Look and Live at the Plate: Fear, Courage, and Formation in Youth Baseball
February 3, 2026
There is a moment in baseball that many young players recognize before they can explain it. It is the slow walk from the on-deck circle to the batter’s box when the game suddenly feels heavier. The pitcher looks faster. The strike zone feels smaller. Parents and teammates feel closer. The body tightens. Self-talk changes and turns negative: Don’t strike out. Don’t embarrass yourself. Don’t let everyone down.
Adults often respond with reassurance: “Relax and breathe—it’s just a game.” Objectively, that is true. But from a developmental perspective, it misses the point. The young athlete’s nervous system is not responding to logic; it is responding to evaluation, uncertainty, and potential social cost. That response is real, and how it is handled matters.
One of the clearest ancient descriptions of how humans are formed through fear comes from an unlikely source: the bronze serpent in the wilderness.
In the book of Numbers, after persistent complaint and rebellion, the people of Israel are afflicted by venomous snakes. Many are bitten; some die. When the people repent and ask for mercy, God does not remove the snakes. Instead, He instructs Moses to raise a bronze serpent on a pole and declares that anyone who looks at it will live (Numbers 21:8–9, NIV).
The solution is striking. Healing comes not through escape or distraction, but through turning toward the symbol of what threatens them, in obedience and trust. This is not merely a theological oddity. It reflects a deep pattern of human learning—one that modern psychology has identified and youth baseball enacts repeatedly.
Performance Anxiety in Youth Baseball: Development, Not Disorder
Performance anxiety is common in young athletes and, in most cases, does not reflect psychopathology. Clinical reviews emphasize that anxiety in youth sport often reflects normal developmental processes interacting with evaluative environments, rather than diagnosable anxiety disorders (Beenen et al., 2025). Baseball, perhaps more than any other sport, reliably produces these environments.
The structure of baseball amplifies pressure:
Failure is frequent and unavoidable.
Outcomes are public and numerically tracked.
The game contains pauses that allow anticipation and self-evaluation to escalate.
A hitter can succeed three times out of ten and be considered excellent, yet those seven failures are visible and remembered. A pitcher can make one mistake and watch it travel over the fence. These features make baseball a powerful teacher—but only if the lessons are handled correctly.
When anxiety arises, the most immediately reinforcing response is avoidance: batting lower in the order, declining to pitch, skipping games, or disengaging emotionally. Avoidance reduces distress in the short term, but decades of research show it maintains fear over time by preventing new learning (Foa & Kozak, 1986). The brain learns that safety comes from escape, not competence.
This is precisely the dynamic the bronze serpent narrative interrupts.
“Looking at the Serpent”: Exposure, Attention, and New Learning
In psychological terms, the instruction to look at the raised serpent is a command to engage in approach behavior. Modern exposure-based models of anxiety rest on the same foundation. Early emotional processing theory proposed that fear diminishes when individuals encounter feared stimuli long enough for inaccurate threat expectations to be corrected (Foa & Kozak, 1986).
More recent work reframes exposure as inhibitory learning: fear is not erased but counterbalanced by new learning that competes with it—for example, “I can tolerate this” or “I can function while anxious” (Craske et al., 2014). The emphasis shifts from eliminating anxiety to performing effectively in its presence.
Baseball provides daily opportunities for this learning:
A hitter learns to track the ball while the heart is racing.
A pitcher learns to re-center after walking a batter.
A fielder learns to stay present after an error.
In each case, the athlete is not calm first and then competent. Competence develops by remaining engaged even when uncomfortable.
Pressure, Attention, and “Choking” in Baseball
Pressure not only increases physiological arousal; it also alters attention. Under stress, athletes may become self-focused, distracted by outcomes, or overly conscious of technique—processes associated with performance decrements commonly described as “choking” (Yu, 2015).
Baseball makes these attentional shifts visible. Hitters stop seeing the ball and start “trying to swing correctly.” Pitchers guide the ball instead of throwing it. Fielders play “not to mess up,” and reaction time slows.
Neuroscientific research with professional baseball players suggests that higher-level performers show more flexible attentional control and different neural responses to errors compared to less experienced players, indicating that regulation under pressure is a learned skill (Han et al., 2014). This learning does not come from reassurance alone; it comes from repeated exposure to pressure paired with recovery.
Baseball as a Natural Exposure Ladder
One of baseball’s underappreciated strengths is that it naturally provides graded exposure when coached wisely:
Tee work progresses to live batting practice.
Bullpen sessions progress to controlled innings.
Low-leverage at-bats progress to higher-leverage situations.
Exposure research consistently shows that learning is strongest when challenges are graduated, repeated, and varied across contexts (Craske et al., 2014). When adults remove young athletes from pressure moments too quickly, they reduce immediate discomfort at the cost of long-term resilience.
Scripture reflects the same developmental ordering. Courage is commanded before confidence, and perseverance precedes maturity:
“Be strong and courageous… do not be afraid.” (Joshua 1:9, NIV)
“The testing of your faith produces perseverance.” (James 1:2–4, NIV)
“Suffering produces perseverance; perseverance, character.” (Romans 5:3–5, NIV)
In the New Testament, Jesus explicitly connects the bronze serpent to His own crucifixion, reinforcing the pattern that life comes through faithful engagement rather than avoidance (John 3:14–15, NIV).
Generalization Beyond Baseball: Why This Matters
Repeated exposure to pressure does more than improve athletic performance. It builds self-efficacy—the belief that one can act effectively in difficult situations. Bandura (1977) demonstrated that self-efficacy is shaped primarily through mastery experiences, particularly those involving stress.
This is why courage learned in baseball often transfers to other domains. A child who learns to hit while nervous is better prepared to speak in class, take academic risks, and tolerate evaluation elsewhere. Research on stress inoculation training supports this transfer, showing that structured exposure to manageable stress paired with coping strategies enhances resilience across contexts (Meichenbaum, 1985). Across domains, voluntary engagement with difficulty strengthens capacity, whereas avoidance reliably undermines resilience.
Practical Supports: Structure Without Suppression
Research suggests several evidence-based supports that help young baseball players face pressure effectively:
Pre-performance routines help stabilize attention and reduce cognitive noise. Meta-analytic findings indicate that routines improve performance, particularly under pressure (Rupprecht et al., 2024). Baseball’s repetitive structure makes routines especially effective.
Mindfulness-based interventions have shown promise in baseball populations, improving flow states and aspects of mental health while reducing maladaptive responses to anxiety (Chen et al., 2019). When simplified for youth, mindfulness becomes a skill of noticing nerves and returning attention to the next pitch.
Stress inoculation approaches—gradually introducing pressure while teaching coping and recovery—mirror best practices in both psychology and coaching (Meichenbaum, 1985). In baseball, this may involve simulated high-leverage at-bats with supportive feedback rather than punishment.
Ethical Guardrails: Formation Without Harm
The bronze serpent narrative also carries a warning. What once served as an instrument of healing later became an idol and had to be destroyed (2 Kings 18:4). A means of formation can become a source of distortion when it is given ultimate significance.
Youth baseball carries the same risk. While it can be a powerful context for growth, baseball itself cannot bear the weight of meaning. When performance or athletic identity becomes the primary source of worth, pressure no longer forms resilience—it magnifies anxiety.
From the perspective of existential psychology, this is unsurprising. Motivation grounded solely in achievement or validation proves fragile under sustained adversity. Research on meaning-making shows that resilience is strengthened when effort is embedded within a purpose that transcends immediate outcomes (Frankl, 1946; Park, 2010). For young athletes, this means learning that baseball is something they do, not something they are.
Practically, ethical formation in youth baseball requires clear guardrails:
Pressure must be graduated, not overwhelming.
Mistakes must be survivable, not shaming.
Identity must not be collapsed into performance.
Purpose must extend beyond the game itself.
The goal is not to harden children or to shield them from difficulty, but to strengthen them within a framework where fear can be faced, and meaning remains intact. Baseball forms character best when it points beyond itself—remaining a tool for growth, not an object of ultimate devotion.
Conclusion: The Batter’s Box as a Small Wilderness
The wilderness is not a baseball field, and baseball is not salvation. But they intersect at the level of formation. Young athletes will face moments that feel larger than they are. In those moments, they will learn one of two patterns:
Avoid → feel relief → grow smaller
Engage → endure → grow stronger
The bronze serpent, modern psychology, and the lived reality of baseball converge on the same truth: life and strength are found on the far side of faithful engagement.
For a young baseball player, that truth may look simple—stepping into the box, fixing attention on the release point, breathing once, and swinging freely while the heart still races. That act is not just skill development. It is a character in formation.
-Dr. Kyle Stull
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Beenen, K. T., Vosters, J. A., & Patel, D. R. (2025). Sport-related performance anxiety in young athletes: A clinical practice review. Translational Pediatrics, 14(1), 127–138. https://doi.org/10.21037/tp-24-258
Chen, J.-H., Tsai, P.-H., Lin, Y.-C., Chen, C.-K., & Chen, C.-Y. (2019). Mindfulness training enhances flow state and mental health among baseball players in Taiwan. Psychology Research and Behavior Management, 12, 15–21. https://doi.org/10.2147/PRBM.S188734
Craske, M. G., Treanor, M., Conway, C. C., Zbozinek, T., & Vervliet, B. (2014). Maximizing exposure therapy: An inhibitory learning approach. Behaviour Research and Therapy, 58, 10–23. https://doi.org/10.1016/j.brat.2014.04.006
Foa, E. B., & Kozak, M. J. (1986). Emotional processing of fear: Exposure to corrective information. Psychological Bulletin, 99(1), 20–35. https://doi.org/10.1037/0033-2909.99.1.20
Frankl, V. E. (1946). Man’s search for meaning. Beacon Press
Han, D., Kim, B., Cheong, J., Kang, K., & Renshaw, P. (2014). Anxiety and attention shifting in professional baseball players. International Journal of Sports Medicine, 35(08), 708–713. https://doi.org/10.1055/s-0033-1363235
Meichenbaum, D. (1985). Stress inoculation training. Pergamon Press.
Pargament, K. I. (1997). The psychology of religion and coping: Theory, research, practice. The Guilford Press.
Park, C. L. (2010). Making sense of the meaning literature: An integrative review of meaning making and its effects on adjustment to stressful life events. Psychological Bulletin, 136(2), 257–301. https://doi.org/10.1037/a0018301
Rupprecht, A. G. O., Tran, U. S., & Gröpel, P. (2024). The effectiveness of pre-performance routines in sports: A meta-analysis. International Review of Sport and Exercise Psychology, 17(1), 39–64. https://doi.org/10.1080/1750984X.2021.1944271
Biblica, Inc. (2011). The Holy Bible, New International Version. Zondervan. (Original work published 1978)
The Holy Bible, New International Version. (2011). Zondervan.
Theron, L. C., & Theron, A. M. C. (2014). Meaning-making and resilience: Case studies of a multifaceted process. Journal of Psychology in Africa, 24(1), 24–32. https://doi.org/10.1080/14330237.2014.904099
Yu, R. (2015). Choking under pressure: The neuropsychological mechanisms of incentive-induced performance decrements. Frontiers in Behavioral Neuroscience, 9, Article 19. https://doi.org/10.3389/fnbeh.2015.00019
Belief, Performance, and the Power of Existential Psychology
January 4, 2026
At the highest levels of human performance—elite sport, military special operations, the performing arts, and other extreme domains—success is rarely explained by talent alone. The differentiating factors are psychological: endurance under suffering, persistence through failure, and the capacity to find meaning when progress is uncertain and reward is delayed. Across these environments, one pattern emerges with striking regularity: a large majority of high-level performers come to believe that what sustains them lies beyond themselves. In the United States, an estimated 80–90 percent of elite performers report belief in a “higher power” of some kind, with roughly 60–70 percent identifying as Christian and the remainder drawing meaning from other religious or spiritual frameworks. These figures are not merely reflections of population averages. They point to a deeper psychological phenomenon—one grounded in existential psychology and the human response to sustained adversity.
The Limits of the Self
Early in a performer’s development, motivation is often self-referential: winning, recognition, mastery, identity. This initial drive, while necessary, is ultimately insufficient when individuals encounter persistent pain, failure, and unpredictability. In Man’s Search for Meaning, Viktor Frankl describes how individuals confronted with extreme suffering survive not because of physical strength but because of a sense of existential meaning that transcends their circumstances. Frankl’s idea suggests that discovering a sense of purpose is the central motivating force in human psychology and that suffering can be transformed when embedded within a larger purpose (Frankl, 1946). Contemporary research in sport psychology reinforces this theme. Studies of "meaning-making" show that how individuals interpret and integrate adversity influences their psychological resilience and ongoing engagement under challenging tasks (Theron & Theron, 2014).
Transcendence as a Psychological Adaptation
For many elite performers, belief in something beyond the self is not adopted casually or inherited passively; it is discovered under pressure. Some articulate this discovery in explicitly Christian terms: belief that Christ’s sacrifice gives meaning to suffering, reframes failure, and relocates worth outside performance. Others describe it through Buddhist concepts of non-attachment and enlightenment, where striving is transformed into disciplined presence rather than egoic ambition. Still others adopt less formal frameworks—faith in fate, the universe, legacy, or a calling greater than personal success.
From an existential psychology perspective, these beliefs serve a common psychological function. They:
Decenter the ego, reducing performance anxiety and fear of failure
Provide meaning to suffering, transforming pain into purpose
Stabilize identity so self-worth survives loss, injury, or decline
Sustain persistence, even when external rewards are delayed or absent
Research on meaning-making emphasizes that structured belief systems—religious or spiritual—provide cognitive and narrative frameworks through which individuals interpret adversity and maintain psychological adjustment (Park, 2010). Similarly, research on religious and spiritual coping strategies shows they are associated with emotional regulation and resilience in the face of significant life stressors (Pargament et al., 2011).
Why High Performers Skew Toward Belief
Elite performers are often highly educated, empirically minded, and exposed to secular environments. Yet belief persists—and, in many cases, intensifies. This apparent paradox resolves once belief is understood not as superstition but as an adaptive response to existential stress. High-level performance systematically strips away superficial motivations. Those who endure typically do so by anchoring themselves to something that does not fluctuate with outcomes. This does not require doctrinal uniformity. Whether belief is framed as God, a “higher power,” or a transcendent principle of purpose, what matters psychologically is that it situates the self within something larger. Research on peak experiences and flow in performance contexts suggests that individuals who report transcendent or deeply meaningful experiences are better able to cope with setbacks over time (Jackson & Csikszentmihalyi, 1999).
“It’s Not About Me Anymore”
Across disciplines, elite performers often describe a moment—sometimes gradual, sometimes sudden—when the pursuit changes character. Training is no longer about proving worth. Competition is no longer about validation. Success is no longer owned. This moment does not end ambition; it refines it. The performer still trains relentlessly and competes fiercely—but the meaning has moved. Effort becomes an offering. Discipline becomes devotion. The goal is no longer to elevate the self but to align with something transcendent—whether defined as God, truth, enlightenment, or purpose.
Existential psychology recognizes this shift as a movement from self-actualization to self-transcendence. Abraham Maslow identified self-transcendence as a level of motivation beyond the achievement of personal potential, involving alignment with values such as truth, beauty, and unity (Maslow, 1971).
Conclusion
Belief among high-level performers is not an anomaly. It is a pattern grounded in how humans cope with suffering, identity threat, and existential uncertainty.
When individuals are pushed to the outer limits of human capacity, they often discover that the self alone is insufficient as a source of meaning. What emerges instead is belief: not always doctrinal, not consistently uniform, but overwhelmingly oriented toward something beyond the individual. In this sense, belief is not opposed to performance. It may be one of its deepest psychological foundations.
Dr. Kyle Stull
References
Frankl, V. E. (1946). Man’s search for meaning. Beacon Press
Jackson, S. A., & Csikszentmihalyi, M. (1999). Flow in sports: The keys to optimal experiences and performances. Human Kinetics.
Maslow, A. H. (1971). The farther reaches of human nature. Viking Press.
Pargament, K. I. (1997). The psychology of religion and coping: Theory, research, practice. The Guilford Press.
Park, C. L. (2010). Making sense of the meaning literature: An integrative review of meaning making and its effects on adjustment to stressful life events. Psychological Bulletin, 136(2), 257–301. https://doi.org/10.1037/a0018301
Theron, L. C., & Theron, A. M. C. (2014). Meaning-making and resilience: Case studies of a multifaceted process. Journal of Psychology in Africa, 24(1), 24–32. https://doi.org/10.1080/14330237.2014.904099
Mental training and visualization aren’t just buzzwords—they’re evidence-based techniques proven to accelerate skill development in nearly every domain, from sports to music. Researchers explain that these practices tap into neuroplasticity, the brain’s ability to rewire itself in response to focused effort and experience. By vividly rehearsing a movement or performance sequence in the mind, we engage many of the same neural circuits that are used during actual execution. This means that mental rehearsal can complement—and significantly enhance—the gains of physical practice.
Why Visualization Works
Research shows that imagined actions activate similar brain regions as real-world performance, even reproducing details such as spatial distance, timing, and eye-movement patterns. However, visualization isn’t a replacement for physical training; instead, it works best as an augment. Brief, repeated mental “replays” strengthen the correct neural pathways while helping to suppress errors—what neuroscientists call long-term potentiation and long-term depression. Over time, this pairing of mental and real practice makes new skills faster to acquire and more durable under pressure.
Keys to Effective Mental Training
Neuroscientists emphasize five principles for success: keep visualizations short and simple (about 15 seconds); pair them closely with real-world practice; assign clear labels to each drill or movement (e.g., “serve-A” or “swing-1”); use accurate, vivid imagery that matches actual timing and sensation; and practice with consistency, ideally three to five sessions per week with 50–75 brief repetitions. Equally important is getting quality sleep—especially the night after practice—because most neural rewiring happens during deep rest.
Practical Steps Athletes Can Start Today
Pick one skill you can already perform—even imperfectly—and commit to mentally rehearsing it.
Visualize for 10-15 seconds at a time, focusing on one concise sequence such as the swing, stroke, or routine.
Repeat 50-75 times per session, resting about 15 seconds between bouts, three to five times a week.
Pair every mental session with real-world reps of the same move and label it consistently in both settings.
Prioritize sleep the night after training to lock in new neural connections.
Used in conjunction with regular practice, these steps can provide athletes with a measurable edge—improving precision, confidence, and resilience while reducing the time required to master complex skills.
Dr. Kyle Stull
In an age of constant notifications and multitasking, the ability to focus deeply has become a competitive advantage. Neuroscientists and productivity experts agree that deep work—uninterrupted concentration on demanding tasks—is one of the most powerful ways to accelerate learning, problem-solving, and creativity. When the brain devotes all its cognitive resources to a single activity for sustained periods, it achieves what some scientists call neuro-semantic coherence: after approximately 15–20 minutes of continuous effort, all relevant neural circuits align, dramatically improving efficiency.
Designing Your Environment for Success
Experts stress that mental focus thrives in the right setting. Ritualized environments—like a tech-free writing space or using cues such as specific lighting, music, or even a candle—signal to the brain that it’s time for serious work. Separating spaces for different kinds of tasks (creative vs. administrative) and keeping phones out of sight minimizes “network-switching costs”—the 15-minute lag it often takes to regain deep focus after a distraction.
Training Attention as a Skill
Attention can be strengthened through deliberate practice, much like a muscle. “Productive meditation,” for example, involves walking while mentally working through a problem, continually redirecting the mind to a single idea when it wanders. Techniques like active recall for learning—reading, then trying to reconstruct the key points from memory—help solidify knowledge far better than passive review. Equally important are lifestyle factors such as adequate sleep, consistent walking or light exercise, and batching communications to reduce context-switching fatigue.
Practical Steps to Boost Focus Today
Reserve your first 2–3 hours of the day for deep work before checking email or social media.
Create a distraction-free zone—remove your phone and add one ritual cue such as a candle, playlist, or specific chair.
Batch communication: check email only two to three times a day.
Use active recall after studying or meetings—write down what you remember without looking at notes.
Take one 15-minute “idea walk” daily to think through a single problem.
Implementing even a few of these strategies can help you reclaim attention, reduce mental fatigue, and unlock more consistent, high-quality output.
Dr. Kyle Stull
In competitive environments—whether in sports, academics, or creative fields—our beliefs about learning can significantly impact our progress. Experts emphasize that a growth mindset—the belief that abilities can be developed through effort, strategy, and feedback—activates the brain’s natural capacity for change, known as neuroplasticity. This shift in perspective enables individuals to view challenges not as threats, but as opportunities to develop and strengthen their skills over time.
The Science Behind the Shift
Researchers explain that a fixed mindset often leads people to avoid difficult tasks out of fear of failure, thereby shutting down the very learning circuits required for improvement. In contrast, those who approach errors as data points keep these circuits active longer, enabling faster skill acquisition and better resilience under stress. Physiologically, the stress response triggered during challenges can either hinder or enhance performance, depending on how we interpret it. Seeing it as preparation rather than danger helps sustain focus and motivation.
Turning Setbacks into Strength
A key takeaway is that self-talk and framing are crucial. Athletes and performers who remind themselves that effort and persistence are vital to progress tend to recover more quickly from mistakes. These researchers highlight that maintaining curiosity—asking “What can I learn from this?”—not only supports performance in the moment but also enhances long-term consistency and adaptability.
Practical Steps to Build a Growth Mindset Today
Reframe stress as readiness: When feeling nervous before a performance or challenge, interpret the physical response as your body gearing up to succeed.
Focus on process over outcome: Praise effort, deliberate strategies, and small improvements rather than wins or scores.
Reflect on mistakes with curiosity: After a setback, write down what went wrong and identify one adjustment to test next time.
Seek feedback regularly: Treat constructive criticism as fuel for refinement, not a verdict on talent.
By consistently practicing these steps, anyone can train their brain to embrace challenges, accelerate learning, and perform at higher levels—proving that potential is rarely fixed and often far greater than we imagine.
Dr. Kyle Stull
Moving Minds: How Physical Activity Shapes Mental Health in Youth
A growing body of evidence shows that movement isn’t just good for young bodies—it’s essential for young minds. In a major synthesis of over 700 studies, researchers found consistent links between physical activity and mental health among children and adolescents. Regular participation in physical activity was associated with lower levels of depression and anxiety, higher self-esteem, and better cognitive functioning. While the field has matured over the past decade, the clearest benefits appear in cognitive health, suggesting that exercise plays a direct role in supporting attention, memory, and learning.
Exercise and Emotional Well-Being
The review found moderate improvements in depressive symptoms following physical-activity interventions for youth, particularly in structured programs lasting around three months. These benefits were most evident for adolescents already struggling with depression. Evidence for anxiety reduction was smaller and more fragmented, though some studies showed positive effects from programs like yoga or team sports. Self-esteem outcomes were mixed, reflecting the complex and personal nature of self-perceptions—yet when activity experiences were positive and socially supportive, confidence gains were stronger.
Fitness for the Brain
Perhaps the most compelling evidence emerged in the area of cognitive functioning. Regular exercise was linked to improvements in executive function—skills like planning, focus, and self-control—as well as measurable changes in brain structure and activity. Children who were more physically fit tended to perform better academically and on cognitive tests. This growing field highlights that movement can enhance not only physical performance but also learning capacity and mental clarity, offering a powerful case for embedding physical activity into daily routines and school curricula.
Practical Steps to Apply the Findings
Build movement into routines: Encourage at least 60 minutes of moderate-to-vigorous activity daily—whether through sports, play, or active commuting.
Combine physical and mental skill work: Pair physical warmups with short visualization or breathing exercises to strengthen the body–mind connection.
Foster positive activity environments: Prioritize fun, teamwork, and inclusivity so youth associate movement with enjoyment and social support.
Track progress beyond fitness: Help children notice cognitive and emotional benefits—better focus, confidence, or mood—to reinforce motivation.
By integrating regular movement into everyday life and connecting it to personal growth, young people can build resilience, focus, and mental well-being that last well beyond the playing field.
Dr. Kyle Stull
Reference:
Biddle, S. J. H., Ciaccioni, S., Thomas, G., & Vergeer, I. (2019). Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality. Psychology of Sport & Exercise, 42, 146–155. https://doi.org/10.1016/j.psychsport.2018.08.011