1. MENTAL TOUGHNESS AND MTQ48
DEVELOPING PERFORMANCE, WELLBEING & POSITIVE BEHAVIOUR in EDUCATION
MENTAL TOUGHNESS AND MTQ48
Peter Clough & Doug Strycharczyk
Hull University & AQR

2. What is MENTAL TOUGHNESS?
“A personality trait which determines in large part how people deal with challenge, stressors and pressure .... irrespective of prevailing circumstances”
It’s universal – it’s applicable in many walks of life.

3. Is it important? Yes!
Performance – explains up to 25% of the variation in attainment
Behaviour – more engaged, more positive, more “can do”
Wellbeing – more contentment, better stress management , less bullying
Transition – Aspirations - Retention – Employability
The mentally tough person does find it easier to succeed. However it is self awareness which is the key here.

4. Origins Finally Dr Peter Clough @ The University of Hull
It has origins in the world of the academic and the practitioner.
Resilience Health psychology - Commitment, control – a passive concept
Hardiness Commitment, control + challenge – becoming proactive
Dienstbier - Physiological toughening = psychological toughening
Sports Psychology - MT can help lesser athletes beat more able athletes - Often mentioned but poorly defined
Finally Dr Peter The University of Hull
Defined MT in useful detail & added a fourth dimension – Confidence

5. The Four C’s Challenge Control Commitment Confidence
Mental Toughness has 4 components:
Challenge
Control
Commitment
Confidence
Which combine to provide an overall measure of
Mental Toughness
Think of these as aspects of mindset.

6. The Four C’s
When using the MTQ48 measure scores are reported on a 1 – 10 Sten Scale. MT is normally distributed.
Stens 1,2 & 3 – “Low” scores – 16% of population
Stens 8,9 & 10 – “High” Scores– 16% of population
Stens 4 – 7 – Typical or normal scores – 68% of population
Mental Sensitivity is the opposite of Mental Toughness. 1 2 3 4 5 6 7 8 9 10

7. Commitment
“stick-ability”. Describes to what extent you will “make promises” and the extent to which you will keep those promises.
Those promises can be made to others or to themselves.
When asked to do something to a target by a certain time & date do you instinctively think:
I’ll go for that and I’ll do what it takes or
I’ll never manage that – I’ll look stupid when I fail.

8. Commitment
How do those “Low” in commitment typically behave?
Will avoid setting goals and targets –failure will expose them as “failures”
Exams, tests, assignments are threatening
Goals & targets are intimidating to them
Give up easily and find a reason for it
Will try to ignore goals and targets
Distract attention from the goal – “ I would have done it but I did this other thing/ was asked to do something else, etc”
Often respond to the last person to ask them to do something

9. Commitment
How do those “High” in commitment typically behave?
Will translate goals and targets into “pictures of success” & plan for attainment.
Exams, tests, assignments are welcomed
Set targets for themselves - pbs
Work hard and go for it.
Excited by measures, goals and targets

10. Commitment Are there “downsides” for those “High” in commitment?
Can overcommit!
Can fail to see that others aren't motivated in the same way.
May “manage by numbers”
May miss doing things that are equally important or more pressing.
One reason why poorly planned performance often fails

11. Commitment
Are there “upsides” for those who aren't “high” in commitment?

12. Control
“Can do”. Describes to what extent you believe you shape what happen to you and manage your emotions when doing it.
There are two components :
Life-Control
Emotional Control
When asked to do something , is your default response:
I can do it …. without needing to check if it is possible
I’ll stay in control of my emotions

13. Life Control They are fatalists – things happen to them
How do those “Low” in life control typically behave?
They are fatalists – things happen to them
Do one thing at a time – panic when overloaded
Blame others and circumstances for failures
Tend to focus on why things cant be done
Cup half empty

14. Life Control Believe they make difference
How do those “High” in life control typically behave?
Believe they make difference
Happily multi-task
Good at planning & organisation
Will try to ignore goals and targets
Cup is half-full. Everything is possible.
Work hard to clear blockages
Problems exist – they are there to be handled

15. Life Control
Are there “upsides” for those who aren’t “High” in “Life Control”?

16. Emotional Control Reveal their emotional state to others
How do those “Low” in emotional control typically behave?
Reveal their emotional state to others
Deal poorly with criticism or negative feedback
Feel things happen to them
Get down when things go wrong
Can lose it when provoked or annoyed.

17. Emotional Control Manage their emotional response to situations
How do those “High” in emotional control typically behave?
Manage their emotional response to situations
Difficult to provoke or annoy
Deal well with difficult people
Mask anxiety – maintain poise
Deal well with bullying behaviour

18. Emotional Control
Are there “upsides” for those who aren’t “High” in “Emotional Control”?

19. Resilience
Resilience is often defined as a function of Control & Commitment.
Resilience represents the ability to deal with an adverse situation and still complete some or all of what you had set out to do.
Mental Toughness broadens this concept by adding two more components – Challenge and Confidence. This introduces a more pro-active element.

20. Challenge
“drive”. Describes to what extent you challenges, change, adversity & variety as opportunities or as threats.
When asked to do something significant or challenging is your immediate response to say:
That’s great – I look forward to whatever emerges or
Oh no! I like things the way they are – I'm frightened by what might happen.

21. Challenge Hate change and variety of any sort.
How do those “Low” in challenge typically behave?
Hate change and variety of any sort.
Don’t like shocks & surprises
Hate new places; people; subjects, bosses, etc
Respond poorly to competitive types
Risk averse
Avoid effort and anything which attracts attention

22. Challenge Like challenge
How do those “High” in challenge typically behave?
Like challenge
Easily bored – will seek change - may provoke change
Like problem solving
Work hard & smart
Risk orientated
Readily volunteer

23. Challenge
Are there “upsides” for those who aren’t “High” in challenge?

24. Confidence
“Self Belief”. Describes to what extent you believe you have the ability to deal with what will face you and the inner strength to stand your ground when needed.
There are two components :
Confidence in Abilities
Interpersonal Confidence
When doing something and you face a problem, is your default response:
I have the capability to plough on?
I’ll deal with those who get in my way?

25. Confidence in Abilities
How do those who have “Low” confidence in abilities typically behave?
Will be reluctant to express a view in discussion or debate
Low self belief. Not confident that they know subject matter even they you do.
Inner belief missing – need others to build that.
Unsure whether they have grasped a subject or not – feel they are still missing something

26. Confidence in Abilities
How do those who have “High” confidence in abilities typically behave?
Don't need others to tell them they can do it or to encourage them.
Happily to engage in discussion even if it takes them into the unknown
Can believe they are right .. Even when they are wrong
Little or no need for external validation.

27. Confidence in Abilities
Are there “upsides” for those who aren’t “High” in confidence in abilities?

28. Interpersonal Confidence
Back down quickly when challenged
Will allow others to dominate debates – even when they are more knowledgeable and more expert
Will have difficulty dealing with assertive people
Wont ask questions in group settings
Will accept criticism even when its not deserved
How do those “Low” in interpersonal confidence typically behave?

29. Interpersonal Confidence
How do those “High” in interpersonal confidence typically behave?
Will argue their corner – especially if they believe they are right
Will gets their own way – even when others may have a better case
Wont allow others to orally dominate
Will have a “go” and enter a conversation.
Will often provide a full response to questions

30. Interpersonal Confidence
Are there “upsides” for those who aren’t “High” in Interpersonal confidence

31. The Four C’s – a summary Control - I really believe I can do it
- I can keep my emotions in check when doing it
Commitment I promise to do it and will set goals
- I will do what it takes to keep those promises
Challenge I can see the opportunity
- I am motivated to do it
Confidence I believe I have the ability to do it
- I can argue my corner if I need to
Together these give rise to Mental Toughness

32. THE MODEL – its fit with current thinking
Introduces the ideas of
Fixed Mindset
Flexible Mindset
Introduces the ideas of
Learned Helplessness
Learned Optimism
& Happiness

33. THE MODEL – its fit with current thinking
Introduces the ideas of
Talent Myth
Purposeful practice
Introduces the ideas of
Hardiness

34. THE MODEL –current thinking
One observation is that all models have, as a core concept, the requirement to work hard as well as work smart.
There is a recognition that the West might have a technological advantage but the third world is catching up quickly but is doing this with a better work ethic.
“Success is 99% perspiration and 1% inspiration” Benjamin Franklin

35. THE MODEL – its application in Education
One observation is that all models have, as a core concept, the requirement to work hard as well as work smart.
There is a recognition that the West might have a technological advantage but the third world is catching up quickly but is doing this with a better work ethic.
“Success is 99% perspiration and 1% inspiration” Benjamin Franklin
This applies to educators, coaches as well as students

36. THE MODEL – case studies
Halewood College , UK – links to performance, bullying, career aspirations and gender discrimination!
Flegg High School, UK – dealing with disruptive students
Oldham Schools, UK – supporting students from socially and economically deprived backgrounds
Higher Colleges of Technology, UAE – Emiratisation & aspirations
Hult International Business School – optimising learning and employability
Scottish Colleges & Hull University – student retention and employability

37. The next level of validation of the MTQ48
University of Western Ontario – examining mono-zygotic and Di-zygotic twins – establishing a genetic component
University of Basle – examining adolescent behaviour – dealing with anxiety, sleep. Etc
University of Lincoln – relationship with Emotional Intelligence
Universities of Parma & Modena & Reggio – Brain Scan studies providing a biological explanation
& on-going studies in the Gulf, US, Australia and , of course, Hull.

38. Side view

39. Rear view

40. How do you measure Mental Toughness and what can you do about it?

41. Measuring Mental Toughness MTQ48 Questionnaire
3 versions: 1. Occupational (all ages) 2. Young persons (age ) 3. on its way –early years (age 3- 5) and junior school (age 7 – 10)
Normative, valid and reliable measure
On-line format (can print off questionnaires)
Easy to use
On-line facility also helps to manage data
Short inexpensive licensed user training (2 days)

42. Mental Toughness Development
The Mental Toughness model is a fairly complete process
Understanding – the model provides a structure around which to assess an important requirement for performance and wellbeing.
Diagnosis – the measure enables diagnosis, assessment and measurement at a useful level – the 4Cs
What are my issues? What are their implications? What will I seek to develop/improve? Where is it best to start?
Interventions – ability to direct interventions better and to select appropriate interventions –works with any intervention strategies.
Evaluation – the ability to measure change and to relate it to action.

43. Mental Toughness Development
Interventions fall into 6 broad areas:
1 Positive thinking – affirmations, think three positives, turning negatives into positives, etc
2 Visualisation – guided imaging, using your head to practice, etc
3 Anxiety Control – relaxation techniques, breathing, etc
4 Attentional Control – focus, dealing with interruptions
5 Goal setting – SMART, balancing goals, how to deal with big goals, etc
6 The test itself + feedback – people respond to the feedback
Plus Biofeedback – monitoring self, guiding selection and adoption of tools and techniques
These all help to develop the capability to deal with stress, pressure and challenge and, where appropriate, to cope with these.

44. Mental Toughness Development - Positive Thinking
The underlying principle
- we are what we think.
affirmations,
think three positives,
turning negatives into positives,
self talk
thought stopping
looking at role models
what will I do tomorrow?
attitude ladder

45. Mental Toughness Development - Visualisation
The underlying principle
- We can imagine success or we can imagine failure and we can learn from that.
guided imagery
pink elephant
change your environment
target practice
penalty shoot out

46. Mental Toughness Development - Anxiety Control
The underlying principle
Psychological responses such as fear & worry have a physiological consequence Controlling those physiological response can help us to manage the mental responses.
control distraction
controlled breathing
muscular relaxation
ear tap
smiling and laughing
self hypnosis
sleep
anchoring

47. Mental Toughness Development - Goal Setting
The underlying principle
Give meaning and direction as well as fuel and energy to achieve objectives & approach new challenges.
smart goals
balancing goals
setting milestones

48. Mental Toughness Development - Attentional Control
The underlying principle
Focus, sustained attention and concentration, enables us to work better and for longer
Interruptions and distractions undermine that capability
minimising interruptions
concentration
stork stand
shut out distractions

49. Mental Toughness Development - the issues
Do we actually make individuals tougher or do we equip sensitive people with the tools and techniques that the tougher use? Does it matter?
Is it the tool; the coach or the recipient?
What do we do about the mentally sensitive – they can perform well. The MT perform more easily and do get a better deal. The MS can learn MT behaviours.
Self awareness is the key – which is why this this is so well suited to coaching and mentoring

50. Mental Toughness Development Kogan Page

51. Any Questions?

52. Performance Perform better in exams ands tests
Produce better coursework
Achieve more – cover more subjects
Work harder
Competitive
Studies show that up to 25% of the variation in an individuals performance on tests can be explained by their mental toughness

53. Behaviour More positive – “can do”
More likely to respond positively to change
More likely to engage – will volunteer for activities
More likely to accept responsibility
Better disciplined - attendance

54. Wellbeing Deal better with stress and pressure Sleep better!
Less likely to develop mental health issues
Can relax even after the most challenging time
Report much less bullying behaviour
Less likely to consciously adopt bullying behaviour

55. Aspirations & Employability
More ambitious
Set higher standards
More confident
Adopt a competitive approach
Deal better with redundancy
More likely to get a job

56. Transition Deal better with New schools, colleges and universities
New courses
New tutors
New experinces
Moving to the workplace

57. Completion on Time and on Target
More stick-ability – will complete programmes
Better at project management
Take setbacks and change in their stride.

58. Visualisation - Demonstrating the link between the psychological and the physiological
You can close your eyes or keep them open. Listen carefully to the description you are about to hear.

59. Visualisation - Demonstrating the link between the psychological and the physiological
Have you started to salivate? Most people do. This shows the link between the mind and the body

60. Visualisation seeing success