Examining Stage of Change Differences in NCAA Student-Athletes’ Readiness for Psychological Skills Training

2017 ◽  
Vol 31 (4) ◽  
pp. 356-368
Author(s):  
Stacy L. Gnacinski ◽  
William V. Massey ◽  
Courtney W. Hess ◽  
Mellanie M. Nai ◽  
Monna Arvinen-Barrow ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Student Athletes ◽  
Stage Of Change ◽  
Skills Training ◽  
Decisional Balance ◽  
Processes Of Change ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Behavior Change Interventions ◽  
And Gender

To enhance the specificity of psychological skills training (PST) interventions, the purpose of the current study was to examine stage of change and gender differences in the combination of transtheoretical model (TTM) constructs (i.e., decisional balance pros and cons, self-efficacy, cognitive and behavioral processes of change) among collegiate student-athletes. Participants (N = 602) completed all TTM measures, and a factorial multivariate analysis of variance (MANOVA) was conducted to examine the effects of stage of change and gender on the combination of TTM constructs. No significant interaction effect was identified, yet significant main effects of stage of change and gender were identified. Post hoc tests revealed unique linear combinations of decisional balance, self-efficacy, and processes of change for each stage of change contrast. Taken together, study findings may be used to enhance the specificity of behavior change interventions when delivering PST programs to both male and female collegiate student-athletes.

scholarly journals Using Cognitive Behavioural Techniques to Improve Academic Achievement in Student-Athletes

2019 ◽  
Vol 9 (2) ◽  
pp. 89 ◽  
Author(s):  
Andrea Firth-Clark ◽  
Stefan Sütterlin ◽  
Ricardo Gregorio Lugo
Keyword(s):  
Self Efficacy ◽  
Student Athletes ◽  
Self Regulation ◽  
Skills Training ◽  
Control Group ◽  
Psychological Skills ◽  
Intervention Programme ◽  
Psychological Skills Training ◽  
Core Areas ◽  
Academic Grades

Improving academic grades within the core areas of English, Science and Mathematics has had a lot of previous research interest, but research has tended to mostly focus on students who are failing, non-athletically talented students or student athletes at collegiate level. The particular needs of athletically talented secondary school students who are academically underperforming have so far been neglected. This study addressed this issue by measuring the outcome of academic grades in these three core areas. Method: During a six week intervention programme, ninety four students were separated into 4 groups: control, heart rate variability biofeedback, performance psychology skills training and a combination of these two interventions. Changes in self-efficacy and self-regulation for all students were also measured. Results: Significant pre–post intervention differences in all academic subjects and generalised self-efficacy were found when compared to the control group. Results also showed that a combination of interventions with medium–large effect size was more effective in improving academic results than the single interventions on their own. All interventions improved self-efficacy, but were not significantly different from each other. Self-efficacy was found not to have any interaction effects. Conclusion: Sport psychological skills training can help student-athletes achieve higher scholastic grades and aid mindfulness intervention. Mindfulness on its own was not found to be the most effective intervention, and as such should be used as an adjunct to other psychological methods. Psychological skills training (PST) may help students generalize approaches used in sport to the academic arena.

Application of the Transtheoretical Model to Psychological Skills Training

2001 ◽  
Vol 15 (2) ◽  
pp. 168-187 ◽  
Author(s):  
Thad R. Leffingwell ◽  
Steven P. Rider ◽  
Jean M. Williams
Keyword(s):  
Sport Psychology ◽  
Transtheoretical Model ◽  
Stage Of Change ◽  
Skills Training ◽  
Decisional Balance ◽  
Psychological Skills ◽  
Internal Reliability ◽  
Psychological Skills Training ◽  
Functional Relationships ◽  
Two Samples

In an effort to apply the transtheoretical model of change to the area of psychological skills training, questionnaires measuring stage of change, decisional balance, and self-efficacy were developed and cross-validated on two samples of NCAA Division I intercollegiate student-athletes. The measures showed good internal reliability and construct validity and exhibited hypothesized functional relationships with each other. In addition, the stage of change measure predicted sport psychology consultations initialed by athletes during the year following questionnaire administration and may prove to be a useful tool in predicting subsequent initiation of individual sport psychology consultation. Several potentially useful lines of research are discussed and recommendations are made regarding the development of sport psychology interventions tailored according to athletes’ stage of change.

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.

Processes of Change in Psychological Skills Training Questionnaire

2015 ◽  
Author(s):  
William V. Massey ◽  
Barbara B. Meyer ◽  
Sean P. Mullen
Keyword(s):  
Skills Training ◽  
Processes Of Change ◽  
Psychological Skills ◽  
Psychological Skills Training

Psychological Skills Training in NCAA Division I Athletics: Are Athletes Ready for Change?

2015 ◽  
Vol 9 (4) ◽  
pp. 317-334 ◽  
Author(s):  
William V. Massey ◽  
Stacy L. Gnacinski ◽  
Barbara B. Meyer
Keyword(s):  
Transtheoretical Model ◽  
Ncaa Division I ◽  
National Collegiate Athletic Association ◽  
Readiness To Change ◽  
Skills Training ◽  
Decisional Balance ◽  
Division I ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Division I Athletes

Research has demonstrated the efficacy of psychological skills training (PST), yet many athletes do not appear ready to do whatever it takes to improve the mental aspects of performance. Although the transtheoretical model of behavior change (TTM), generally, and readiness to change, specifically, have received considerable attention in a range of allied health fields, few studies have been conducted to examine this construct in applied sport psychology. The purpose of the current study was to examine National Collegiate Athletic Association (NCAA) Division I athletes’ readiness for PST as it relates to their stage of change, decisional balance, self-efficacy, and use of processes of change. The data trends observed in the current study were consistent with the theoretical underpinnings of the TTM as well as previous research on NCAA Division I athletes. The results of the current study highlight the need to consider readiness to change when designing and implementing PST interventions.

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