ďťżJulia Allain 0:00
Sample like it's your fist and like you put your thumb inside your fist, that's your amygdala. And like this is like the rest of your brain. And so it's in the center. And when that starts, like firing off, like he literally referred to it as like flipping the lid, right, because it'd be shaking so much that like this part isn't connected and able to process things. And so, when it comes to like emotions in the moment, right, it just overpowers and it blocks your ability to take in new information, because whatever causes that emotional reaction is suddenly overpowering.
Lindsey 0:38
Welcome to the mindset coach Academy Podcast. I'm Lindsey Wilson. And I am a high performance mindset coach, a mom, a former professional athlete and an entrepreneur, I help coaches and high performers optimize their mindset to improve their coaching, their performance and those other athletes and their lives. Here, you'll learn all about mindset, how to live it, how to teach it, and how to sell it.
Lindsey 1:02
Today, you guys, we have a mindset coach that is kicking some serious butt in the mindset coaching world, she just wrote a book called everything I got. Her name is Julia Allain, and I love this interview. I'm not going to tell you all about it. But I am going to tell you there was two things that she talked about one about how to show up better in halftime or pregame speeches that I thought was just really, really cool, based on her research and her thesis that she did as a sports psychologist.
Lindsey 1:32
And then the second thing was this example of why it's so important to prepare ourselves. She gave this example of like running a race. And then at the end, having solved a math problem, I'm not gonna tell you all of it because she explains it really well. But, guys, this example really helps highlight how important it is to do mindset training ahead of time, because our brains do not work the same way under pressure in competition in games. So the way that she explains it, though, is really cool. So listen up. And also check out her book. Everything I got, guys, Julia.
Lindsey 2:20
Hi, all and welcome to the mindset coach Academy podcast. We have a very special guests in house today, Julia Allain. I'm gonna let her introduce herself in a second. You guys we were just chatting before we got started.
Lindsey 2:30
This is going to be a good one. This is all about sports, psychology, mental performance, training, all the stuff we need to know as coaches and as mindset coaches to help our athletes perform at their best and in fact, ilish let anybody that we're around lead, teach parents, all that stuff. We're gonna get right into it.
Lindsey 2:47
So welcome, Julia.
Julia Allain 2:49
Thank you so much for having me.
Lindsey 2:51
Yeah, I'm excited. We're gonna hear about your new book as well. All it takes is that what's called everything I got everything. I got everything I got. So we'll have to post that in the show notes. And we're going to talk about some specific sections for sure.
Lindsey 3:03
Before we get into that, Julia, if you would give us her 30 seconds synopsis on who you are.
Julia Allain 3:10
Yeah, definitely. So my name is Julia. I grew up an athlete my whole life, I was raised by a coach my whole life. I played soccer primarily, but my dad was a hockey coach, collegiate professional Olympic level. So I always felt like I had this unique experience of having the athlete experience but also seeing the coach's perspective at every kind of level and every step of the way.
Julia Allain 3:32
And so my conversations growing up were really interesting and insightful. And that really just led me into this kind of passion of being curious about psychology and performance in sports specifically. So I went to college, I was an athlete in college, and then I interned with sports psychologists there, and I got my master's degree in sports psychology from McGill University in Canada.
Julia Allain 3:54
And since graduating, I've been a teacher, primarily high school seniors and juniors teaching psychology, I started my own business where I consult with individuals, teams, athletes, mostly at the prep school, collegiate levels of internationally competing athletes, and just finished my book.
Lindsey 4:12
Nice, I can't wait to hear about that.
Lindsey 4:13
So you are a mental performance coach, mindset coach, mental skills coach, all the same things. And I know a lot of people listening to this are aspiring to be that if they're not that already. I want to talk about the importance. I was just reading part of your book about the amygdala. And then really like the basics of how the brain works.
Lindsey 4:33
And again, a lot of people that are listening to this, potentially know some of this. But if I were new, and I didn't know how the brain work, and I was going to work with young people at any capacity, but let's say sports, I was going to coach them. What do you think that person really needs to understand in order to help coach their athletes better?
Julia Allain 4:55
Yeah, I mean, I think the first thing is just acknowledge the setting you're in so this is true, especially for teenagers and people who are still developing mentally at any area, but like sports are just naturally an emotional setting. They're an emotional context. I like working with hockey players, for instance, I'd say a 32nd shift, you can have the highest of highs and the lowest of lows, and that's in 30 seconds.
Julia Allain 5:17
So imagine one game or one week or a whole season. And they're fun because they're emotional. So as emotions aren't that thing, that's what makes it exciting. That's what draws us in, that's what keeps us going. But at the same time, it can be really challenging.
Julia Allain 5:32
And so if you're working with an athlete or with a team, and you have individuals that are teenagers, or young adults, even understanding that her brain development doesn't actually end until we're about 25,26. So you have athletes that physically might look full grown, look like adults, and in some ways act like adults, but their brain isn't processing the situation like a fully mature adulthood.
Julia Allain 5:57
And the main difference is that like prefrontal cortex that deals with our like, logical thinking, rational thought, decision making and impulse control, isn't done developing yet. But their amygdala in their emotional center of the brain is, and so their emotions are firing off at full capacity. And that frontal part of their brain that helps balance that out isn't fully there yet.
Julia Allain 6:20
And so just understanding that and having a little bit of compassion for them, and also, helping them understand that and have compassion for themselves actually makes navigating those situations a little bit easier, both for you and for them.
Lindsey 6:31
I like that compassion piece. I remember working with a rowing coach, and I remember specifically him, he was kind of one of those old school guys, like very, very successful, but also like, Guys, what pressure Are you kidding me?
Lindsey 6:46
Like, call me when you have three kids, and you just lost your job. And you're going home, you know, after just losing your job. Like, that's pressure, right? And I think that that perspective can be healthy, and also unhealthy, depending on the situation. But I love that idea of compassion. And I'm wondering what a situation would be that a coach or a mindset, mental performance coach, that they're with an athlete? Are you talking like a pressure situation? or dealing with failure?
Lindsey 7:15
Or interpersonal stuff within their team? Like, do you have a specific example of like, where a coach would be like, What in the actual is going on, and an athlete like that is just how their brain is working?
Julia Allain 7:28
I mean, I think any moment like we see it, this isn't also this isn't just teenagers and young adults, like we see, the adult professional athletes have these emotional moments in, in the game as well.
Julia Allain 7:41
But I think when you think about an athlete who's competing, especially in the heat of the moment, their heart is already racing, because they're physically exhausted, they're exerting all their energy, right, their hearts racing, their breathing is quick and short. And so their brain is already preoccupied and exhausted with trying to like keep themselves alive and keep themselves focused in like, you're getting an overload of information cognitively, right.
Julia Allain 8:06
I was a soccer player, as a soccer player, there's 11 players on the other team, you have your team, you have the ball, everyone's moving around, you're trying to process all of that, you're trying to make decisions. And then you throw in this emotional component. And so it's just this overload of information and expectations on your brain.
Julia Allain 8:23
So like, in that moment, understanding that, yeah, you're already at a disadvantage where your brains out developmentally. And now we're throwing you into the fire and making you do all these other things, and still expecting you to process and navigate and manage these emotions as effectively as an adult sitting on the sidelines might be who's not actually running up and down the field.
Julia Allain 8:44
So I think those in the moment situations are huge. But it happens in practice, too. It happens off the field. And I think just taking the time, even if it's just three seconds of like giving your athlete pay, like, we're going to take a breath, we're going to settle down, like, yes, there's this time component when you're performing. But can you pull a player off the field and give them a second to reset? And give them the space to do that? If it's in a practice situation?
Julia Allain 9:11
Can you like take a moment and just like, ask what's going on and help them process the things that maybe they can't themselves, right? Sometimes just that like scaffolding, or setting the example can be really helpful in the moment and then they'll get back on track and they'll kind of follow suit.
Lindsey 9:28
One of the things I'm learning a lot with my children is that co-regulation leads to regulation. Like you hear people saying that all the time. And I think that's really something that
Lindsey 9:40
I mean, all of us can practice regardless of whether we're coaches or not, but I think that's a really good point of like that scaffolding. I love that idea.
Julia Allain 9:47
Yeah, or even like just giving them a space and like letting them know it's okay to need that space sometimes. So like in the chapter you read, I give an example where as a teacher, I wasn't even coaching but I had a student having a rough day in the classroom.
Julia Allain 10:01
And instead of like just coming down on him and making a big scene, I just told him, Hey, go take a walk, and like, Come back when you're ready, I have no idea what's going on. And he's like, I never actually found out. But he came back, and we'll be able to be more productive and actually, like, sent me an email eight hours later that night, just saying thank you.
Julia Allain 10:19
Still no idea what happened. But just understanding that, Oh, it's okay for me to like, Wait a second. And like she like allowing them time and space to do that. Because processing things in the moment when you're surrounded by your peers. And you're having all these expectations to perform, whether it's answer a question in the classroom, or complete a test or make a basket, whatever it may be, like...
Lindsey 10:44
About the physiology behind that, like, what's actually happening in the brain because like, again, from parenting, I know when, like, athletes or kids or anybody gets in fight or flight, like, there's no reasoning with them. Right? So what is actually happening in those heated moments when a coach is trying to give directions, or they're trying to, you know, have an athlete use their brain essentially.
Lindsey 11:09
Right? And it's like, there's no getting through, like how to what is actually happening?
Julia Allain 11:17
It depends on the situation, I don't think there's like, this is what happens in every scenario that we're talking about. But it is, it's overpowering. So like the Amygdala on your limbic system sits in the middle of your brain, right. And this isn't mine, and I'm blanking on the name, but I'm stealing this from a famous psychologist somewhere where like, he would give you the little example, like it's your fist, and like, you put your thumb inside your fist, that's your amygdala.
Julia Allain 11:42
And like, this is like the rest of your brain. And so it's in the center. And when that starts, like firing off, like he literally refers to it as like flipping the lid, right? Because it'd be shaking so much that like this part isn't connected and able to process things. Yeah. And so when it comes to like emotions in the moment, right, it just overpowers and it blocks your ability to take in new information, because whatever causes that emotional reaction is suddenly overpowering. And then it impacts your ability to make decisions to take in new information to even listen.
Julia Allain 12:16
And that like time, take giving yourself that break. Or like I said, taking a few seconds to just like breathe, or whatever it may be going for a walk, removing yourself from the situation, even if it's just a few feet, like you don't have to go to a different room.
Julia Allain 12:30
But just like give yourself some space that allows like your brain and your body and into like your parasympathetic nervous system, to literally Okay, give yourself a second to get your heart rate back down to a more functional level. Let your brain settle and clear itself of like, what is irrelevant, right now, when you like, it's almost like when you have too many tabs open on your computer screen, and your computer's getting really, really slow.
Julia Allain 12:54
And you're like, Okay, I need to like X out of all the stuff I'm not using, because it's just taking up that space.
Lindsey 12:54
Those are two really great metaphors. For everybody listening. I want you guys whether you're a coach, or a mental performance coach, or a parent to like, take in what Julie is saying, because I think you know, and I will, I'll link in our show notes, we have an actual product called mistake, ritual magic, where we teach a reset ritual that has that is exactly this thing.
Lindsey 13:20
And I think of all the things that I would recommend someone doing is this, because I think these skills, it's hard to remember in the moment, it's so hard to remember in the moment, which is why you have to practice it ahead of time, which is why we have people practice it in practice when they don't actually need it yet. But this simple thing I think we all want like the fancy dancy whatever, like this, the ability to do this makes whatever happens after that.
Lindsey 13:48
And competition, let's say better. Like it's so simple. It's so hard to remember if you haven't practiced it, though.
Julia Allain 13:55
Ya know, it's so funny. I had this conversation all the time with athletes. And I'll ask them, like, what do you want to say to yourself in that moment? What do you want to do? And they have the answer. And so I tell them, we're not talking about something that you don't know what to do.
Julia Allain 14:08
I know you know what to do. And it's not that I'm doubting your ability to actually figure out the right solution or right response or whatever it may be in the situation. But understanding that in the moment, your brainâs already overloaded. And so coming up with that right response, even if it's a few seconds, delayed a few seconds when you are performing impacts it right. And so the example I always give them as athletes, I'm like, What's two plus two? Like four?
Julia Allain 14:34
I'm like, you know that answer right now? Like, yeah, let's imagine you just went and you were running a 5k, or any distance race, whatever it may be in your goal, you want to break your PR, so you're running as fast as you can and as hard as you can. And as soon as you cross the finish line, I go, Hey, what's two plus two? You're gonna look at me, be out of breath. And you might actually say what before you can answer because you couldn't process the question. And then before I asked you the question again, your brain catches up and you're like, oh, yeah, it's for.
Julia Allain 15:03
It wasn't because you didn't hear me the first time. And it wasn't because you didn't know the answer. Because your brain was where we are. And so that's what we're doing right now is, I'm telling you the question before, because if I said, Hey, you're gonna go run this race, when you cross the finish line, I'm not sure what two plus two is, you'd be running full speed ahead, cross the finish line, look at me and just say for and keep going.
Lindsey 15:23
Oh, my God, Julia, this is genius. I love this. This is so true. Like we can all relate to that experience. And also the simple task of knowing it's coming and preparing it ahead of time. I think that is absolutely genius. Thank you for sharing that with our community. I know there's many people that are pulling over right now as they're listening to the podcast, right?
Julia Allain 15:48
Yeah, it makes things tangible, too, especially for young athletes. They're like, Oh, that makes sense. Right.
Lindsey 15:54
Yeah. Yeah. Because I think I'm well, and I just think you're a mentally athlete, too. I mean, don't you think it's also just like, it's been instilled in us that like, the more competitive we are, the more we push, the more we just will ourselves to do it, the better off we're gonna be. Which is true in some situations until it's not.
Lindsey 16:18
And so often in those timeouts, or those breaks, or those whatever situations in the game, the person that is able to kind of step away from that, like pushing and just be is the ones going to be calm going forward. But we're not really taught that.
Julia Allain 16:32
No, and I've all the time, athletes always say, oh, I need to work harder, or I want to be better. And I'm like, what does work harder mean? That's one of my least favorite phrases, especially as a coach, because you yell at athletes on the work harder, you're not giving them any clear direction at all. And usually, when we as humans want to do something harder, the first thing we do is we flex our muscles and we tense up, which actually makes it harder for us to do a lot of the skills we need to do on the court or on the field or whatever your kind of performance area is.
Julia Allain 17:02
And so we don't have to do things harder. We just need to, like actually feel a little bit smarter about how we're doing them. And sometimes it's like, move your feet more even that just gives you more instruction and clarity in that way. A little bit more direction and guidance.
Lindsey 17:17
Yeah, absolutely. Okay, but I just like love every single piece of this. All right, I'm moving a little bit towards your work with athletes, you're working with teams. I mean, again, we're lucky listen to this are aspiring, if not already, mindset coaches, and men's performance coaches. Tell me a little bit about your business where it is, where it's been, where you're going?
Julia Allain 17:41
Yeah, so I'm based out of Connecticut, but actually worked with athletes all over the map. Silver lining, I think of the pandemic and as transitioning to zoom, was it been that easy to connect with people all over the place, like, Oh, like this right now. And to be honest, I didn't like the idea of zoom when I first started using it, because I really liked this like personal connection.
Julia Allain 18:06
I like meeting athletes where they compete, where they train. But also athletes have probably the most difficult schedules out of anyone. And so being able to connect virtually helps both of them and I'd be able to like hop on a call and be able to see face to face and talk about things and not need to go meet each other at a different field or rink or wherever.
Julia Allain 18:26
But yeah, so I work primarily with prep school and collegiate athletes. Again, being a high school teacher, and we're teaching primarily juniors and seniors, that age group I spend a lot of time with, and get to see them in all these different areas, which really, I think is valuable when you are coach, even if it's not the kids, you're coaching in the classroom just like being exposed to them in all these different avenues.
Julia Allain 18:48
I taught at a boarding school for a while. So there I also lived in the dorm and I taught and I coached and I had dinner with them. And it really helps you see, like, all of these kids aren't just athletes, and they aren't just students. And they aren't just this, like you get to see the full picture of the individual which is really cool, and also really valuable when you're working with them.
Julia Allain 19:11
Now I'm still teaching, I'm not in Morrisville anymore, but I still teach I run my business. I also work with USA hockey's national team development program, which is the UAE to the US 17 national team. They're based out of Plymouth, Michigan, so I fly out there once a month and work with those guys. And yeah.
Lindsey 19:32
Amazing. So cool. Okay, now You teased me earlier and told me about your thesis. And I am so fascinated by what you learned. Tell us about it. And tell us what you learned.
Julia Allain 19:44
Yeah, so going into grad school, studying sports psychology. I was super interested in sports like from a coaching perspective, again, being raised by a coach had a lot of those conversations naturally growing up. And I wanted to try and study and I'll like an aspect of coaching that I thought gets overlooked a lot, a lot of the coaching research, especially when I was in school was looking at like practice planning and season long planning and like, all of like the controllables that coaches have, which is super important, like coaches are super detail oriented.
Julia Allain 20:16
They have practice plans, they plan out their whole season, and it's great. But I was reading all this research, and I'm like, That's awesome. But like, you can't plan how the game is gonna go.
Lindsey 20:27
Hit in the face.
Julia Allain 20:29
What does a coach do when things don't go as planned. And so then I started reading, there's a decent lot of research on like pregame speeches, and like pregame talks and what coaches do during game day.
Julia Allain 20:40
But again, I was like, you can prepare and plan your pregame speech, right? You can write down drafts if you want to practice it. So I ended up studying intermissions, because I was like, you don't know what's going to happen after that first period or after that first half. And I want to know how coaches respond when they have maybe 30 seconds to gather themselves before they go talk to their team.
Julia Allain 21:04
So I focused on hockey coaches, just because I wanted like the group that they were all coaching the same sport. So I studied NCAA division one men's hockey coaches, in their intermission strategies routine. So I did a little bit of like a recall interview with them where I picked the game from my last season, and had them walk me through the game.
Julia Allain 21:25
What they did, also did just qualitative interviews, and I was just really interested in Yes, you make some maybe like tactical adjustments to your game plan, but like, how do you approach and address the emotion in the room good or bad? And how do you address the the negatives and the positives? How are you navigating this and hotkeys?
Julia Allain 21:45
You need to because hockey, you get two chances to do it, right. And so it's really interesting to one reflect with these coaches on a specific game that I had them choose and to just explore all the different things that come up in that, like 15 minute period.
Lindsey 22:02
I just read that RTG that article New York Times or Atlantic or something about hockey players, intermission routines.
Julia Allain 22:10
No, but now I have to go, oh, yeah.
Lindsey 21:45
I'll send it to you. It was really interesting. It was it was pretty recently too. And I was like, Oh, I gotta read this, it was just all about, like, all their little quirks and little superstitions and what people do, and people had some crazy stuff that we're doing, okay, what what did you learn.
Julia Allain 22:28
So many things. And actually, there's pieces of it. In my book, I use a lot of that. One of my favorite takeaways, though, and one of the lessons in the book was, you want to be the calm in the storm and be the storm and the cop.
Julia Allain 22:42
And the coat coach, the interview, he was just talking about it really, it's not about how you feel in the moment, because as coaches, we are just as emotionally invested as the players, right, or just as frustrated, you are just as nervous, you were feeling all of the feelings. But your job is to give the players what they need in the moment. What you need.
Julia Allain 23:02
And also, I also think it's really interesting, like what they need, not what you want to give them, because sometimes you may be really frustrated and angry at them. And they're not like great, but that anger isn't necessarily going to get you what you want out of them.
Julia Allain 23:16
Even, even if they aren't kind of living up to your expectations going in there and kind of reading them for it is that going to get them to where you want them to be in some situations, maybe but you need to know your team. And you need to know the context. So I thought the theater calm and the storm and be the storm, the calm was really a cool way of putting it is when like, the storm is that intimidating chaos, like tons of emotions, and coming in and like being that calm and like balancing them out. Right? Talking a little bit softer.
Julia Allain 23:45
So they really have to like listen and focus in on you to hear what you're saying. If you go in and try and speak over them, you're just adding to the chaos, you're adding to the noise, you're adding to all of the excess emotions. But also, if it's if it's really calm, and they need a little bit more energy you go in and you bring that energy through that storm for them.
Julia Allain 24:04
So it's all about balancing out their emotions rather than just mirroring them, which can be really cool, which I thought was cool. Because again, as a coach, you probably feel all the things that they feel. So it's a little, there's a performative element to it. And there's an intentional element to it, which I thought was really valuable.
Julia Allain 24:24
And then also the whole, like, movie, intermission rah rah speech, they said, Doesn't work every time, right? It has to be really intentional. If you're gonna go in there, and really put on this show and give this like, performative intermission speech. It works because it's rare. So if that's you, if you're doing that every game, every intermission, it loses this kind of power.
Julia Allain 24:48
So same thing as someone who says sorry, all the time, it loses. Sorry, it loses its meaning. So, again, being intentional with all the things you do, which is really cool.
Lindsey 24:58
Wow, those are some really cool nugget. There's so many takeaways from everything. We've talked about that that in particular, having done that research yourself, is there anything that you took away personally and even in your personal life or in your, in your work with athletes?
Julia Allain 25:13
Yeah, I mean, I coached for a while. I was a soccer coach, I don't coach anymore, just because my schedule doesn't allow it. But I tried a lot and went a lot of those things at halftime, always making sure that I gave my team time before I went to go talk to them, right, I let that debrief on their own without me while I was debriefing with my assistants and getting as much information.
Julia Allain 25:37
And then I would always actually go in. And before I've said anything, I would always ask my team first, what do you see? Because not only was I trying to decide what they needed, based on what I saw, that also gave me more information, right. And I think it's more valuable to have them tell you what they're seeing and what they think adjustments need to be made than you just telling them, right.
Julia Allain 26:02
And a lot of times they ended up not doing my job for me, but not like helping me. So I didn't just go and repeat the same things they just said to each other. And it gives them that ownership to and a little bit of autonomy than just coming in and being like, Okay, Coach is telling me to do this, I have to do this. And Coach thinks this, what your thoughts are valuable to I want your input.
Julia Allain 26:23
And I also trust you guys. I we've practiced together all week. I know you guys know, what we can do and what we should be doing. So let's navigate it together.
Lindsey 26:34
I bet you're such a great coach. That's awesome. So tell us about the book.
Julia Allain 26:41
Yeah. So it's crazy to me that it's actually out there and people are reading it very excited.
Julia Allain 26:47
It is a collection of lessons. So the title is everything I got the subtitle is 30 lessons on what you give what you get and how you grow through sports. So reading the book has always been a dream of mine. And I was always writing, to be honest, there's paragraphs and pieces that were just parts of of like, my reflections as an athlete or a kid in college, grad school.
Julia Allain 27:13
A lot of it just came from me piecing together like my experiences, though, as an athlete, as a coach as a mental skills coach as a grad student researching as a daughter watching her dad coach and go to the Olympics and win a national championship and do all these crazy things.
Julia Allain 27:29
And so it's a unique blend, I would say it's a little bit of a mix of like memoir, personal experiences with sports, like research and actual studies with some sports history too. So it's a really accessible way to get some sciency like research, but in a storytelling manner.
Lindsey 27:29
Yeah. Well, that's the way most people want to read it anyway. Yeah. So awesome. This has been so amazing. I usually finish with five sort of rapid fire questions. Are you okay with that?
Julia Allain 27:44
Yeah, we'll go for...
Lindsey 28:04
What info? are you consuming?
Julia Allain 28:06
Info like books, anything. I mean, I've read a ton. My brother got me a book for Christmas that I just started reading, and I'm gonna blank on who wrote it. But the title is on turning followers into leaders. And it's about a Navy SEAL captain, I just started it.
Lindsey 28:22
So what are you creating, creating?
Julia Allain 28:29
I mean, I just finished creating the book. So now it's time to like, regressing from grading, reading, and I'm trying to now adapt the book into small like, pieces that I can share out and kind of talk to people about whether it's like Instagram posts with a lesson. Every Monday I was posting a lesson, or just different excerpts. So what kind of kind of recreating right now?
Lindsey 28:52
Yeah, where? Where can people find that?
Julia Allain 28:29
So my Instagram is Allain mental performance. So A l l A I N and mental performance.
Lindsey 28:29
Perfect. What's one habit, a healthy habit that you do daily?
Julia Allain 28:54
Go to bed at a good time. I was not always good at that. But as I've gotten older, I've gotten better at telling myself that I can finish it tomorrow. And I'll be better tomorrow by sleep. And I will be as I finish this and I'm tired.
Lindsey 29:18
Amen. What is your next big leap?
Julia Allain 29:23
I went back to grad school recently. And so I'm going to get my Master's in mental health counseling so I can kind of offer more support to my athletes because it's becoming such a need in the world today. So I just kind of started that. So I'd say my next big leap is finishing that and part of that is like internships and all of that.
Lindsey 29:44
Awesome. And what is bringing you joy or wonder right now?
Julia Allain 29:49
My family
Lindsey 29:52
All right. Well, Julia, thank you so much. Everybody knows how to find you. They know your book. We're gonna put all that in the show notes and just thank you so much for taking the time today, loving the book, loving all these little lessons. And I know what we talked about today. And if people continue to support you and follow you that they're going to just gain so much knowledge from you. So I appreciate you taking the time.
Lindsey 30:16
Talk soon.
Lindsey 30:20
Guys, what's not so cool, I love so many of our tips. I loved hearing about her research into hockey coaches, I thought that was super fascinating. And I just love that example of someone, you know, running, I don't remember the distance is two miles or something like that. And then at the end, asking them a math problem, and how important it would be for them to understand what was happening and having actually prepared for that moment to answer that math problem.
Lindsey 30:45
I think that's such an easy, simple example for us and for the people that we coach, to understand how important it is to practice this stuff ahead of time, you're gonna learn anything new, you're not going to react in the correct way, if we haven't practiced it ahead of time. When you're out of breath, and you're tired and you're in fight or flight, we have to have these routines to go back to so I just love that example. And I'm so excited about her book, read part of it.
Lindsey 31:13
I definitely encourage you to check it out everything I got. We'll put it in the show notes. And, guys, if you liked this episode, like it, share it, review it, subscribe, do all the things to keep More Great Interviews coming your way for those of us that are in this mindset coaching world. And if you are an aspiring mindset coach, we have a new ebook and guide coming out. We'll put that in the show notes when it's available as well. And see you can next Thanks. See you soon. Bye for now.
Lindsey 31:44
Hey, if you love this episode, make sure to check out all of our free and paid resources over at positiveperformancetraining.com You want to take mindset training to the next level we got you. But here are three more specific ways.
Lindsey 31:57
If you want to take mindset training and live it more in your life. Definitely subscribe to this podcast. We send out bonus episodes, we have our mental Mondays, we have interviews and training episodes, definitely subscribe. If you want to teach it, meaning taking it to your athletes or your clients. I highly recommend the Psychology of Competition.
Lindsey 32:14
Again, you can check that out at positiveperformancetraining.com It is a great course that will teach you and your athletes how to have pre, during, and post-competition routines to up your performance. And if you want to learn how to have a mindset coaching business in order to sell mindset coaching, highly recommend signing up for our waitlist for our next certification cohort, which usually opens about once a year, but in the meantime, go to positiveperformancetraining.com.
Lindsey 32:40
And check out our Ultimate Mindset Coaching Toolkit which will show you exactly how to get started with your first mindset coaching clients. Again, go to positiveperformancetraining.com for all of our free and paid resources.
