Combined Effect of Goal Setting and Self-Talk in Performance of a Soccer-Shooting Task

2004 ◽  
Vol 98 (1) ◽  
pp. 89-99 ◽  
Author(s):  
Athanasios Papaioannou ◽  
Yannis Theodorakis ◽  
Frederik Ballon ◽  
Yves Vanden Auwelle
Keyword(s):  
Goal Setting ◽  
Combined Effect ◽  
Self Talk

scholarly journals Evaluation of psychological performance strategies of volleyball players

2020 ◽  
Vol 17 (3) ◽  
pp. 812-821
Author(s):  
Aylin Özgen Feralan ◽  
Serkan İbiş ◽  
Bülent Okan Micoogullari
Keyword(s):  
Social Sciences ◽  
Goal Setting ◽  
Full Text ◽  
English Summary ◽  
Attention Control ◽  
Psychological Performance ◽  
Self Talk ◽  
Volleyball Players ◽  
Study Performance ◽  
Performance Strategies

Aim: The aim of this study was to examine the performance strategies of volleyball players and also comparison of usage levels of strategies in training and competitions. Method: Total 134 voluntary amateur volleyball players between the ages of 15-24 participated in the study. Performance strategies of volleyball players were determined with Test of Performance Strategies that designed by Thomas et al., (1999). To examine the performance strategies of volleyball players and also comparison of usage levels of strategies in training and competitions Statistical Package for Social Sciences (SPSS) programme was employed. To define possible differences between variables Independent samples t test was used.     Findings: Practice scale’s highly used strategy was self-talk and the lowest usage percentage was attention control. Meanwhile, competition scale results indicated that the highest used strategy was activation and lowest used strategy was relaxation. While comparison of differences between practice and competition scales strategies, it was found that except of goal setting and imagery all other strategies showed significant differences. Conclusions: Psychological performance strategies’ averages of volleyball players were ensured and it is exhibited that to which strategies should be thought and focused. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.​​ Özet Amaç: Bu çalışmanın amacı, voleybolcuların kullandıkları psikolojik performans stratejilerinin incelenmesi ve antrenmanlarda ve müsabakalarda kullanılan stratejilerin kullanım düzeylerinin karşılaştırılmasıdır. Metod: Çalışmaya 15-24 yaş arasında 134 gönüllü voleybolcu katılmıştır. Sporcuların kullandıkları psikolojik performans stratejilerini ve bu stratejilerin düzeylerini belirlemek üzere Thomas ve ark. (1999) tasarladığı Psikolojik Performans Stratejileri testi kullanılmıştır. İstatistiki analizlerin yapılması amacıyla Sosyal Bilimler için İstatistik programı kullanılmıştır. Olası farklılıkların tespiti için Bağımsız Örneklem t testi kullanılmıştır.     Bulgular: Antrenman alt ölçeğinde kullanılan stratejiler arasında en yüksek ortalama kendinle konuşma becerisi; en az kullanılan ise dikkat kontrolü saptanmıştır.  Müsabaka alt ölçeğinde ise en fazla kullanılan strateji olarak da aktivasyon becerisi; en düşük düzeyde kullanılan beceri stratejisi de rahatlama olarak bulunmuştur. Kullanılan becerilerin karşılaştırılması sonucunda hedef belirleme ve imgeleme becerileri dışındaki tüm becerilerde anlamlı farklılık bulunmuştur. Sonuç: Voleybolcuların psikolojik becerileri kullanım düzeyleri ve ne tür becerilerin daha fazla oranda çalıştırılması gerektiği ortaya koyulmuştur.

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.

scholarly journals The Effect Of Crossfit On Self-talk And Goal Setting In At-risk Youth: A Pilot Study.

2019 ◽  
Vol 51 (Supplement) ◽  
pp. 735
Author(s):  
Mia D. Hannah ◽  
Christina Gipson ◽  
Nicole Walden ◽  
Stephanie Walsh ◽  
Tamerah Hunt
Keyword(s):  
At Risk ◽  
Pilot Study ◽  
Goal Setting ◽  
At Risk Youth ◽  
Self Talk

Elite Wheelchair Rugby Players’ Mental Skills and Sport Engagement

2013 ◽  
Vol 7 (4) ◽  
pp. 253-263 ◽  
Author(s):  
Jeffrey J. Martin ◽  
Laurie A. Malone
Keyword(s):  
Goal Setting ◽  
The United States ◽  
Mental Skills ◽  
Descriptive Data ◽  
Disability Sport ◽  
Wheelchair Rugby ◽  
Mental Skill ◽  
Self Talk ◽  
Elite Level ◽  
Rugby Players

Although sport psychologists have started to examine elite disability sport, studies of comprehensive mental skill use are rare. In the current study, we examined multidimensional imagery and self-talk, as well as comprehensive mental skills (i.e., coping with adversity, goal setting, concentration, peaking under pressure, being coachable, confident, and feeling free from worry). In addition to descriptive data, we also were interested in the ability of athlete’s mental skills to predict engagement (e.g., being dedicated). Fourteen elite level wheelchair rugby players from the United States participated, and results indicated that athletes employed most mental skills. We accounted for 50% of the variance in engagement with comprehensive mental skills (β = .72, p = .03) contributing the most to the regression equation, while imagery (β = -.02, p = .94) and self-talk (β = -.00, p = .99) were not significant. Athletes who reported using a host of mental skills (e.g., coping with adversity) also reported being engaged (e.g., dedicated, enthused, committed) to wheelchair rugby. Athletes reporting minimal mental skill use were less engaged.

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’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.

scholarly journals Mental toughness and performance strategies of martial artists in practice and competition

2021 ◽  
Vol 13 (1) ◽  
pp. 13-21
Author(s):  
Atefeh Beheshti ◽  
◽  
Hassan Gharayagh Zandi ◽  
Zahra Fathirezaie ◽  
Fatemeh Heidari ◽  
...  
Keyword(s):  
Goal Setting ◽  
Significant Relationship ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Mental Toughness ◽  
National Standard ◽  
Emotional Control ◽  
Self Talk ◽  
And Performance ◽  
Performance Strategies

Abstract This study’s objective was to analyze the relationship between mental toughness and martial artists’ performance strategies. Two hundred athletes (male: 105, female: 95) with an age range of 18-36 years (mean:25.12, s=4.96) who competed at university to the national standard of martial arts participated in this study. Participants answered mental toughness questionnaires and performance strategies inventory. The Pearson correlation results showed a positive and significant relationship between mental toughness and automaticity, goal-setting, imagery, self-talk, and emotional control, and a negative and significant relationship between mental toughness and attentional control in practice. Furthermore, there is a positive and significant relationship between mental toughness and activation, relaxation, self-talk, imagery, goal-setting, and emotional control in the competition. The multiple linear regression analysis results showed that goal-setting and imagery in practice and competition, self-talk in practice, and relaxation in the competition could predict mental toughness. In analyzing the subscales of mental toughness, it was concluded that tough emotions could be loaded on eight subscales of performance strategies. In the Independent-Sample T-Test, the significant differences related to gender were that men reported higher levels of self-talk (t=3.24, p<0.001), automaticity (t=2.76, p<0.006), goal-setting (t=2.63, p<0.009), imagery (t=2.18, p<0.03) and relaxation (t=2.17, p<0.03) than women.

Straight from the horse’s mouth: understanding professional event riders’ mental preparation for maximising self-confidence prior to competition using thematic analysis

2018 ◽  
Vol 14 (4) ◽  
pp. 261-270
Author(s):  
S. McGinn ◽  
D. Alcock ◽  
L.J. Cameron
Keyword(s):  
Coping Strategies ◽  
Goal Setting ◽  
Thematic Analysis ◽  
Elite Athletes ◽  
Collegiate Athletes ◽  
Psychological Interventions ◽  
Relaxation Techniques ◽  
Research Attention ◽  
Self Confidence ◽  
Self Talk

High self-confidence or sport-confidence has been defined as a key psychological characteristic required by elite athletes, promoting optimal performance and helping manage competitive anxiety. Investigations have demonstrated that a mix of psychological interventions such as self-talk, goal setting, imagery, pre-performance routines and relaxation techniques are used by elite athletes as coping strategies. To date, most of this research has been carried out on collegiate athletes across a variety of sports but with limited research attention on equestrian sports. This study, using semi-structured interviews, explored five professional event riders’ experiences of psychological interventions used leading up to and during elite level international competition. Thematic analysis identified two meta-themes; Planning and Preparation, Arousal and Distraction Management. The riders outlined the importance of goal-setting, managing time and pre-performance routines as part of planning and preparation. They discussed the use of interventions such as self-talk and imagery in managing arousal levels with support teams playing a key role in distraction management. The findings from this study support previous research, suggesting that these riders have similar approaches to other non-equestrian athletes in their use of a combination of coping strategies to manage competition anxiety and build self-confidence.

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.

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