I’m relaxed. So

maybe that’s a psychological tool that I’ve developed. It is always in the back of my mind. When

it comes time to actually go out and race, or go out and do a practice, I can draw from that base

level of concentration on canoeing that I already have, and add to it. Maybe I’m getting that

much more focus on what I’m doing than someone else. If you eliminate distractions, in day-to-

day life maybe you learn to focus better and maybe the distractions are less likely to haunt you

when it comes time to race.” (pp. 46-47). Larry also states, “It seems to me some athletes are too

worried about what their coaches are doing, and about having input into the program. They are

not focused on what they themselves are doing.” (p. 46) “’Who the hell cares about the other

people? I know what I am doing; I don’t have to worry about anybody else but myself; let them

worry about me; come and get me guys.” (p. 48)

Laurie Graham – Winner of 5 World Cup Races – Alpine Skiing. “In my good

performances I was focusing on skiing, on the job not on the result...To focus on winning for me

doesn’t work. It is better to focus on the job at hand, and just do the right thing and the results

will come.” (p. 69) When wondering why the team was not winning, they realized they were

dealing with too much detail. Things started to flow again and work well when the team started

to use timing equipment so they could think more for themselves, and acquire their own feelings.

They experimented and focused on their feelings and the feeling of speed. (p. 70)

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Kelly Kryczka – 1984 Olympic Silver Medalist - Synchronized Swimming, Duet. “A

good sport psychologist changes your whole way of thinking.” (p. 91) “Our scripts didn’t say,

‘You look at all the thousands of people, you are aware of opponents behind you.’…Once you

start worrying about anything, forget it…there is no way you are going to make it through and

come first. (p. 90) “Our aim was to think alike, act alike, to be as much on the same wavelength

as we could.” (p. 91)

Paul Martin – 1984 World Champion – Figure Skating Pairs. “Going into a

competition, our attitude has never been, ‘Let’s beat so-and so, or we have to place here.’ It was

always, ‘Let’s skate our best and let everything fall where it may.” (p. 95) Instead of focusing on

the audience, Paul realized he needed to focus on ‘every step of the way’...Paul may have been

aware of his partners timing, but he had to focus on himself. “I had to stay totally connected to

what I was doing. It took me four years to learn that.” (p. 96)

Spirit versus ego-engagement and competition. The above athletes believed they

became champions when they stopped thinking about winning and stopped thinking about other

competitors. The athletes stated they became more confident when they focused solely on their

self, their technique, what was in their own power, and what they could do. This is very similar

to what I noticed when I looked in the mirror and washed my hands. When I wash my hands, I

enter a zone of Oneness and Spirit. I stopped stuttering, I stopped worrying, and I was in a state

of oneness and beauty where I could be of service. All of the athletes mentioned utilized

imagination of images or feelings to experience their personal best. This is similar to the

heightened state utilized during visualization and healing.

Trait/task versus success based behaviours. The literature refers to two types of ego-

driven behaviors: 1) trait-based-ego (aka task-based-ego) and 2) success-based-ego (aka

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outcome-based-ego). Flow created through task-based practices appears similar to the flow

created through the spirit-engagement process (an alignment of ego with an engaged spirit, mind,

and body). Whereas, success-based practices appear similar to ego-engagement processes (i.e.

focus on outcome and experiencing thoughts and feelings associated with lower confidence). For

this reason, this study focuses on aligning the spirit with the ego and body, rather than relying

solely on the ego, or eliminating the ego from the body and spirit alignment process.

Harmonious versus obsessive passion and elite athlete competition. I have come to a

conclusion in terms of whether spirit engagement will cause an athlete to stop competing. I

believe athletes (whether elite or not) will stop training and competing when practicing spirit

engagement if the reason they are competing is solely based on ego or obsessive passion.

However, athletes with a harmonious passion driven by spirit engagement and flow will continue

to train and compete as part of their spiritual expression of working with their gifts for the

benefit of community.

Most importantly, I believe ego-driven athletes have a chance to find true expression of

their passion, spirit, and gifts through spirit engagement. I believe spirit engagement will allow

the individual to find something they are suited for, enjoy, and experience harmonious passion.

Through spirit engagement, the athlete may even find harmonious passion in the sport once

pursued through obsessive passion. Within this expression, they will find strength, spirit, and

harmonious passion to fuel their path to success and enlightenment.

Mental preparation and championship wins. Orlick and Partington found another

common theme amongst the Canadian elite athletes interviewed in the book Psyched: Athletes

belief that mental work and focus should start as soon as possible in one’s athletic career. Many

of the athletes interviewed for Psyched, had the required physical skills at least four years before

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they won a world championship. It was their inability to remain focused at the national level,

which got in their way of top rankings. Once these athletes refined their focus, their

championship dreams came true (pp. 6-7).

Recommendation Emerging from the Literature Review Relevant to Further Study

One recommendation based on the literature review, comes from one finding and

assumption: the ability to vividly imagine and relax improves with experience. I believe this

holds true for vividly imagining the spirit-engagement process as well as experiencing flow and

peak performance: the participants’ spirit engagement improves with practice. Therefore, any

study that researches the impact of the vision process and spirit engagement should take into

account the time needed for athletes to practice and become skillful with spirit engagement and

visualization. The methods utilized in this study, contain a component where athletes can

practice visualizing at a heighted state of being to improve their: interaction with media,

acceptance of their own success, and any issues they may encounter. Practicing visualization

skills increases the athletes’ ability to visualize with clarity and ease.

Recommendations for Further Research in the Field of Leadership

Quantitatively measuring and verifying whether spirit engagement decreases athlete

reaction time while increasing the ability to game play and strategize would enrich this field of

study. Further qualitative research comparing spirit engagement with other aspects such as

leadership, mentorship, and legacy would also enrich the field of leadership studies.

Of special interest to me, but not studied in this thesis nor found in the literature is the

link between obsessive and harmonious passion and ego versus spirit engagement. I have found

links in my work as a practitioner between spirit engagement as a resolution to obsessive

behaviour and the creation of harmonious passion. I have also found spirit engagement to be

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extremely helpful in assisting clients to recover from obsessive relationships. Maslow’s work

does touch upon this idea, but I would like to further investigate whether elite athletes and

leaders would benefit from spirit engagement with regards to obsessive passion and harmonious

relationships.

I believe other cultures have similar practices in terms of spirit engagement, breathing in

spirit, spirit retrievals, and spirit extractions. However, I have not seen any mention to links

between spirit retrievals and leadership or legacy. This link may be of value to leadership studies

and worthy of further research.

Four more topics worth further research are as follows. Kabat-Zinn has found links

between mindfulness and healing of the genes, as well as links between mindfulness and

resilience (Center for Mindfulness in Medicine). The idea of presence and resilience is worthy of

future study. For instance, self-actualizers and peak-experiencers display similar hardiness

tendencies (Kobasa 1979, 1982 in Hanton, et al., 2003 p. 168). I am interested in knowing if

presence and spirit-engagement increases resilience of the mind and body in terms of ability and

health. This is another reason why I believe further research into elite athletes as well as non-

elite athletes would prove to be important for leadership studies, which may also prove to have a

positive impact in organizations. I am also interested in further researching the impact of spirit

engagement on eudemonia leadership, Servant-Leadership, and what this means to leaders,

followers, organizations, and communities.

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There are three other related topics of interest to me. I am interested in the relationship

between ethics, spirit engagement, and presence. I am also interested in studying whether spirit

engagement changes the level of fear, pressure, and other situations related to breaches in ethics,

in relation to long-term self-actualization, and long-term ethical conductivity. On a similar note,

would spirit engagement affect sport and organizational culture?

Also of interest are the exploration of spirit engagement and shamanic perspectives as

they relate to leadership, excellence, extraordinary legacy, and how these perspectives may relate

to introception, exteroceptive and interoceptive attention.

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APPENDIX 1: ATHLETE QUESTIONNAIRE (BEFORE SESSION)

(Athletes do not see notes in pink.) (Pink notes are to provide meaning as to why data is collected)

Participation in this study is voluntary.

You may withdraw from this study at any time Your privacy is important.

All communication will be held in confidence, and with respect.

If you believe there is a better way to ask a question, or if you have a question you believe I should ask: please feel free to write your question(s) down, and answer your questions in a

manner that you believe will provide a great study into what you experience in your life as an athlete and competitor, and how you responded to the methods featured in this study.

Athlete questionnaire - Round 1 1. Your name:

2. Gender:

3. Birthdate:

4. Your sport:

5. When is your next major competition?

You are permitted to leave blank questions. You may also copy and paste from other articles if that helps. (Some athletes started to write to me about their experiences via email) If you leave out any questions, it would be helpful to know why. For instance: does the question not relate to you, have you never experienced this in your life, do you not want to answer this question at this time? (This section measures self-efficacy)

6. Please list some of your greatest sports related achievements:

7. Please list some of your greatest non sports related achievements:

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8. Why did you become involved with your sport?

9. What keeps you in your sport?

10. How long have you trained?

11. What type of training do you do for one of your average competitions?

For the following questions: you may explain as many situations as you want, and you may write me again if you remember another situation that is important for me to know.

Use rich details, as the goal of this study is to help alleviate themes that undermine your success, and replace them with supportive themes so that you can enjoy yourself, your body, and

what you are experiencing. (This section measures the link between self-confidence, self-efficacy, and success)

12. Please remember when you felt successful: describe the situation, and how you felt about

it.

13. Are there any experiences that have helped you to build and improve on your effectiveness in both athletic and non athletic endeavours?

14. What type of training builds your confidence?

15. Are there any times when you experience negative feelings, self-doubt, fear, or engage in negative thoughts about yourself, your situation, your practice, or ability to compete? If so, please tell me about those experiences.

About your Coach (female/male relationship link to spirit and confidence gap) 16. Do you have a coach?

17. If so, do you have quality experiences with your coach?

18. How does your coach help you to overcome setbacks or negative thoughts and issues

about your performance?

19. Do you feel that you have enough time with your coach? If no, how much extra time do you feel you need?

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20. What else would you like to have your coach provide for you?

21. Do you have other sources of support? Spirituality (This section measures the link between spirit and sport and confidence)

22. Are you spiritually inclined?

23. Does your sport strengthen you spiritually?

24. Is your spirituality strengthened by your sport?

25. Are there any experiences you would like to tell me about your spirit and sport?

26. Are there times you have felt successful because of your spirit or spirituality?

27. Are there times when your success has been spiritual?

28. How do you feel about yourself, your capabilities, and your sport?

Tell me about your competition: 29. In your mind, what makes them more successful than you? 30. What do they have that you do not have? 31. What do you have that they do not have? 32. What makes you more successful than your competition?

For the one follow-up subject that I have worked with previously (This subject is an elite athlete and has worked with me before. This subject wanted to be included in this thesis project and believes they have valuable information that I need to know about their experience. Did you find that working with Sandra has helped you with your sport? If so, please explain how.

Thank you for taking the time to fill out this questionnaire. Your answers are very valuable to me and to this research.

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APPENDIX 2: ATHLETE QUESTIONNAIRE (AFTER COMPETITION) Participation in this study is voluntary.

You may withdraw from this study at any time Your privacy is important.

All communication will be held in confidence, and with respect. You are permitted to skip questions.

Name: _________________________ Date: _________________________

Answer your questions in a manner that you believe will provide a great study into what you experience in your life as an athlete and competitor, and how you responded to the

methods featured in this study.

Part A 1) TELL ME ABOUT HOW YOU NORMALLY EXPERIENCE TRAINING:

Depending on answer, probe for: a) Feelings b) Thoughts c) Energy d) Excitement e) Confidence levels f) Ability to sleep g) Ability to focus

2) TELL ME ABOUT HOW YOU NORMALLY EXPERIENCE COMPETITION

3) DID YOU NOTICE ANY DIFFERENCE WITHIN YOURSELF BECAUSE OF THE TREATMENT

PROVIDED? a) (Ex. Internal, external, spirit)

4) TELL ME ABOUT HOW YOU UTILIZED THE TOOL:

5) DID YOU NOTICE ANY DIFFERENCE WHEN YOU USED THE SPIRIT FINGER TOOL? a) (Ex. Internal, external, spirit)

Depending On Answer, Probe For More Specific Information – Regarding Use Of Tool: o Before training? – see 5b) o After training ? – see 5c) o During training? – see 5d) o Before competition? – see 5e) o After competition? – see 5f) o Are there any other times you utilized this tool? – see 5g)

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Depending on the above answers – and how much was specifically stated above, the following questions maybe asked: 5b) Did you make use of the sports psychology confidence tool before training sessions? Yes/No

Ø Please tell me about your experience with the training tool before sessions

Ø How did you feel when you used the tool

Ø What was some of the imagery that you experienced while you worked with the tool

Ø What types of feelings did you utilize as part of the tool

5c) how did you make use of the sports psychology confidence tool after training sessions? Yes/ No What were some of your experiences with the tool?

Ø Please tell us about your experience after training sessions, while using the finger method or any other method you were taught (if another method was utilized, please tell what method, and give a description of your method utilized):

Ø How did you feel when you used the finger or other method?

Ø What was some of the imagery that you experienced while you worked with the tool

Ø What types of feelings did you utilized as part of the tool

5d) How did you make use of the sports psychology tool during training sessions, and what did you experience with its use? 5e) How did you make use of the sports psychology confidence tool before competition? Yes/ No

Ø Please tell me about your experience

Ø How did you feel when you used the tool

Ø What was some of the imagery that you experienced while you worked with the tool

Ø What types of feelings did you utilize as part of the tool

5f) Did you make use of the sports psychology confidence tool after competition? Yes/ No

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Ø Please tell us about your experience after training sessions, while using the finger method or any other method you were taught

Ø Did you use any other methods? If so, which methods did you utilize (please provide a description of your methods utilized):

Ø How did you feel when you used the finger or other method?

Ø What was some of the imagery that you experienced while you worked with the tool Ø What types of feelings did you utilize as part of the tool

6) DID YOU EXPERIENCE ANY CHANGES WITH TRAINING? 7) DID YOU EXPERIENCE ANY CHANGES WITH COMPETITION? 8) DID YOU EXPERIENCE ANY CHANGES IN OTHER ASPECTS OF YOUR LIFE? 9) DID THE TREATMENT OR THE SPIRIT FINGER TOOL CHANGE YOUR

a) Self-talk? b) Focus c) Clarity d) Excitement e) Flow f) Confidence g) Self-Efficacy

Part B

1. Are there any important or interesting changes you experienced with these methods? 2. Do you have any helpful suggestions for this study 3. Is there anything else that you would like to tell me about? 4. Are there any questions you believe that I should have asked you about this process or

your experience? 5. Is there anything I can do to improve this method, the delivery of the method? 6. Is there anything I can do to improve the questions asked? 7. Do you have any other suggestions?

Thank you for taking the time to fill out this questionnaire. Your answers are very helpful and necessary to complete this thesis.

Please contact me, if you have any questions or comments you would like to make after this interview:

Sandra Molendyk

Email: healing@sageandcedar.ca

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APPENDIX 3: CONFIDENCE - SPIRIT FINGER EXERCISE Please try the confidence/spirit finger exercise when you are able, especially after moments where you have had a great workout, a great competition, a loving moment, a great compliment or other confidence factor, and when you work on your spirit. Try to be as vivid as you can with your imagination. Vividness and control of imagery (ability to stop and start at any time, rewind, fast-forward (fast or slow, one millimeter at a time) are key to athletic excellence! For instance, feel the blood moving through your body. Feel your body’s warmth, your pulse. Experience how your muscles feel, and how your breathing sounds. How your equipment or clothing feels. Imagine the colors you are wearing, your drink. How you move your body, and how your muscles move.

Confidence - Spirit Finger Exercise – Explanation

BStart by touching your index finger to your thumb:

The index finger This finger will represent your self-efficacy, and the fact that you have done this before, you can do it, you have proven this to yourself. Feel your muscles, your heart, and the brilliant fatigue from the wonderful workout you just finished. Feel what your blood feels as it pulses through your body. You feel so good. You did it. Touch your middle finger to your thumb: The middle finger This finger will represent your love and flow - which means you have confidence, self-efficacy, you do not have to think about things, it is there for you. Touch your ring finger to your thumb: The ring finger This finger will represent your confidence - you have the flow, you have the ability, you have experienced winning before, and a good life - here it is in this finger. Allow yourself or the other to touch your heart and show you what you mean in terms of how you helped their confidence, and how this allows your confidence to grow.

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APPENDIX 3: CONFIDENCE - SPIRIT FINGER EXERCISE (continued) Touch your baby finger to your thumb: Your baby finger Your thumb represents your perfect spirit and soul in harmony, washing over you, flowing around you, growing with you and nourishing you, your beautiful sunshine. Touch all of your fingers to your thumb Your thumb This finger will represent all of these things that you do for yourself – Completion. Remember, chatter is always there. In the flow you do not hear it, so remember flow. You are always in the flow. I am here for you when I can be. Make use of me, be strong with me. Be powerful in me, and with the others in this group with you. Thank you, I release you to your own beautiful light and life. Sincerely and with warm regards, Sandra Molendyk 778-861-7243