Unlocking Performance: The Psychological Strategies of Joaquín Valdés in Football Coaching (Patreon)

Working with the FC Barcelona First Team:

Joining the coaching staff of a club like FC Barcelona, the head coach, in his initial press conference, introduced me as the psychologist and humorously remarked something along the lines of "Don't worry, the psychologist is for me."

How do you assess your incorporation into a top-tier team like FC Barcelona, and how do you reflect on your experience?

Indeed, that headline garnered attention and served as a candid declaration of the coach's emphasis on the psychologist's role. It was delivered with a touch of sarcasm but conveyed a clear message.

When you're associated with FC Barcelona, everything becomes newsworthy—what's deemed important and even what isn't. In this regard, many of Luis Enrique's statements to the media were aimed at safeguarding those of us in the surrounding environment. In a team of this magnitude, it's not that the work becomes more difficult, but you need to be incredibly mindful of things that might not demand such attention in other teams. Cameras are always ready to capture any comment, lip movement, gesture, interaction with a player, and so on, often interpreted in ways that serve to boost readership. What's the key to working in such an environment? Once again, "adaptation." It's not about resisting it; it's about working with it.

In a team like FC Barcelona, the number of individuals to manage, the myriad details to consider, everything multiplies daily. The attempt to filter only the essential information to the coach to avoid overwhelming him with minor decisions is also multiplied. This required collaborating closely with the entire coaching staff to determine distinct areas of information, ensuring that only the strict essentials reached the head coach, allowing him to approach competitions with utmost freshness.

It's all a multiplication effect. You amplify media impact, hours of interaction, the number of matches – everything, given the team's relentless schedule of playing every three days.

Could you describe your role as the psychologist of FC Barcelona's first team during those three successful seasons?

Fundamentally, my work wasn't drastically different from what I've done with any other team. The key was to tailor it to the context.

During the preseason, similar to previous teams, we engaged in planned collective activities integrated into the training plan. Through this shared experience, simply "being there," you gain invaluable insights that come from daily observations.

Throughout the season, my work with players was individually based on demand. In these periods, the focus primarily shifted toward managing, supporting, and advising both the coach and the rest of the technical staff.

For instance, concerning media interactions – given the frequency of matches, there were pre-match and post-match press conferences. A piece of advice I've always shared with players and coaches alike is to avoid reading media coverage. While it's uplifting to hear praise, I've yet to encounter anyone who remains unaffected when the sentiment is unfavorable, regardless of public declarations. There's no sense in immersing oneself in headlines every day, as they can influence emotional state and consequently impact performance. The aim isn't to relay every media snippet to the coach, but to provide him with only the pertinent information. Information that genuinely matters and could affect performance, or details that might be less crucial but still helpful to know. At a club of FC Barcelona's caliber, managing the media's influence consumes a substantial amount of energy.

One crucial function, shared by the entire technical staff, was to proactively address issues or make decisions within our control, so as to prevent matters from reaching the head coach. This was aimed at lightening his load, which was already significant, ensuring that he could approach match days in the best possible mental state. Our responsibilities ranged from handling travel arrangements, dining arrangements, adherence to protocols, and more – all with the goal of supporting the coach's focus on his core responsibilities.

Working on Imaginative Training:

One of the psychological skills I've consistently worked on across all the teams I've been part of is imaginative training. This has been conducted either individually or in small groups, always on a voluntary basis. I firmly believe that for such training to be effective, there needs to be a genuine willingness from those who engage in it.

Currently, in the team I'm working with, there's a group of players who engage in imaginative training every week, typically the day before a match. Depending on the available time, we either conduct it at the end of practice or at the team hotel. The session usually lasts for about 10 minutes.

To reach this point of conducting group sessions, there have been prior individual training sessions where players learn other psychological skills, such as breathing techniques, relaxation, formulating specific goals, and imagining situations from a first-person perspective. It's also crucial to make them aware of why this kind of training is beneficial, explaining the mechanics of the tool and the objectives related to managing arousal levels, self-confidence, and focus. As you can see, conducting an imaginative training session requires thorough preparatory work.

Once the groundwork is laid, here are the steps we follow in an imaginative training session:

1. Choose the specific behavior you want to rehearse (a pass, applying pressure, a particular moment in the locker room before a match, etc.).
2. Select the setting (field, specific area of the field, locker room, etc.) and consider elements like what's to the right and left, the weather, temperature, time of day, and even the ambient smell. Leave no detail to chance.
3. Develop the "ATTENTIONAL PLAN": a) What happens just before the target behavior? (Position of a teammate, opponent, etc.) b) Rehearse the target behavior (making the pass, executing a dribble, controlling the ball, contesting a situation, etc.) c) Achieve a positive outcome.
4. Incorporate breathing or relaxation exercises.
5. Conduct four sets, each lasting between 30 and 40 seconds, where you repeat the attentional plan. Insert a 30-second breathing exercise between each set.
6. Conclude with a minute where players mentally place themselves in a competitive scenario, envisioning themselves enjoying the game, executing successful plays, and feeling in control of the situation.

In the initial sessions, I usually provide them with written instructions for the above steps and a supplement where they describe their attentional plans. This allows us to analyze them together and make corrections if needed.

Sample Attentional Plan 1:

a) (Receiving the ball from a teammate in the finishing zone) b) (Turn and dribble past an opponent) c) (Take a shot on goal)

Setting: (Balaídos Stadium)

Weather: (Sunny)

Temperature: (Warm)

Scent: (Scent of grass)

Sample Attentional Plan 2:

a) (Teammate X receives the ball) b) (Position myself behind the defender and diagonally from teammate X. Receive the ball and play it to teammate Z.) c) (Teammate Z receives the ball in a favorable position)

Setting: (San Mamés Stadium, attacking towards the end with the benches)

Weather: (Raining)

Temperature: (Cold)

Scent: (Grass)

The work during each set is organized as follows:

Set 1

1. 40 seconds of repeating attentional plan 1
2. 30 seconds focused on breathing

Set 2

1. 40 seconds of repeating attentional plan 1
2. 30 seconds focused on breathing

Set 3

1. 40 seconds of repeating attentional plan 2
2. 30 seconds focused on breathing

Set 4

1. 40 seconds of repeating attentional plan 2
2. 30 seconds focused on breathing

As players become proficient, they autonomously decide which target behaviors they wish to work on, adapting them based on their perceived needs for the upcoming match. My role is to guide the session. We commence by reducing arousal through breathing and a brief body relaxation exercise. We then mentally transport ourselves to the chosen setting for the target behavior, asking them to visualize what's around them – to their right, left, the temperature, time of day, ambiance, the specific field – planning everything meticulously to leave nothing to chance. Once they're prepared, I indicate, "When I say 'go,' we'll begin the first set of the target behavior"... "GO"... After 40 seconds, I announce the end of the set, prompting a shift of focus to breathing for recovery during the subsequent 30 seconds. This process is repeated for four sets. After the fourth set, players imagine themselves performing well in competition for a minute, executing successful plays, making the right moves, and maintaining a sense of mastery over the situation.

An essential aspect of this technique is meticulous control – meticulously choreographing every action being imagined, thus preventing the emergence of negative thoughts during the process.

Enhancing Performance and Team Unity: Joaquín Valdés' Contribution during the Return to Spain with RC Celta de Vigo:

After the conclusion of the season at AS Roma, Luis Enrique opted for a break before our paths crossed again a year later at RC Celta de Vigo.

At Celta, my approach to work remained quite similar to my previous experiences. In addition to my daily collaboration with the coaching staff, I reintroduced collective player sessions and worked with small groups, something I hadn't been able to do at AS Roma.

During the preseason, we incorporated several psychological training sessions into the plan. These sessions involved the entire team, featuring both indoor and outdoor activities designed to achieve small challenges. Through these activities, we drew conclusions about the importance of teamwork, communication, commitment, and more. Taking advantage of the concentrated period before the start of the season, I conducted individual introductory interviews with each and every player. These interviews served the dual purpose of gathering information and informing them about the psychological work ahead.

Throughout the season, we devoted two sessions per week to either post-match recovery or pre-match preparation. Before delving into match-specific discussions, we conducted skill-building exercises in psychological aspects such as arousal control, breathing techniques, and mental imagery with a select group of players.

We also organized recreational team-building events during the season. These gatherings fostered cohesion and provided insights into various behavioral and relational aspects, offering valuable information for our work.

My time at RC Celta de Vigo was characterized by continuity in collaboration with the coaching staff and players, building upon the approaches I had employed previously. The integration of psychological elements into various phases of the team's activities aimed to enhance their performance, teamwork, and overall well-being.

Working Abroad with AS Roma - A Formative Journey:

Another highly formative phase of my career occurred between the end of my tenure with Barça B and my signing with AS Roma. I experienced firsthand the uncertainty that permeates the football world when awaiting potential team placements, negotiating agreements, and wondering whether the next season will bring new opportunities to work.

Upon joining AS Roma, my commitment, much like my time with Barça B, gradually increased. My first challenge was learning Italian in order to communicate, though it posed a hurdle to providing the same level of service as in Spanish. Nevertheless, the team consisted of several Spanish-speaking players (Argentinians and Spaniards), which facilitated my role. Additionally, the club requested my assistance in working with Spanish-speaking players in the reserve team.

Luis Enrique formed a cohesive technical staff at AS Roma that remained intact through subsequent seasons to the present day. This team includes assistant coach Robert Moreno and fitness coach Rafel Pol (later joined by Juan Carlos Unzué at RC Celta de Vigo). We have collectively worked together for over six years. This longevity means that I have not only worked with the head coach but also with the entire coaching staff in potentially stressful situations such as adapting to life in a different country, dealing with family matters, handling sports-related issues, and communication with players.

One of the most pivotal aspects of my work during these years has been nurturing the technical staff and cultivating our internal relationships. In a role like that of a coaching staff, we spend countless hours together (travel, preseasons, training camps, etc.), which can inevitably impact our performance. Over the course of these years, we have not only forged an efficient working team but also built strong friendships that enhance our daily tasks, sustaining powerful bonds even in challenging times. This isn't to suggest that forming friendships with colleagues is a necessity, but it is undoubtedly true that when such camaraderie exists, performance reaches higher levels. The trust placed in my work has enabled us to maintain a positive internal equilibrium.

Collaborating with FC Barcelona B: Evolving Professional Development with Joaquín Valdés:

Working with FC Barcelona's reserve team brought about a significant shift in my professional journey. The scale of the new team, a different city, family decision-making, and most importantly, a new coach – Luis Enrique Martínez – marked a turning point in my trajectory from that moment forward. An ahead-of-his-time coach, it's no surprise that he succeeded both as a player and coach. Right from the start of his coaching career, he recognized the value of incorporating a psychologist into his technical staff. He always openly acknowledged the significance of this role, even from his days as a player. A selection process involving various psychologists was carried out for this addition, and I was ultimately chosen for the role. I believe he is one of, if not the most, influential figures in our profession within the football world.

In this role, my work was much closer to the coach, characterized by greater continuity, heavily influenced by the coach's working style. Until that point (2008) and even after, coaches' offices were typically the same changing rooms used by the players. Starting from that moment, work with the coach and the entire technical staff was carried out in a spacious office where we were all together. It began well before stepping onto the field and extended long after the players left. The coach's intention was to have the assistant coach, the psychologist, and the fitness coach all collaborating and communicating continuously, so that each could contribute their expertise when addressing a particular issue, fostering a collective approach. This working style remained consistent and, currently with Juan Carlos Unzúe, we continue to operate in the same manner, each contributing our respective skills.

From then on, I was present during training sessions, matches, travel... essentially integrated as a full-fledged member of the technical staff. This allowed me to observe players' moods and emotions firsthand, assess their psychological skills, adaptability, the team's working atmosphere, cohesion, communication styles... information that's crucial for assisting both players and the coach, information that would be challenging to gather otherwise.

I remained with Barça B for three seasons. Initially, my commitment was three days a week, but demand gradually increased until it became almost full-time. This pattern was similar to my experience at Sporting de Gijón, where demand also grew progressively.

A Comprehensive Approach by Joaquín Valdés in Coaching Sporting de Gijón's Elite Teams:

In both the reserve team and the senior team, I maintained a similar working structure, keeping constant communication with both the coach and the rest of the technical staff. From those days until the present, I have always upheld a very similar approach to my work, which has primarily adapted, and this, in my view, is a crucial aspect, depending on the coach I am working with. One of the most important virtues I believe a sports psychologist should possess is "adaptability."

At the beginning of the season, we held meetings with senior team players to address specific topics such as communication and relaxation techniques to reduce pre-season stress. We worked individually or in small groups as needed. I also conducted voluntary weekly workshops with them, primarily focusing on psychological skills like breathing, arousal control, visualization training, and facilitating discussions through questions to promote self-reflection (coaching style). Many of these techniques I employed 18 years ago are still relevant today.

One of my initial goals was to integrate the role of a psychologist into the team's daily routine, to normalize it and avoid it being perceived as an unusual element in the team's day-to-day interactions. From that time until now, this is something that has been achieved, as our presence is becoming increasingly common in the sports world in general and particularly in football.

While it's true that Jesús García Barrero and Rosana Llames were at Sporting before me, there were a few years between their tenure and mine, during which different people and players were involved. This necessitated continued efforts to break down barriers.

Individually, there were players who, both during the seasons I worked at Sporting and afterwards when I wasn't there, continued regular weekly sessions with me in my private practice. I recall an instance where one of the coaches I collaborated with introduced me to the team by saying, "This is Joaquín, the psychologist. He can help you when you have any problems." Hearing how I was introduced made me realize that I hadn't communicated my role clearly enough, as I didn't want my presence to be solely associated with "problems equal psychologist." The initial step was to make coaches aware that our assistance was not only for addressing problems but mainly to sustain peak performance. I often used an analogy that both players and coaches understood well: The dialogue would go something like this - Psychologist (Ps): "How do you feel physically?" / Player: "Fine." / Ps: "So, if you're already feeling fine, why do you keep doing physical training?" / Player: "To maintain my physical condition at the highest level." / Ps: "Well, psychological training works the same way. Even if you're performing well at a given moment, practicing psychologically will help you maintain your performance over time. Similarly, just as you need different training from your teammates with the physical trainer when you have physical issues, the same goes for psychological problems – the psychologist will also assist your recovery."

Achieving the association of our work with performance optimization was one of my pursued objectives, and I believe it was largely successful.

The Multi-Faceted Role of a Football Psychologist at Sporting de Gijón's Youth Academy:

As a football psychologist, my focus was on three main areas: coaches, parents, and players – forming the sports triangle. I developed a program centered around values, reinforcement, consequences... where we instilled the club's philosophy through "Sportings," a points-based system using the acronym of the club's name. This system encompassed various values: (S) Health, Safety, and Hygiene, (P) Punctuality, (O) Order, (R) Respect, (T) Tenacity and Effort, (I) Image, (N) Nobility and Dignity, and (G) Group.

i) Working with coaches, a significant part of the effort was directed at their training on implementing and executing this program. This included group explanations, individual meetings, observing training sessions, and overall understanding of Sporting de Gijón's operational guidelines and the "Sportings."

ii) For parents, our main objective was to provide guidance on their children's sports involvement. We organized various types of talks – at the beginning, middle, and end of the season – alongside the technical secretary and club manager. These sessions focused on setting expectations for both parties and what they could anticipate from a club like Sporting de Gijón. We also conducted different talks involving nutritionists, doctors, etc., to promote a well-rounded education in those aspects.

iii) Regarding the children, our primary intervention was indirect, channeled through coaches, and on an individual basis for specific cases where a need was identified. This type of intervention was challenging to generalize due to the large number of children in the youth football program and the limited time available on my part.

Reference: David Peris Delcampo (2018). Interview with Joaquín Valdés Fonseca Journal of Applied Psychology in Sports and Physical Exercise, vol. 3, no. 1, pp. 1-7, 2018 Official College of Psychologists of Madrid