Teaching Sport Psychology for Now and the Future? The Psychological UNIFORM with High School Varsity Athletes

2017 ◽  
Vol 31 (1) ◽  
pp. 88-100 ◽  
Author(s):  
Jenelle N. Gilbert ◽  
Stephanie D. Moore-Reed ◽  
Alexandra M. Clifton
Keyword(s):  
High School ◽  
Goal Setting ◽  
Sport Psychology ◽  
Qualitative Data ◽  
Psychological Skills ◽  
Self Talk ◽  
Varsity Athletes ◽  
Continued Use ◽  
Soccer Team

Adolescent athletes can use psychological skills immediately after being taught, but a dearth of empirical evidence exists regarding whether these skills are maintained over time. A 12-week curriculum (i.e., UNIFORM; Gilbert, 2011) was taught to a high school varsity soccer team with three data collection points: pretest, posttest, 4-week follow-up. Use of several skills was significantly greater posttest compared with pretest as measured by the Test of Performance Strategies (Thomas, Murphy, & Hardy, 1999). Follow-up results were also salient. Relaxation, imagery, and self-talk use in practice was significantly greater than pretest at follow-up; relaxation, imagery, goal setting, and self-talk in competition showed similar results. Descriptive statistics and qualitative data triangulate these results. The UNIFORM curriculum enabled the athletes to use the skills more consistently. This study makes a contribution by measuring the skills at follow-up and providing evidence of their continued use four weeks after the curriculum’s conclusion.

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.

The Effects of a Multimodal Intervention Program on Performers: II. Training the Butterflies to Fly in Formation

1999 ◽  
Vol 13 (1) ◽  
pp. 22-41 ◽  
Author(s):  
Sheldon Hanton ◽  
Graham Jones
Keyword(s):  
Intervention Program ◽  
Anxiety Symptoms ◽  
Single Subject ◽  
Psychological Skills ◽  
Post Intervention ◽  
Somatic Anxiety ◽  
Multimodal Intervention ◽  
Performance Improvements ◽  
Self Talk

The purpose of this study was to examine the effects of a multimodal intervention on swimmers debilitated by anxiety. A staggered single-subject multiple-baseline across-subjects design was used over 10 competitive races for 4 swimmers. Baseline observations on cognitive and somatic anxiety “direction” (facilitative/debilitating) scores were collected for three, four, and five races for Participants 2, 3, and 4, respectively, prior to treatment. The intervention was designed based on qualitative data from Hanton and Jones’s (1999) study and included the skills of goal setting, imagery, and self-talk. These psychological skills emerged as particularly important from Hanton and Jones’s investigation as a means of maintaining facilitative interpretations of precompetition anxiety symptoms. Preintervention, all participants reported debilitating interpretations of cognitive and somatic anxiety symptoms. However, post intervention, the 3 participants who received treatment reported facilitative interpretations. Performance improvements were also evident for these swimmers. A postintervention follow-up showed that swimmers’ interpretations were still facilitative.

The Impact of a Workshop on Athletic Training Students’ Sport Psychology Behaviors

2009 ◽  
Vol 23 (4) ◽  
pp. 504-522 ◽  
Author(s):  
Damien Clement ◽  
Vanessa Shannon
Keyword(s):  
Athletic Training ◽  
Sport Psychology ◽  
Repeated Measures ◽  
Control Group ◽  
Psychological Skills ◽  
Athletic Training Students ◽  
Time Interaction ◽  
Quasi Experimental ◽  
The Impact

The current study’s primary purpose was to determine the impact of a sport psychology workshop on athletic training students’ sport psychology behaviors. Using a quasi-experimental research design, partial randomization was used to assign athletic training students (n = 160) to a treatment group or control group. A 2 × 2 repeated measures MANOVA revealed a significant multivariate effect for Group x Time interaction [Wilks’s Λ = .22, F (5, 154) = 1, p < .001, η2 = .77]. Follow up ANOVAs revealed significant interactions for all sport psychology behaviors (allp < .01) except referring an injured athlete to a sport psychologist. Results from the current study revealed that members of the experimental group reported a significant increase in their use of total sport psychology behaviors at the six week follow-up when compared with those in the control group. Such increases highlight the need for increased exposure of athletic training students to sport psychology. Given the potential benefits that could be derived from the incorporation of sport psychology skills and techniques into injury rehabilitation by athletic training students’, the assertion that injured athletes’ physical rehabilitation could be enhanced with the incorporation of psychological skills and techniques appears to be supported.

Psychological Skills Training with Community College Athletes: The UNIFORM Approach

2011 ◽  
Vol 25 (3) ◽  
pp. 321-340 ◽  
Author(s):  
Colleen M. Horn ◽  
Jenelle N. Gilbert ◽  
Wade Gilbert ◽  
Dawn K. Lewis
Keyword(s):  
Community College ◽  
Goal Setting ◽  
Transtheoretical Model ◽  
College Athletes ◽  
Skills Training ◽  
Decisional Balance ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Uniform Approach ◽  
Self Talk

The present study examined a 10-week psychological skills training (PST) intervention called UNIFORM (Johnson & Gilbert, 2004) with a community college softball team. The intervention was based on the transtheoretical model (Prochaska & Marcus, 1994). Results showed that the athletes learned the skills, enjoyed the intervention, and significantly increased their application of relaxation and goal setting during practice and their application of relaxation, imagery, and self-talk during competition as measured by the Test of Performance Strategies (Thomas, Murphy, & Hardy, 1999). Though there were some positive changes, decisional balance and self-efficacy scores (DB-PST, SE-PST; Leffingwell, Rider, & Williams, 2001) were not statistically significant. The UNIFORM approach enabled community college athletes to learn psychological skills and apply them during practice, competition, and in their everyday lives.

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&rsquo;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.

Psychological Skills and Adherence to Rehabilitation after Reconstruction of the Anterior Cruciate Ligament

2001 ◽  
Vol 10 (3) ◽  
pp. 165-172 ◽  
Author(s):  
Carrie B. Scherzer ◽  
Britton W. Brewer ◽  
Allen E. Cornelius ◽  
Judy L. Van Raalte ◽  
Albert J. Petitpas ◽  
...  
Keyword(s):  
Anterior Cruciate Ligament ◽  
Outcome Measures ◽  
Goal Setting ◽  
Patient Adherence ◽  
Cruciate Ligament ◽  
Home Exercise ◽  
Psychological Skills ◽  
Self Talk ◽  
Self Reports ◽  
Anterior Cruciate

Objective:To examine the relationship between self-reported use of psychological skills and rehabilitation adherence.Design:Prospective correlational design.Setting:Outpatient physical-therapy clinic specializing in sports medicine.Patients:Fifty-four patients (17 women and 37 men) undergoing rehabilitation after anterior-cruciate-ligament reconstruction.Main Outcome Measures:An abbreviated version of the Sports Injury Survey (Ievleva & Orlick, 1991) was administered approximately 5 weeks after surgery to assess use of goal setting, imagery, and positive self-talk. Four adherence measures were obtained during the remainder of rehabilitation: attendance at rehabilitation sessions, practitioner ratings of patient adherence at rehabilitation sessions, patient self-reports of home exercise completion, and patient self-reports of home cryotherapy completion.Results:Goal setting was positively associated with home exercise completion and practitioner adherence ratings. Positive self-talk was positively correlated with home exercise completion.Conclusions:Use of certain psychological skills might contribute to better adherence to sport-injury rehabilitation protocols.

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.

scholarly journals Kemampuan Pemecahan Masalah Siswa SMA pada Hukum Archimedes

PALAPA ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 17-28
Author(s):  
Rudi Purwanto
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mixed Method ◽  
Qualitative Data ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
The Subject ◽  
Definite Problem

The purpose of this study was to explore the students’ problem solving skill to solve problem in Archimedes principle on the senior high school level. The method of this study was mixed method with explanatory follow up explanation design. The subject of this study was 30 students of k-11 in SMAN 9 Malang. The kuantitative data was collected through survey by 2 essay questions with reliability cronbah alpha 0,70. The qualitative data was collected through interview after analyze student answare. The aim of this interview was to follow up the pattern of student answare. The result of this study shown that students’ expert attitude began solve problem through definite problem qualitatively. In addition, the students’ novice attitude refer to not describe a problem qualitatively.

scholarly journals Media in Rural Schools. A Case of a Rural High School trying to use iPads in Class Abstract

2018 ◽  
Vol 38 (3) ◽  
Author(s):  
Gilbert Kalonde
Keyword(s):  
High School ◽  
Observational Data ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Classroom Observations ◽  
Frequency Of Use ◽  
Teachers And Students ◽  
The Relationship

The purpose of this case study was to explore how teachers and students use iPads in class, the obstacles and barriers to teacher and student iPad use, and the relationship between types and frequency of use, in one high school in Southern Oregon. The study consisted of classroom observations and follow-up interviews with nine teachers with iPad carts over a three week period. Qualitative data was emphasized, with some quantitative data to support it. Overall, iPad use was low, even though access to iPads was high. When iPads were used, teachers used iPads mostly for communication and delivering instruction, and students used iPads mostly for reading, writing, and research. Observational data and interview data results on the types of use were consistent, indicating that teachers are well aware of how they use iPads in their classrooms.

Psychological Skills for Injury Prevention and Recovery

2015 ◽  
Vol 23 (2) ◽  
pp. 79-84
Author(s):  
Leilani Madrigal
Keyword(s):  
Goal Setting ◽  
Emotional Regulation ◽  
Performance Enhancement ◽  
Coping Skills ◽  
Relaxation Techniques ◽  
Psychological Skills ◽  
Attention Focus ◽  
Self Talk ◽  
Injury Research ◽  
Injured Athletes

Psychological skills such as goal setting, imagery, relaxation and self-talk have been used in performance enhancement, emotional regulation, and increasing one’s confidence and/or motivation in sport. These skills can also be applied with athletes during recovery from injury in the rehabilitation setting or in preseason meetings for preventing injury. Research on psychological skill use with athletes has shown that such skills have helped reduce negative psychological outcomes, improve coping skills, and reduce reinjury anxiety (Evans & Hardy, 2002; Johnson, 2000; Mankad & Gordon, 2010). Although research has been limited in psychological skill implementation with injured athletes, these skills can be used when working with injured athletes or in the prevention of injury. Injured athletes may use psychological skills such as setting realistic goals in coming back from injury, imagery to facilitate rehabilitation, and relaxation techniques to deal with pain management. In prevention of injury, the focus is on factors that put an individual at-risk for injury. Thus, teaching strategies of goal setting, imagery, relaxation techniques, and attention/focus can be instrumental in preparing athletes for a healthy season.

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