scholarly journals Effects of a Mental Skills Training Program on Performance in Distance Runners

2021 ◽  
Author(s):  
Neil Patrick Bangs
Keyword(s):  
Training Program ◽  
Skills Training ◽  
The United States ◽  
Mindfulness Training ◽  
Mental Skills ◽  
Distance Runners ◽  
Post Intervention ◽  
Somatic Anxiety ◽  
Mindfulness Skills ◽  
Workshop Intervention

Introduction: Anxiety affects nearly 20% of the United States population and can have a significant impact on athletic performance. However, athletes can mitigate the effects of performance anxiety through the use of mental skills and mindfulness training. Purpose: The aim of this study was to determine if a mental training and mindfulness intervention could reduce anxiety and enhance performance in distance runners. Hypothesis: The hypothesis of the study was that athletes would experience less anxiety, increased levels of mindfulness, and improved performance following a four-workshop intervention. Methods: Distance runners engaged in a mental skills and mindfulness training program where we measured pre, during and post-anxiety levels. Anxiety was measured on the Competitive State Anxiety Scale-2 (CSAI-2) with modifications to the scale to measure intensity of cognitive and somatic anxiety, and self-confidence, and mindfulness was measured with the Kentucky Inventory of Mindfulness Skills (KIMS). In addition, running performance and effort was measured pre, during and post intervention. Analysis: Means and standard deviations were calculated to investigate variable-level differences. In addition, to investigate participant-level effects, we created individual athlete narratives. Results: Overall, scores for cognitive and somatic anxiety for all three athletes were below the midpoint of the scale indicating that the athletes in general had low levels of both types of anxiety. Mindfulness scores stayed relatively consistent during the program. Discussion: Changes in anxiety varied depending on individual athletes while changes in mindfulness were minor for all participants. These relatively small changes highlight that duration of the intervention may play a role in how effective an MST and Mindfulness program may be for athletes and future studies should aim to extend the duration of the intervention for both MST and Mindfulness past 4-weeks.

Mindfulness Training for Teachers: A Pilot Program

2004 ◽  
Vol 9 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Maria Napoli
Keyword(s):  
Elementary School ◽  
Curriculum Development ◽  
Elementary School Teachers ◽  
Training Program ◽  
Mindfulness Training ◽  
Pilot Program ◽  
School Teachers ◽  
Personal Lives ◽  
Mindfulness Skills

This article discusses the results of three elementary school teachers’ feedback from a mindfulness-training program. Mindfulness is the ability to pay attention to what’s happening now without judgment. The training consisted of breathwork, bodyscan, movement, and sensorimotor activities. Results of interviews with the teachers revealed that teachers used the mindfulness skills to (a) aid in curriculum development and implementation, (b) deal with conflict and anxiety, (c) improve the quality of their personal lives, and (d) facilitate positive changes in the classroom.

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.

Attitudes and Opinions of Female High School Athletes About Sports-Focused Mindfulness Training and Practices

2016 ◽  
Vol 10 (3) ◽  
pp. 177-191 ◽  
Author(s):  
Douglas Worthen ◽  
James K. Luiselli
Keyword(s):  
High School ◽  
Training Program ◽  
Student Athletes ◽  
Emotional Awareness ◽  
Sport Performance ◽  
Mindfulness Training ◽  
High School Athletes ◽  
Mindfulness Skills ◽  
Mindfulness Practices ◽  
Female High School

Female high school athletes playing volleyball and soccer (N = 32) responded to a social validity questionnaire that inquired about their experiences with a sportfocused mindfulness training program. On average, the student-athletes rated most highly the effects of mindfulness training on emotional awareness and attention focusing, the contribution of mindfulness toward team play, the benefit of having coaches learn mindfulness skills, and the application of mindfulness to other sports. There were dissimilar ratings between the volleyball and soccer student-athletes concerning use of mindfulness when preparing for and during games. Most of the formal mindfulness practices taught during the training program were rated as being helpful to very helpful. We discuss factors influencing these findings and implications for mindfulness–sport performance research.

Personal and Situational Influences on Adherence to Mental Skills Training

1991 ◽  
Vol 13 (2) ◽  
pp. 121-132 ◽  
Author(s):  
Stephen J. Bull
Keyword(s):  
Training Program ◽  
Empirical Investigation ◽  
Experimental Period ◽  
Skills Training ◽  
Mental Skills ◽  
Mental Training ◽  
Adherence Behavior ◽  
Mental Skills Training ◽  
Situational Influences ◽  
Situational Variables

Adherence to mental-skills training has received little empirical investigation despite the recent growth and development in applied sport psychology services. The present study was designed to identity personal and situational variables influencing adherence to a mental training program. Volunteer athletes (N=34) were given a 4-week educational program before being left to train on their own for an experimental period of 8 weeks. Subjects were randomly assigned to one of three treatment intervention conditions (control, written reminders, and group meetings) designed to influence adherence behavior. Results demonstrated the influence of self-motivation in predicting mental-training adherence, but the interventions had no significant effect. Adherence levels were generally low but variable between athletes. Interviews with the athletes indicated the need for individualization of training programs, and problems of time constraints were identified as being influential in the adherence process. Comparable athletes (N—18) who chose not to volunteer for the mental training program were psychometrically tested and demonstrated lower sport motivation than the volunteer athletes but greater skill in concentration.

A Mental Skills Training Program for the Western Australian State Cricket Team

1990 ◽  
Vol 4 (4) ◽  
pp. 386-399 ◽  
Author(s):  
Sandy Gordon
Keyword(s):  
Training Program ◽  
Educational Philosophy ◽  
Skills Training ◽  
Mental Skills ◽  
Working Relationship ◽  
Mental Skills Training ◽  
Design And Implementation ◽  
Mental Skill ◽  
Australian State ◽  
Western Australian

This article describes the design, implementation, and evaluation of a mental skills training program for a professional cricket team. Formally initiated in 1987, the educational philosophy and style of operation of this program has evolved to accommodate three other younger representative teams—students from a local cricket academy—in addition to the unique requirements of senior professionals in the state team. A mental skills workbook represents a key resource to the professional team in a service that remains strictly optional. A model of elite cricketer development is presented, and six key mental skill areas are described together with four groups of recurring problems. Good one-on-one skills, a flexible nonacademic style, and good observational abilities have helped to facilitate effective consulting. In addition, regular evaluation by athletes and an excellent working relationship with an enlightened coach has been critical to both program design and implementation.

scholarly journals Effect of Communication Skills Training Program on Nurses-Cancer Patient Communication

2019 ◽  
pp. 86-89
Author(s):  
Loai Abu Sharour
Keyword(s):  
Nursing Students ◽  
Training Program ◽  
Cancer Patients ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Post Intervention ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference

Background: Effective communication between nurses and patients in cancer is central element of care. There is a lack of understanding of the value of interpersonal communication between the cancer patients and the professional. Purposes: this study was conducted to assess the effectiveness of Communication Skills Training Program (CSTP) for undergraduate nursing students in caring for cancer patients. Method: One group pretest and posttest quasi experimental design was used to assess the effectiveness of Communication Skills Training Program for undergraduate nursing students in caring for cancer patients. A sample of thirty three students was participated. Students' knowledge was assessed by using a knowledge test. Students' communication skills were observed and evaluated pre- and post-intervention by using Checklist observation sheet namely communication skills observation checklist (SEGUE). Results: there was a significant difference between the students’ level of knowledge pre-and post-intervention (t=–10.12, p=0.001). A significant difference between the students’ level of communication pre-and post-intervention (t=-4.67, p=0.001) was found. Conclusions and Implications: communication skills among undergraduate nursing students were improved by the training program. Different teaching aid such as role playing, open discussion, and bedside demonstration were effective in increasing the level of knowledge and skills. Findings indicate that having specific communication skills program is effective in increasing nurses’ knowledge and developing communication skills also.

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