When teachers guide students' training, teachers' instructions and words and deeds can directly affect students' learning effect, and positive and effective feedback can stimulate students' interest and learn better.

Try to provide positive feedback to candidates instead of negative feedback (for example, "It will be better if the pace is faster" instead of "Why are you running so slowly", and use behavior-oriented feedback instead of feature-oriented feedback (for example, "The angle of the cake is good this time" instead of "It's a good practice this time") to avoid treating candidates with jet lag.

2. Constantly let candidates know the controllability of various influencing factors, and let them constantly increase their successful experience and feelings.

In some cases, candidates can't consciously notice or clearly recognize which factors are controllable and which factors are uncontrollable, so they can't plan their behavior wisely.

Teachers should guide candidates to distinguish the controllability of various factors, and always remind candidates to pay attention to those factors with greater controllability. Candidates can experience and gain a sense of success through some competitions or mock exams, and can establish a positive psychological set and believe that they can control their own destiny.

3. Cultivate students to pay attention to personal efforts.

In training, teachers should try their best to use external attribution to explain the fact that the competition results are not good and the expected goals have not been achieved, and should constantly cultivate candidates' internal control tendency and motivation tendency, and emphasize the degree of personal efforts; Candidates need to be guided: personal efforts are the most important factor to improve their skills and achievements, so that candidates can have better motivation and effect.

Mainly reflected in the following aspects:

First, attribute one's unsatisfactory performance to lack of ability rather than effort; I always feel that others' innate genes determine his achievements and ignore others' efforts, denying that I can get satisfactory results through hard work.

Secondly, I attribute my unsatisfactory performance to external factors, such as the deterioration of the weather, the injustice of the referee and the interference of external factors.

Third, the improvement of technology and skills is unwilling to take risks, so it is not trying to do better, resulting in a feeling of lack of self-confidence and helplessness.

Fourth, think of yourself as a continuous loser, so that the less successful experience, the more helpless feeling, and finally lose confidence and courage in the exam, and so on.