Addressing Athlete Burnout
Burnout is a word we are all familiar with. The number of times the word is tossed around, you’d think it would have a definitive meaning. Burnout is a “catch-all” term indicative of other issues that cause unhappiness. If there is ever a scenario that incorporates the Five Whys of problem identification, this would be it.
Psychologists define burnout as a negative psychological and physical state in which young athletes feel tired, less able to perform well, and less interested in playing their sports (2). Despite the widespread use of the term’ burnout,’ it’s important to note that severe burnout is quite rare, affecting only a tiny percentage (1-2%) of adolescent athletes. However, a majority of youth athletes have admitted to experiencing low to moderate levels of burnout (1). This information should reassure coaches that severe burnout is not as prevalent as it may seem.
Although rare, the symptoms of burnout are real. When I hear burnout, I think about players who have previously exhibited an interest in an activity but, at some point, have lost their enjoyment and motivation to participate. If the athlete still enjoys the sport and wants to play but is feeling overwhelmed, a coach willing to invest their time can assist the athlete in getting back on track and functioning with a more positive mindset.
What might be some issues that constitute burnout? The possibilities are many. However, the only way a coach can find out is by digging beneath the layers and finding the root cause of the athlete’s negative vibes.
Tackling the Symptoms of Burnout
First, seek to understand before trying to be understood (6). I’ve had athletes come to me feeling burned out on volleyball. As previously mentioned, burnout is not a stand-alone condition. I needed to invest time in unpacking the root cause of the athlete’s feelings. Compounding the challenge for the coach is that what constitutes burnout in one player doesn’t mean the teammates will have similar feelings. Every player and every situation is unique. As I listened to players, I saw times when the players’ feelings were legitimate and could be addressed if I modified some aspects of my coaching or program. Equally, there were other times when the athlete needed to modify their approach to move forward positively.
The ultimate enjoyment in any activity comes after the necessary skills are acquired. It is not unusual for some players to feel the game is no longer fun. Tom Byer has been a primary architect of the rise of Japan’s women’s soccer team (currently ranked 5th in the world). Tom’s perspective when young players leave the sport: “People say it’s due to burnout or pushy parents or overtraining, but one of the main reasons is that they realize they are not good enough, having never mastered the essential skills.” He goes on, “Without technically competent players, it doesn’t matter what system, tactics or formation you play – the results will always depend upon the individual qualities and characteristics of the players.”
We push players into the competitive environment much too quickly. So, what does a coach do when players are in the formative stages of skill development? One thing you’re not going to do is throw them on a volleyball court and play a game to see how good they are. That’s a recipe for instant failure. It’s also a recipe for crushing a kid’s confidence as an athlete and a person. There is a distinct difference between playing in practice, where the focus is on skill development and learning the game, versus traveling all over the country with a 12’s team trying to win tournaments.
Currently, in many club environments, the players spend much more time playing the game and risk sacrificing the technical development of the skills that allow them to play at a higher level and foster the ultimate enjoyment of the sport. With the primary focus in this country being placed on competing, what happens to the player on the bench who doesn’t get the competitive opportunities? Where does their enjoyment come from? Coaches need to refocus on the skill development of all their players and less on winning tournaments. As the skills develop, the competitive results will take care of themselves. This emphasis on skill development should make coaches feel more focused and purposeful in their coaching approach.
Some players lose track of personal or team goals. Sometimes, a player’s goals can become muddled, and they don’t see a roadmap to take them where they want to go. Make a concerted effort to communicate with all the athletes, individually and collectively, regarding goals, how the goals will be evaluated, and your plan to achieve the goals. Coaches should consider having a checklist of short and long-term individual and team goals. Players receive check marks when exhibiting proficiency in a specific technique or as team goals are accomplished. A checklist will give the athlete step-by-step feedback and visually reflect their progress.
Fostering an atmosphere of positive feedback. I don’t mean the “nice job” comments. Coaches should make a concerted effort to track progress via statistics to emphasize the long-term performance trendlines. We often take statistics of matches, which is fine, but taking statistics twice a month at tournaments doesn’t provide sufficient information to develop improvement trendlines, and it certainly doesn’t benefit the player on the bench. Make an effort to put statistics into practice sessions as well as tournaments. The more information that is recorded, the more accurate the trendlines. Additionally, the non-starter will receive feedback relative to their progress.
Implement video to monitor progress. Staying with monitoring trendlines, coaches might consider video of a player early in the season to record their technical skills and then do video updates throughout the season to monitor progress. How a player is trending is essential feedback for the coach and the player. A player trending in a positive direction will help them stay motivated when practices become more challenging. Shower players with “well done” comments when a player is trending up. Using this evaluation format, all the players receive equal feedback, and the focus is not on winning or losing matches but skill development.
The athlete’s physical and mental health is the coach’s responsibility. The “elephant in the room” is the athlete’s yearly schedule. Between high school and club play, it is a year-round commitment. Anytime you put a young athlete into a non-stop competitive environment, there is a risk of physical or mental fatigue and overuse injuries that will impact their enjoyment of the activity. Allowing players to participate in other sports should be perceived as a positive for their long-term physical and social development, mental health, and avoidance of overuse injury. It is a choice for club coaches to compete two or three weekends per month or to begin club practice immediately after the completion of the high school season. Coaches should schedule meaningful breaks in their training calendar for the athlete’s physical and mental recovery. Additionally, national governing bodies should seriously consider modifying their schedules to avoid the athlete’s year-round commitment, especially at the young age levels.
Incorporate “play days” instead of formal tournaments. If three or four clubs can get together on the weekend to play sets, wash games, or team drills, coaches can play all players relatively equally while working on specific aspects of their games without the pressure of winning. The focus is on improvement. You’re still keeping score; the players are competing, but the focus is on technical and system improvement.
Takeaway
Burnout reflects real stressors in a player’s life. The coach is in a great position to help the athlete move forward positively. However, the challenge for the coach is operating in a system, including high school and club schedules, that knowingly places time and performance demands on the athlete, which can foster the various systems of burnout.
In navigating the complexities of youth athletics, it becomes clear that burnout is more than just a buzzword; it serves as a crucial signal that requires attentive coaching and support. By prioritizing skill development, fostering individual goals, and creating a balanced environment, coaches can play a transformative role in mitigating burnout. The emphasis should shift from a relentless pursuit of competition to nurturing a love for the game. Ultimately, when athletes are encouraged to develop their abilities in a supportive atmosphere, both their enjoyment and performance are likely to flourish, laying the foundation for a healthier approach to sports.
