Sport Psychology and Indigenous Performing Artists

2004 ◽  
Vol 18 (1) ◽  
pp. 60-74 ◽  
Author(s):  
Stephanie J. Hanrahan
Keyword(s):  
Goal Setting ◽  
Performing Arts ◽  
Group Process ◽  
Team Building ◽  
Skills Training ◽  
Basic Structure ◽  
Mental Skills ◽  
Cultural Issues ◽  
Mental Skills Training ◽  
Self Confidence

A group of students from the Aboriginal Centre for the Performing Arts participated in a mental skills training program that focused on goal setting, self-confidence development, and team building. There were 13 two-hour sessions held over a 20-week period. The participants, cultural issues, and the basic structure of the program are described. The author’s observations regarding competition, displays of affection, collective values, and the importance of family and nature are provided. The participants qualitatively evaluated the program. Conclusions related to group process, program structure, and diversity are presented. These conclusions should be of value in terms of shaping future group mental skills training programs.

Mental Preparation for the Performer

2014 ◽  
pp. 666-688
Author(s):  
Alma Thomas
Keyword(s):  
Music Education ◽  
Goal Setting ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Mental Skills ◽  
Mental Preparation ◽  
Self Confidence ◽  
Key Concepts ◽  
And Performance ◽  
Regular Practice

Mental skills are integral to success in practice and performance. Prominent educators in sport and in the performing arts have advocated their use for years. This chapter provides voice educators and singers with illustrative mental skills that are based on recent research, supplies further background on mental training, and provides examples of key concepts. Teachers, coaches and singers are encouraged to apply the exercises presented and, if necessary, adapt them through experimentation to meet individual needs. Mental skills require regular practice and commitment, and should be an integral part of all teaching and learning. The literature in sport, and more recently in music education and performance, is full of the benefits of using mental skills, and full of ways in which mental skills guide and enhance performances at all levels. The key mental skills covered in this chapter are commitment and motivation, goal-setting, managing anxiety, relaxation, imagery, and developing self-confidence.

The Effects of a Mental Skills Training Package on Gymnasium Triathlon Performance

2001 ◽  
Vol 15 (2) ◽  
pp. 127-141 ◽  
Author(s):  
Richard C. Thelwell ◽  
Iain A. Greenlees
Keyword(s):  
Goal Setting ◽  
Endurance Performance ◽  
Skills Training ◽  
Multiple Baseline ◽  
Single Subject ◽  
Mental Skills ◽  
Intervention Package ◽  
Mental Skills Training ◽  
Training Package

The present study examined the effects of a mental skills training package on gymnasium triathlon performance. Five participants took part in a single-subject multiple baseline across individuals design, which was used to evaluate an intervention package including goal setting, relaxation, imagery, and selftalk. The results of the study indicated the mental skills package to be effective in enhancing triathlon performance for all five participants. Additionally, all participants increased their usage of mental skills from baseline to intervention phases. Follow-up social validation checks indicated all participants to have perceived the intervention to be successful and enjoyable, and all were satisfied with delivery and content of the package. In conclusion, the findings provide further evidence to suggest mental skills training packages to be effective for endurance performance.

Mental Skills Training to Improve Soldier Performance: Development and Implementation

2010 ◽  
Author(s):  
Bernie Holliday ◽  
Louis Csoka ◽  
Coreen Harada ◽  
Jon Hammermeister ◽  
Michael A. Pickering ◽  
...  
Keyword(s):  
Skills Training ◽  
Mental Skills ◽  
Mental Skills Training ◽  
Performance Development

How Does Sport Psychology Actually Improve Athletic Performance? A Framework to Facilitate Athletes’ and Coaches’ Understanding

2010 ◽  
Vol 34 (5) ◽  
pp. 386-402 ◽  
Author(s):  
Chris J. Gee
Keyword(s):  
Sport Psychology ◽  
Athletic Performance ◽  
Academic Discipline ◽  
Skills Training ◽  
Mental Skills ◽  
Mental Skills Training ◽  
Athletic Competition ◽  
The Past ◽  
Physiology And Biochemistry ◽  
Sport Psychologist

The popularity of sport psychology, both as an academic discipline and an applied practice, has grown substantially over the past two decades. Few within the realm of competitive athletics would argue with the importance of being mentally prepared prior to an athletic competition as well as the need to maintain that particular mindset during a competitive contest. Nevertheless, recent research has shown that many athletes, coaches, and sporting administrators are still quite reluctant to seek out the services of a qualified sport psychologist, even if they believe it could help. One of the primary reasons for this hesitation appears to be a lack of understanding about the process and the mechanisms by which these mental skills affect performance. Unlike the “harder sciences” of sport physiology and biochemistry where athletes can see the tangible results in themselves or other athletes (e.g., he or she lifted weights, developed larger muscles, and is now stronger/faster as a result), the unfamiliar and often esoteric nature of sport psychology appears to be impeding a large number of athletes from soliciting these important services. As such, the purpose of this article is to provide the reader with a simple framework depicting how mental skills training translates into improved within-competition performance. This framework is intended to help bridge the general “understanding gap” that is currently being reported by a large number of athletes and coaches, while also helping sport psychology practitioners sell their valuable services to individual athletes and teams.

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.

Mental Skills

2021 ◽  
pp. 61-75
Author(s):  
Dave Collins ◽  
Hugh Richards
Keyword(s):  
Skills Training ◽  
Well Being ◽  
Influential Factors ◽  
Professional Judgment ◽  
Mental Skills ◽  
Mental Skills Training ◽  
Normative Expectations ◽  
Level Of Experience ◽  
Special Circumstances ◽  
The Impact

This chapter considers issues in optimizing the impact and efficacy of mental skills training (MST). Balancing MST focus between performance, well-being, and character development is essential and requires data-driven case conceptualization. Effective professional judgment and decision-making underpins development of effective MST, enabling consideration of aspects such as timing, sequencing, and periodization, which determine the optimum “blend” of intervention techniques and delivery. Three interacting factors underpin effective application of MST. Relevant performer characteristics (e.g., gender, age, maturity) and special circumstances (injury, retirement) interact with practitioner characteristics such as level of experience, specific training, and preference/expertise with certain skills. Interactions are also influenced by cultural/contextual factors, from normative expectations of service delivery to contractual conditions and geographical locations (online/remote). The actual benefit of mental skills can only be realized when the provider both comprehends how to plan and deliver effectively and can navigate influential factors appropriately.

Biofeedback Training: Enhancing Athletic Performance

Biofeedback ◽  
2011 ◽  
Vol 39 (3) ◽  
pp. 101-104 ◽  
Author(s):  
Boris Blumenstein ◽  
Yitzhak Weinstein
Keyword(s):  
Athletic Performance ◽  
Training Programs ◽  
Skills Training ◽  
Biofeedback Training ◽  
Mental Skills ◽  
Training Process ◽  
Successful Performance ◽  
Mental Skills Training ◽  
Vital Component ◽  
Conceptual Paper

During the last three decades, mental skills training of athletes has become widely accepted as an important factor in sport and a vital component of successful performance of top athletes. Biofeedback training (BFT) is a key element/tool of a complex multifaceted treatment/training program aimed at enhancing athletic performance. The main purpose of this conceptual paper is to illustrate the successful integration of the Wingate 5-Step Approach to training programs that are based on a periodization principle. This integration is targeted at the development of both physical and mental skills to optimize and enhance the effectiveness of the mental training process. Examples derived from our experiences are illustrated and discussed.

The Creation of a Mental Skills Training Program in Elite Youth Tennis: A Coach-Driven Approach to Developing Resilient, Confident Competitors

2020 ◽  
Vol 7 (1) ◽  
pp. 74-81
Author(s):  
E. Earlynn Lauer ◽  
Mark Lerman ◽  
Rebecca A. Zakrajsek ◽  
Larry Lauer
Keyword(s):  
United States ◽  
Training Program ◽  
High Performance ◽  
Youth Sport ◽  
Skills Training ◽  
Mental Skills ◽  
Strength And Conditioning ◽  
Mental Skills Training ◽  
Self Talk ◽  
Strength And Conditioning Coach

In this paper, we describe the development and content of a mental skills training (MST) program and how a strength and conditioning coach/certified mental coach delivered this program within a United States Tennis Association (USTA) Player Development (PD) program. The purpose of the MST program was to create resilient, confident youth tennis competitors. Specific mental strategies (i.e., journaling, routines, breathing, imagery, self-talk) were identified to best meet the objectives of the MST program and were delivered using a three-pronged approach: (a) classroom lessons, (b) strength and conditioning sessions and on-court lessons, and (c) homework assignments. Specific ways that the USTA PD coaches reinforced the use of these strategies during tennis practice are described. Recommendations for coaches to integrate an MST program in high-performance youth sport environments are also provided.

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