Elite Wheelchair Rugby Players’ Mental Skills and Sport Engagement

2013 ◽  
Vol 7 (4) ◽  
pp. 253-263 ◽  
Author(s):  
Jeffrey J. Martin ◽  
Laurie A. Malone
Keyword(s):  
Goal Setting ◽  
The United States ◽  
Mental Skills ◽  
Descriptive Data ◽  
Disability Sport ◽  
Wheelchair Rugby ◽  
Mental Skill ◽  
Self Talk ◽  
Elite Level ◽  
Rugby Players

Although sport psychologists have started to examine elite disability sport, studies of comprehensive mental skill use are rare. In the current study, we examined multidimensional imagery and self-talk, as well as comprehensive mental skills (i.e., coping with adversity, goal setting, concentration, peaking under pressure, being coachable, confident, and feeling free from worry). In addition to descriptive data, we also were interested in the ability of athlete’s mental skills to predict engagement (e.g., being dedicated). Fourteen elite level wheelchair rugby players from the United States participated, and results indicated that athletes employed most mental skills. We accounted for 50% of the variance in engagement with comprehensive mental skills (β = .72, p = .03) contributing the most to the regression equation, while imagery (β = -.02, p = .94) and self-talk (β = -.00, p = .99) were not significant. Athletes who reported using a host of mental skills (e.g., coping with adversity) also reported being engaged (e.g., dedicated, enthused, committed) to wheelchair rugby. Athletes reporting minimal mental skill use were less engaged.

scholarly journals Do Elite Coaches from Disability Sport Use Psychological Techniques to Improve Their Athletes’ Sports Performance?

2018 ◽  
Vol 10 (4) ◽  
pp. 11 ◽  
Author(s):  
Tânia Bastos ◽  
Rui Corredeira ◽  
Michel Probst ◽  
António M. Fonseca
Keyword(s):  
Goal Setting ◽  
Qualitative Methodology ◽  
Skills Training ◽  
Sport Performance ◽  
Psychological Skills ◽  
Structured Interviews ◽  
Psychological Preparation ◽  
Disability Sport ◽  
Psychological Techniques ◽  
Self Talk

Goal-setting, imagery, relaxation and self-talk are psychological strategies crucial for successful psychological preparation and consequently for the improvement of the athlete’s sport performance. The coaches have an important role in the implementation of psychological skills training and may contribute to increase the use of psychological strategies by their athletes. Therefore, the purpose of this study was to examine the importance assigned to a group of psychological strategies (i.e., goal-setting, imagery, relaxation and self-talk) and its use in practice and competition setting by top elite coaches from disability sport. In-depth semi-structured interviews were conducted on ten elite Portuguese coaches. Content analysis was the qualitative methodology used for data analysis. Globally, the coaches acknowledge the importance of all four psychological strategies approached. However, the examination of the coaching routines on the application of psychological strategies suggested an undeveloped use of most of the strategies, specifically in the practice setting. Relaxation and self-talk were the most underused strategies. All the coaches reported the use of goal-setting in both the practice and competition setting. Overall, the present findings raise concerns about the effective contribution of Portuguese elite coaches for the development of successful psychological preparation among athletes with disabilities.

Is There a Correlation in Improvements of TOPS Scores and Improvements in Track and Field Performances in Collegiate Athletes?

2013 ◽  
Vol 6 (2) ◽  
pp. 183-184
Author(s):  
Trey Brokaw
Keyword(s):  
Goal Setting ◽  
International Association ◽  
Collegiate Athletes ◽  
Track And Field ◽  
Ncaa Division Ii ◽  
Mental Skills ◽  
Optimum Level ◽  
Select Group ◽  
Self Talk ◽  
Field Season

This presentation will share the results from a study conducted on college track and field athletes at the NCAA division II level. The study compares the results of scores on the Test of Performance Strategies (TOPS) and, individual athlete’s improvements in their event area according to the International Association of Athletics Federation (IAAF) scoring charts for track and field. A select group of primarily middle distance and distance runners was selected for the study. These athletes were given a baseline TOPS examination to evaluate their prior knowledge and use of mental skills in their athletic experiences. Personal best times in the athlete’s primary events were recorded from the previous year. During the nine weeks of the outdoor track and field season that this study took place; athletes were introduced to a wide array of activities associated with improving their mental skills. Such activities included goal setting, imagery, relaxation, optimum level of arousal, affirmations, and the use of positive self-talk and routines. Athletes would have an organized mental skills session at least twice each of the nine weeks of the season. Athletes also had an individual meeting with the coaches to go over goal setting and the use of their mental skills to enhance their physical skills. After the outdoor season was completed the athletes took a post-examination TOPS. The scores were compared with their pretest scores as well as their improvement in personal best times in their main events on the track.

scholarly journals A Qualitative Exploration of Psychological-Skills Use in Coaches

2008 ◽  
Vol 22 (1) ◽  
pp. 38-53 ◽  
Author(s):  
Richard C. Thelwell ◽  
Neil J.V. Weston ◽  
Iain A. Greenlees ◽  
Nicholas V. Hutchings
Keyword(s):  
Content Analysis ◽  
Goal Setting ◽  
Structured Interview ◽  
Time Frame ◽  
Psychological Skills ◽  
Use Of Self ◽  
Self Talk ◽  
Elite Level ◽  
Skills Use ◽  
Qualitative Exploration

The current study examined whether, where, when, and for what purposes coaches use psychological skills. A total of 13 elite-level coaches completed a structured interview using open-ended questions to examine their use of self-talk, imagery, relaxation, and goal-setting skills. Data were analyzed via deductive content analysis and indicated self-talk and imagery to be cited more frequently than relaxation and goal setting throughout the interviews. In addition, some purposes for using each skill were specific to training or competition across each time frame (before, during, and after), whereas there were several purposes consistent across each environment. Although the findings suggest that coaches employ psychological skills, it is imperative that they become aware of what skills they require and what skills they possess if they are to maximize their use across their wide-ranging coaching roles.

Developing Competitive Endurance Performance Using Mental Skills Training

2003 ◽  
Vol 17 (3) ◽  
pp. 318-337 ◽  
Author(s):  
Richard C. Thelwell ◽  
Iain A. Greenlees
Keyword(s):  
Endurance Performance ◽  
Skills Training ◽  
Multiple Baseline ◽  
Single Subject ◽  
Mental Skills ◽  
Intervention Package ◽  
Mental Skills Training ◽  
Training Package ◽  
Mental Skill ◽  
Self Talk

The present study examined the effects of a mental skills training package on competitive gymnasium triathlon performance and evaluated the utilization and impacts of the mental skills during performance. Four participants competed against each other on ten occasions in a single-subject multiple baseline across individuals design, which was used to evaluate an intervention package including goal setting, relaxation, imagery, and self-talk. The results indicated the mental skills package to be effective in enhancing all participants’ competitive triathlon performance and usage of mental skills from baseline to intervention phases. Qualitative data revealed that each of the mental skills were employed both prior to and during each triathlon and had varying impacts depending on when they were utilized. Issues regarding mental skill effectiveness and usage within competitive endurance performance are discussed.

A Mental Warm-Up for Athletes

2019 ◽  
Vol 33 (3) ◽  
pp. 213-220 ◽  
Author(s):  
Britton W. Brewer ◽  
Adisa Haznadar ◽  
Dylan Katz ◽  
Judy L. Van Raalte ◽  
Albert J. Petitpas
Keyword(s):  
Goal Setting ◽  
Repeated Measures ◽  
Soccer Players ◽  
Mental Skills ◽  
Male Youth ◽  
Warm Up ◽  
Youth Soccer ◽  
Competitive Season ◽  
Self Talk ◽  
Male High School

The purpose of this research was to develop and evaluate a 5-min structured mental warm-up involving aspects of goal setting, imagery, arousal regulation, and positive self-talk. Results of a study that featured a pretest–posttest design with 101 male youth soccer players (Study 1) and a study that featured a repeated-measures experimental design with 29 female intercollegiate soccer players (Study 2) indicated that executing the mental warm-up was associated with significantly greater readiness to perform and to use mental skills to enhance performance. In Study 3, 30 male high school soccer players used the mental warm-up daily over a competitive season and rated it as acceptable (albeit less so than their physical warm-up) at the beginning, in the middle, and at the end of the season. The findings suggest that a mental warm-up is both acceptable to athletes and potentially useful in helping them prepare for training and competition.

Undesirable Effects of Goal Setting on Perceived Fairness, Commitment, and Unethical Behavior

2018 ◽  
Vol 62 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Nina Keith
Keyword(s):  
Goal Setting ◽  
Unethical Behavior ◽  
The United States ◽  
Goal Commitment ◽  
Management Technique ◽  
Long Term Effects ◽  
Perceived Fairness ◽  
Negative Effects ◽  
Positive Effects ◽  
And Performance

Abstract. The positive effects of goal setting on motivation and performance are among the most established findings of industrial–organizational psychology. Accordingly, goal setting is a common management technique. Lately, however, potential negative effects of goal-setting, for example, on unethical behavior, are increasingly being discussed. This research replicates and extends a laboratory experiment conducted in the United States. In one of three goal conditions (do-your-best goals, consistently high goals, increasingly high goals), 101 participants worked on a search task in five rounds. Half of them (transparency yes/no) were informed at the outset about goal development. We did not find the expected effects on unethical behavior but medium-to-large effects on subjective variables: Perceived fairness of goals and goal commitment were least favorable in the increasing-goal condition, particularly in later goal rounds. Results indicate that when designing goal-setting interventions, organizations may consider potential undesirable long-term effects.

Practical Considerations for Working with Athletes with Disabilities

1998 ◽  
Vol 12 (3) ◽  
pp. 346-357 ◽  
Author(s):  
Stephanie J. Hanrahan
Keyword(s):  
Cerebral Palsy ◽  
Intellectual Disabilities ◽  
Goal Setting ◽  
Visually Impaired ◽  
Body Awareness ◽  
Mental Skills ◽  
Self Confidence ◽  
Blind And Visually Impaired ◽  
Control Goal ◽  
Athletes With Disabilities

This paper presents general considerations for working with athletes with disabilities and the usefulness and possible modification of specific mental skills for those athletes. Common concerns for athletes with specific disabilities are discussed. Specific disabilities are considered under the headings of amputees, blind and visually impaired, cerebral palsy, deaf and hearing impaired, intellectual disabilities, and wheelchair. Arousal control, goal setting, attention/concentration, body awareness, imagery, self-confidence, and precompetition preparation are discussed in terms of disability-specific issues as well as suggestions for application.

scholarly journals Evaluation of psychological performance strategies of volleyball players

2020 ◽  
Vol 17 (3) ◽  
pp. 812-821
Author(s):  
Aylin Özgen Feralan ◽  
Serkan İbiş ◽  
Bülent Okan Micoogullari
Keyword(s):  
Social Sciences ◽  
Goal Setting ◽  
Full Text ◽  
English Summary ◽  
Attention Control ◽  
Psychological Performance ◽  
Self Talk ◽  
Volleyball Players ◽  
Study Performance ◽  
Performance Strategies

Aim: The aim of this study was to examine the performance strategies of volleyball players and also comparison of usage levels of strategies in training and competitions. Method: Total 134 voluntary amateur volleyball players between the ages of 15-24 participated in the study. Performance strategies of volleyball players were determined with Test of Performance Strategies that designed by Thomas et al., (1999). To examine the performance strategies of volleyball players and also comparison of usage levels of strategies in training and competitions Statistical Package for Social Sciences (SPSS) programme was employed. To define possible differences between variables Independent samples t test was used.     Findings: Practice scale’s highly used strategy was self-talk and the lowest usage percentage was attention control. Meanwhile, competition scale results indicated that the highest used strategy was activation and lowest used strategy was relaxation. While comparison of differences between practice and competition scales strategies, it was found that except of goal setting and imagery all other strategies showed significant differences. Conclusions: Psychological performance strategies’ averages of volleyball players were ensured and it is exhibited that to which strategies should be thought and focused. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.​​ Özet Amaç: Bu çalışmanın amacı, voleybolcuların kullandıkları psikolojik performans stratejilerinin incelenmesi ve antrenmanlarda ve müsabakalarda kullanılan stratejilerin kullanım düzeylerinin karşılaştırılmasıdır. Metod: Çalışmaya 15-24 yaş arasında 134 gönüllü voleybolcu katılmıştır. Sporcuların kullandıkları psikolojik performans stratejilerini ve bu stratejilerin düzeylerini belirlemek üzere Thomas ve ark. (1999) tasarladığı Psikolojik Performans Stratejileri testi kullanılmıştır. İstatistiki analizlerin yapılması amacıyla Sosyal Bilimler için İstatistik programı kullanılmıştır. Olası farklılıkların tespiti için Bağımsız Örneklem t testi kullanılmıştır.     Bulgular: Antrenman alt ölçeğinde kullanılan stratejiler arasında en yüksek ortalama kendinle konuşma becerisi; en az kullanılan ise dikkat kontrolü saptanmıştır.  Müsabaka alt ölçeğinde ise en fazla kullanılan strateji olarak da aktivasyon becerisi; en düşük düzeyde kullanılan beceri stratejisi de rahatlama olarak bulunmuştur. Kullanılan becerilerin karşılaştırılması sonucunda hedef belirleme ve imgeleme becerileri dışındaki tüm becerilerde anlamlı farklılık bulunmuştur. Sonuç: Voleybolcuların psikolojik becerileri kullanım düzeyleri ve ne tür becerilerin daha fazla oranda çalıştırılması gerektiği ortaya koyulmuştur.

scholarly journals THE UNITED NATIONS CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES AND ITS EFFECTS ON THE PROMOTION OF ELITE DISABILITY SPORT: A WORLDWIDE ANALYSIS

2018 ◽  
pp. 119-138
Author(s):  
Jaime Prieto ◽  
Juan L. Paramio-Salcines
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Active Role ◽  
Persons With Disabilities ◽  
Disability Sport ◽  
Sports Events ◽  
Athletes With Disabilities ◽  
Elite Level ◽  
United Nations Convention ◽  
The United Nations

Little attention has been focused on the analysis of the interrelation between disability and elite disability sport from the human rights perspective as the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) demands of those countries that ratified this global regulation. More than a decade since its promulgation in December 2006, the United Nations itself and a plethora of authors recognises that disability in general and disability sport by extension has not yet been seen as a human rights issue in many countries, principally in developing countries. This paper is divided into four main parts. First, academic literature in relation to disability, human rights policy and sport at elite level is explored. Second, it examines the active role of the International Paralympic Committee, regarded as a major advocate for the rights of the sport promotion of athletes with disabilities, to implement the Convention by the organisation of sports events for Paralympic athletes worldwide at all levels of the sport development continuum. Third, it explains the methods and data collection followed in the study and the following section presents results of the analysis. Finally, it draws an international scenario that might be valuable in informing academics, institutions and professionals to promote elite disability sport from the human rights perspective.

scholarly journals Competitive Performance Effects of Psychological Skill Training for Youth Swimmers

2019 ◽  
Vol 126 (5) ◽  
pp. 886-903 ◽  
Author(s):  
Jennifer Meggs ◽  
Mark A. Chen
Keyword(s):  
Goal Setting ◽  
Swimming Performance ◽  
Skills Training ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Psychological Skills ◽  
Competitive Performance ◽  
Convenience Sample ◽  
Self Talk ◽  
Positive Effect

This study assessed the effect of two different psychological methods of skills training—self-talk and goal setting—on the swimming performance of youth swimmers. We allocated a convenience sample of club and county level youth swimmers ( N = 49; Mage = 10.8, SD = 1.25) to one of the three groups: self-talk, goal setting, or a control group engaged in no systematic psychological method of skills training. The groups were balanced in terms of competitive performance ability, age, and gender. Participants in the experimental conditions (self-talk and goal setting) completed a 5-week psychological skills intervention program and were measured on pre- and post-200-m swimming time in competition. After controlling for level of engagement in the program, analysis of covariance revealed a significant omnibus effect ( p = .006, [Formula: see text] = .20) with post hoc pairwise comparisons using magnitude-based statistics demonstrating that goal setting had a small positive effect compared with self-talk ( η2 = .40; ± 0.45). Both self-talk ( η2 = .50; ±0.48) and goal setting ( η2 = .71; ±0.4) showed a small and moderate positive effect, respectively, relative to the control group. A social validation check confirmed that the swimmers found the intervention to be relevant, beneficial, and meaningful for improving performance. Psychological skills training may be effective in improving youth swimming performance; specific mechanisms underlying these benefits need further exploration.

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