Mental Performance Training: Practical Application

Inspired by our book Coaching Better Athletes

Mental Performance Training Part 2 of 2

It's time to get mental performance training (MPT) rolling with your athletes. Mental skills aren’t just for pros—they’re a game-changer at every level. MPT helps them play confidently, bounce back from mistakes, and love the game even more. Mental toughness fuels fun and sets kids up for long-term success. So, how do you teach mental skills to young athletes? Let’s break it down with practical steps that fit with any team.

 "It’s simple but powerful, and you don’t need a PhD to teach it."

First, let’s talk about what performance psychology does. It’s all about maxing out physical potential with mental tools—building confidence, sticking to training, cutting mental errors, easing anxiety, boosting energy, and hitting goals. Take something as simple as visualization: an athlete pictures nailing a free throw before stepping to the line to shoot. It’s simple but powerful, and you don’t need a PhD to teach it. Athletes love learning through action and teaching new skills like MPT in the classroom can be awkward. Slip mental tools into practice, and they’ll pick it up fast.

The best time to start MPT is around 12–14 years old, when kids can handle mental concepts without getting overwhelmed. But it’s never too early or too late to begin the process. Younger kids can learn basic focus; older ones can master advanced tools. Every athlete is different, so tweak your approach based on their maturity. Here’s a quick guide to match mental training to age groups, keeping it fun and effective:

Ages 5–8: Keep it super simple. These kids are all over the place developmentally. Introduce concepts with words like “focus” or “resilience” to plant seeds about the topic of MPT. Vocabulary is the first step in understanding a topic.

Incorporating relevant MPT vocab at practice will reinforce understanding when it comes time to apply concepts. Find ways to use mental tools naturally without explicitly stating that they are learning how to use mental tools. Simple things such as taking a deep breath during big moments or visualizing good skill execution is a good place to start. Teach focus with quick games, like “eyes on me” for 10 seconds. Keep practice sessions short (30–60 minutes) and have fun—always have fun!

Ages 9–12: This is a great time to introduce MPT conceptually. Especially because anyone can incorporate them into their game. Athletes don't need a high level of talent to use mental skills. Use terms like “visualization” (picturing a play), “goal setting” (aim for three good passes), and “positive self-talk” (say “I’ve got this”). Downplay winning to the point that it is secondary to your process of development. Focus on growth so failure feels like a chance to learn, not a disaster. Cap practices at 90 minutes with lively drills that reinforce these ideas.

"In some situations, FAILURE is the expectation."

Ages 13–15: These awkward years are perfect for making mental skills a habit. Teach visualization, self-talk, goal setting, and mindset on a deeper level. Failure stings more now, so show kids it’s feedback for growth. In some situations, FAILURE is the expectation. Set goals to give practices purpose, like “stay positive after a mistake.” Stretch sessions to 90–120 minutes, but keep them upbeat and varied.

Ages 16–19: By now, athletes should know mental tools and use them regularly. Reinforce visualization, self-talk, and mindset—push for mastery. Frame failure as fuel, a clear marker of where they stand and what’s next. Every drill should have a purpose, like building a skill or team vibe. Sessions can go past 120 minutes, but only if they’re focused—wasted time kills culture.

Ages 20+: College and pro athletes face evenly matched opponents all the time, so mental skills are critical. If they’re new to MPT at this age, you might need to ease them in to gain traction. An all in approach can hinder adoption. Tailor tools to your athletes, since some work better than others. Failure should drive improvement, and every activity needs a clear purpose and goal. If you do not set a standard or expectation for what you are trying to achieve, many athletes will give up on whatever you're trying to accomplish. Don't forget that this is true with anything you are trying to do within your culture.

Learning to Fail - The Ultimate Mental Performance Tool

One of the best attributes you can develop in an athlete at any age is the ability to fail. They don't just need to be ok with failing, they have to welcome it. I would say you should even celebrate it under the right circumstances. If your athletes don't know how to fail forward, they will never move in that direction. You see, some kids hold back to "save face". They don't want others to see them fail. They think, “If I don’t go all-out, I’ve got an excuse as to why I didn't succeed.” That’s a trap—it shackles talent and kills potential. But you can't just tell them to get over that feeling and expect them to be better at managing failure. Praise the kid who dives for a tough ball and misses. Celebrate the athlete who gives everything they have on a possession but comes up short. Create games in practice that are won through unconventional means like attitude and effort, and not your typical scoring system. Share stories of athletes who used failure to level up to let them know just how important it is. Show them failure’s a roadmap, not a roadblock. Be on the lookout for more about this in future posts.

To get started, pick one tool—like visualization—and weave it into a drill. For example, a volleyball coach can have players picture the ball hitting their target on a serve. Keep it quick, 30 seconds max. As they get comfortable, add self-talk or goal-setting. Check the appendix for more MPT tools and tips on rolling them out. Over time, mental skills will feel as natural as a warm-up. Commit to the process, and you’ll see your athletes play with more heart, handle pressure better, and love the game even more.

“Grow beyond expectations, do not give credence to false limitations, and always be on the offensive.”