NCAA Division-I Student-Athletes’ Receptivity to Mental Skills Training by Sport Psychology Consultants

2009 ◽  
Vol 23 (4) ◽  
pp. 470-486 ◽  
Author(s):  
Craig A. Wrisberg ◽  
Duncan Simpson ◽  
Lauren A. Loberg ◽  
Jenny L. Withycombe ◽  
Ann Reed
Keyword(s):  
Sport Psychology ◽  
Ncaa Division I ◽  
Student Athletes ◽  
Prior Experience ◽  
Skills Training ◽  
Division I ◽  
Mental Skills ◽  
Chi Square ◽  
Mental Skills Training ◽  
Sport Type

In the current study NCAA Division I student-athletes (n = 2,440) completed a Web-based survey assessing their willingness to seek mental skills training, perceptions of the potential benefits of mental training for their team, and support of possible roles for a sport psychology consultant at their institution. Multiple chi-square tests revealed significant (p < .001) dependence of respondents’ ratings on gender, sport type (individual vs. team), prior experience with a sport psychology consultant, and perceived effectiveness of prior experience (low, moderate, high). Generally, females were more receptive than males, individual and team sport athletes were interested in different types of mental skills, athletes with prior consulting experience were more open than those with none, and athletes with highly effective prior experience were more receptive than those with less effective experience. These findings extend previous research examining collegiate student-athletes’ attitudes toward sport psychology consulting and provide several important insights for consultants conducting mental skills training for NCAA Division I level athletes.

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.

Reflections on a 5-Year Consultancy Program with the England Women’s Cricket Team

1995 ◽  
Vol 9 (2) ◽  
pp. 148-163 ◽  
Author(s):  
Stephen J. Bull
Keyword(s):  
Service Delivery ◽  
Sport Psychology ◽  
Skills Training ◽  
Mental Skills ◽  
World Cup ◽  
Mental Skills Training ◽  
Evaluation Form ◽  
The World ◽  
Psychology Service ◽  
Informal Feedback

This paper documents a 5-year sport psychology consultancy program with the England Women’s Cricket Team. The paper describes the method and content of sport psychology service provided and distinguishes between four phases of delivery: introduction and education in mental skills training, competition preparation and thinking, preliminary World Cup preparation, and final World Cup preparation and on-site provision. Service delivery was evaluated by the use of the Consultant Evaluation Form (Partington & Orlick, 1987), ongoing informal feedback from players and coaches, and a formal interview conducted after the World Cup. Reflections on successful and unsuccessful aspects of the program are provided. Overall, the sport psychology program was very well received and was considered instrumental in achieving the stated goal of winning the World Cup. The paper concludes with a number of recommendations for delivering extended sport psychology services to an international team.

The Existence of Sport Psychology Services Among NCAA Division I FBS University Athletic Departments and Counseling Centers

2013 ◽  
Vol 27 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Eric W. Hayden ◽  
Alan S. Kornspan ◽  
Zachary T. Bruback ◽  
Michael C. Parent ◽  
Matthew Rodgers
Keyword(s):  
Sport Psychology ◽  
Ncaa Division I ◽  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Division I ◽  
Counseling Centers ◽  
Athletic Departments ◽  
University Counseling ◽  
University Counseling Centers ◽  
Division I Football

One hundred twenty university counseling centers and athletic-department websites were viewed and analyzed for the provision of sport psychology services specifically to NCAA (National Collegiate Athletic Association) Division I Football Bowl Championship Series (FBS) student athletes. Using content-analysis methodology, the present research identified a fair number of university athletic departments (n = 29) and university counseling centers (n = 6) that provided specific sport psychology services. In addition, most athletic departments and counseling centers that provided sport psychology services had one individual on staff who was listed as the service provider. Results of the study are discussed in relation to providing a current understanding of the extent to which sport psychology is presently being provided to NCAA Division I FBS university student athletes. Future qualitative research is recommended to examine the work of professionals providing sport psychology services in athletic departments and counseling centers to better understand the precise nature of the services provided.

Brief Contact Interventions in Sport Psychology

2000 ◽  
Vol 14 (2) ◽  
pp. 176-187 ◽  
Author(s):  
Burt Giges ◽  
Albert Petitpas
Keyword(s):  
Sport Psychology ◽  
Skills Training ◽  
Brief Interventions ◽  
Mental Skills ◽  
Short Introduction ◽  
Mental Skills Training ◽  
Case Examples ◽  
Psychology Literature

The sport psychology literature provides many examples of the use of mental skills training with athletes. Little attention, however, has been given to those brief interventions that occur frequently when working with athletes in the field. Such interventions are time limited, action oriented, and present focused. The purpose of this article is to provide a brief overview of the use of brief contact interventions with athletes in field settings. In particular, we provide a short introduction to such interventions, describe a framework for their use, and present several case examples. We believe that brief contact interventions can be made more effective by following the principles described in this article.

scholarly journals Examination of Anger Prevalence in NCAA Division I Student-Athletes

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Robert Madden ◽  
Zachary Winkelmann ◽  
Samantha Weber ◽  
Erin Moore ◽  
Toni Torres-McGehee
Keyword(s):  
High Risk ◽  
Ncaa Division I ◽  
Student Athletes ◽  
Sports Participation ◽  
Division I ◽  
Negative Consequences ◽  
Academic Status ◽  
Moderate Risk ◽  
Significant Difference ◽  
Sport Type

Purpose: Anger associated with sports participation may affect inability to acutely process anger, may decrease performance and increase the likelihood of risk-taking behavior in collegiate athletes. Therefore, the purpose was to examine the prevalence of anger in collegiate student-athletes across sex, academic status, and sport type. Methods: A cross sectional study over a three-year period examined 759 NCAA Division I student-athletes at one institution (age=20±1 years; males: n=259; females: n=500) completed an optional pre-participation behavioral health screening questionnaire, personal demographic information and the Anger Index Self-Test. Results: Overall, 37.2% (n=282/759; males=127/259, 49.0%; females=155/500, 31.0%) of participants were at high-risk for anger. We identified a significant difference between the anger and sex [Χ2(2, N=759) =28.1, P≤0.01]. We also identified a significant difference between the anger and sport type [Χ2(8, N=759)=32.1, P≤0.01] with 55.2% (n=419/759) at moderate risk for anger despite sport type; with the highest percentages presenting high-risk for anger within power sports (n= 64/116, 55.2%) and ball sports (n=98/240, 40.8%). No significant differences were identified for anger risk and academic status (P=0.66). Conclusions: Female collegiate student-athletes demonstrated a higher prevalence of anger than male collegiate student-athletes, yet more males were high-risk. Most student-athletes displayed moderate-risk for anger across different sports. Anger across academic status was not significantly different implying that anger management and coping skills may need to be taught during their student-athlete tenure to mitigate the identified risk. A collegiate student-athlete’s inability to process anger may affect sports performance and have negative consequences on their personal and social life. A primary prevention mechanism exists to explore proper coping mechanisms for anger during sport before the onset of mental health conditions that could exacerbate the experience for the individual.

Effects of an Individualized Mental-Skills-Training Program on Golf Performance: A Single-Subject Research Design

2018 ◽  
Vol 32 (4) ◽  
pp. 275-289 ◽  
Author(s):  
Paul R. Ashbrook ◽  
Andrew Gillham ◽  
Douglas Barba
Keyword(s):  
Training Program ◽  
Research Design ◽  
National Collegiate Athletic Association ◽  
Skills Training ◽  
Division I ◽  
Single Subject ◽  
Mental Skills ◽  
Mental Skills Training ◽  
Single Subject Research

Using a single-subject research design, a 1-to-1 tailored mental-skills-training (MST) program was created, implemented, and evaluated. During the 20-wk intervention phase, 6 National Collegiate Athletic Association Division I college golfers received a series of individually tailored MST sessions aimed at enhancing their mental skills and athletic performance. Each athlete’s golf performance, mental-skill frequency, and response to service were evaluated using visual inspection. Despite some limitations, results suggested that the 1-to-1 training program was effective, with nearly 50% of the performance and perception metrics improving from baseline and almost 80% of the mental skills improving. Follow-up analyses indicated that the program continued to positively affect performance into the next competitive season.

scholarly journals Psychological Competencies and 100 Meter Runner Student Athletes’ Performance

2021 ◽  
Vol 2 (6) ◽  
pp. 623-634
Author(s):  
Rachman Widohardhono ◽  
Nurhasan ◽  
Edy Mintarto ◽  
Miftakhul Jannah
Keyword(s):  
Theoretical Model ◽  
Empirical Model ◽  
Student Athletes ◽  
Skills Training ◽  
Partial Least Square ◽  
Least Square ◽  
Mental Skills ◽  
Research Needs ◽  
Mental Skills Training ◽  
Inner Model

This research aims to analyze the suitability of the theoretical model of the psychological competencies model b of the 100-meter runner  student athletes with the empirical model. This study uses a quantitative approach. Total 65 (50 men and 15 women)  100-meter runner student athletes who participated in the national athletic championships. Instruments uses the Psychological Competency Scale and time records documentation data on the results of national championships. Data analyzed using partial least square (PLS). The results of the inner model test show a Q-square value of 0.919 (> 0.00). It means that there was suitability of the theoretical model of psychological competency of 100-meter runner student athletes’ with the empirical model. The R-square value of performance is 0.881. It means that the 100-meter runner student athletes’ performance were influenced by psychological competencies by 88,1%. These findings have implications for the selection and coaching of 100-meter runner student athletes. Further research needs to design mental skills training comprehensively based on psychological competencies.

Is Authenticity and Integrity Possible for Sexual Minority Athletes? Lesbian Student-Athlete Experiences of U.S. NCAA Division I Sport

2016 ◽  
Vol 24 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Jamie M. Fynes ◽  
Leslee A. Fisher
Keyword(s):  
Sport Psychology ◽  
Ncaa Division I ◽  
Student Athletes ◽  
Female Athletes ◽  
College Campuses ◽  
Division I ◽  
Consensual Qualitative Research ◽  
Student Athlete ◽  
Collegiate Sport ◽  
Interview Guide

The purpose of this study was to explore the congruence of identity in 10 former U.S. NCAA Division I (DI) lesbian student-athletes using a semistructured personal identity interview guide (adapted from Fisher, 1993) and Consensual Qualitative Research (CQR) (Hill, 2012; Hill, Knox, Thompson, Williams, Hess, & Ladany, 2005). Five domains, nineteen categories, and related core ideas were found in the transcribed interviews. The five domains were: (a) stereotypes and perceptions of female athletes; (b) stereotypes and perceptions of lesbians and lesbian athletes; (c) climate for LGBT athletes; (d) negotiating identities; and (e) recommendations for college campuses. The main goal of the current study was to determine whether lesbian athletes felt comfortable being who they are in the context of U.S. DI sport. Recommendations for how applied sport psychology consultants, coaches, and administrators, all of whom play an important role in athletes’ collegiate sport experience, could change the structure of U.S. universities to help lesbian student-athletes become more comfortable are given.

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
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