scholarly journals The Effects of Psychological Skills Training for Archery Players in Korea: Research Synthesis Using Meta-Analysis

2021 ◽  
Vol 18 (5) ◽  
pp. 2272
Author(s):  
Eui Jae Kim ◽  
Hyun Wook Kang ◽  
Seong Man Park
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Skills Training ◽  
Training Period ◽  
Future Research ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Training Interventions ◽  
Small Effect Size ◽  
And Training

The purpose of this meta-analysis study was to investigate the effectiveness of psychological skills training interventions for archery players in Korea. A total of 17 research papers examining the effects of psychological skills training interventions were selected for data analysis. To analyze the data, the Comprehensive Meta-Analysis (CMA) software program was used. The results of this study were as follows: The overall effect size of psychological skills training interventions for archery players was ES = 0.469 (Hedges’ g), which was a small effect size. The major factors that influenced the effects of psychological skills training interventions for archery players appeared to be the player level and training period. In particular, adult players and longer periods of training had bigger effect sizes. The results of this study demonstrate that psychological skills training for archery players is effective and show that the player level and training period are crucial factors in the psychological skills training design. Based on these findings, some implications for future research are discussed.

Psychological Skills Training of an Elite Wheelchair Water-Skiing Athlete: A Single-Case Study

2013 ◽  
Vol 30 (4) ◽  
pp. 351-372 ◽  
Author(s):  
Virginie de Bressy de Guast ◽  
Jim Golby ◽  
Anna Van Wersch ◽  
Fabienne d’Arripe-Longueville
Keyword(s):  
Program Effectiveness ◽  
Single Case ◽  
Skills Training ◽  
Future Research ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Self Confidence ◽  
Quantitative And Qualitative Methods ◽  
Wheelchair Athlete

This study presents a complete psychological skills training (PST) program with a wheelchair athlete and examines the program effectiveness using a mixed-method approach. After initial testing, the athlete followed a two-month program of self-confidence building, motivational, visualization/relaxation, and injury management techniques. Quantitative and qualitative methods were used to examine the impacts on performance and psychological abilities. The triangulated results suggest that the PST program was perceived as effective by the athlete in terms of his sporting performances and mental skills. The characteristics and implications of a PST program with this wheelchair athlete are discussed, as well as the study limitations and the perspectives for future research.

Perspectives of Sport Trainers and Athletic Therapists on the Psychological Content of their Practice and Training

1998 ◽  
Vol 7 (2) ◽  
pp. 79-94 ◽  
Author(s):  
Ian W. Ford ◽  
Sandy Gordon
Keyword(s):  
New Zealand ◽  
Professional Training ◽  
Skills Training ◽  
Return To Play ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Self Presentation ◽  
Psychological Techniques ◽  
Preliminary Study ◽  
And Training

A two-part study was used to survey sport trainers and athletic therapists on both the frequency and significance of emotions and behaviors displayed by athletes during treatment and the importance of psychological techniques in injury management. A questionnaire, developed from a preliminary study with experienced sport trainers (Part 1), was mailed to sport trainers in Australia and New Zealand and athletic therapists in Canada(Part 2). Responses from Australian (n= 53), New Zealand (n= 11), and Canadian (n= 32) participants suggested that (a) wanting to return to play too soon, anxiety and frustration, noncompliance, and denial were experienced frequently by injured athletes during rehabilitation and significantly hindered effective recovery; (b) psychological skills training and learning to deal with psychological responses to injury would facilitate more effective treatment; and (c) athletes' self-presentation styles influence the support and attention received from trainers/therapists. Findings suggest that the applied sport psychology content of professional training programs for sport trainers and athletic therapists should be extended.

A Meta-Analysis of Facebook-Assisted Learning Outcomes and Their Gender Differences

2021 ◽  
Vol 13 (4) ◽  
pp. 63-82
Author(s):  
*Zhonggen Yu ◽  
Liheng Yu
Keyword(s):  
Gender Differences ◽  
Social Media ◽  
Learning Outcomes ◽  
Effect Size ◽  
Meta Analysis ◽  
Medium Effect ◽  
Future Research ◽  
Small Effect Size ◽  
Medium Effect Size ◽  
Media Applications

Social media applications such as Facebook have received wide attention in their use in education. However, it is still hard to arrive at a conclusion regarding whether a Facebook-assisted approach is effective in education and whether there are any significant gender differences in the learning outcomes. Based on rigid inclusion criteria, this study included 21 peer-reviewed high-quality journal articles. Through a meta-analysis using Reviewer Manager 5.3, the authors concluded that a Facebook-assisted approach could obtain significantly higher learning outcomes than the non-Facebook-assisted one with a medium effect size (d = 0.42) and that females could achieve significantly better learning outcomes than males with a very small effect size (d = -0.21) in the Facebook-assisted education. Future research could examine the effect of educational use of other social media applications, as well as in sociological, psychological, or educational dimensions.

The Delivery of a Short-Term Psychological Skills Training Program to College Dance Students: A Pilot Study Examining Coping Skills and Injuries

2019 ◽  
Vol 23 (4) ◽  
pp. 159-166
Author(s):  
Leigh A. Skvarla ◽  
Damien Clement
Keyword(s):  
Training Program ◽  
Injury Risk ◽  
Coping Skills ◽  
Skills Training ◽  
Operational Definition ◽  
Future Research ◽  
Psychological Skills ◽  
Convenience Sample ◽  
Psychological Skills Training ◽  
The Impact

Dance makes a number of inherent physical and psychosocial demands that can promote resilience. However, dancers may strive to meet those demands by employing unhealthy coping strategies that can be linked to maladaptive thoughts and behaviors and increased injury risk. The present study utilized a two-group pretest-posttest quasi-experimental design to examine the impact of a psychological skills training program on coping skills and prevalence of injuries over a 6-week period in a convenience sample of college dance students (N = 30). Participants were drawn from the same dance program and were assigned to a control or treatment condition based on their current class schedule. At the end of the study, there were no significant quantitative differences observed between the treatment and control groups. However, mean scores for treatment group participants' coping skills slightly increased over time. A focus group discussion led to several recommendations for future research and programming improvements. Additionally, this study underscores the need for a single operational definition of injury in a college dance context. Best practices for researchers, practitioners, and educators in the context of psychological skills training are also discussed.

Exploring the Use of Psychological Skills Training Interventions in a Music Domain: A Systematic Review

2019 ◽  
Vol 34 (4) ◽  
pp. 222-229
Author(s):  
Jessica Ford ◽  
Monna Arvinen-Barrow
Keyword(s):  
Performance Enhancement ◽  
Music Performance ◽  
Skills Training ◽  
Empirical Literature ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Performance Psychology ◽  
Training Interventions ◽  
Quasi Experimental ◽  
Expert Novice

AIM: The aim of this paper was to systematically review existing empirical literature addressing the use of psychological skills training (PST) interventions commonly employed in sport applied to a music domain. Included PST studies must have an experimental or quasi-experimental design and no clinical or pharmacological interventions and/or assessments. METHODS: The databases MEDLINE (EBSCO), PsychInfo, Psych Articles, CINAHL Plus with full text, Google Scholar, SportDiscus, and Music Index were searched using a combination of the terms. music*, performance psychology, performance enhancement, music performance, intervention, psychological skills training, and music performance psychology. Due to the novelty of the existing literature, there were no limitation restrictions to publication year, the standard of musician (e.g., expert, novice, professional, amateur), participant age, or type of intervention setting. RESULTS: The initial search revealed 323 published articles. After applying the inclusion and exclusion criteria, 10 articles were deemed sufficient for review. Four additional articles were found via pen-and-paper method by evaluating the reference sections of the included articles. All reviewed studies demonstrated that aspects of PST interventions commonly employed in sport (except Alexander technique) are effective at subjectively enhancing performance in a music domain. The PST interventions varied vastly in duration, as well as the types of (and a theoretical and empirical rationale for) psychological skills employed. CONCLUSIONS: Music performers may benefit from PST interventions typically used in sport; however, unique considerations of the music performance environment must be addressed in the design of such PST interventions.

Experiences of developing pre-performance routines with recreational pianists

2020 ◽  
pp. 030573562097278
Author(s):  
Mary Elizabeth Hawkes
Keyword(s):  
Music Performance ◽  
Skills Training ◽  
Future Research ◽  
Psychological Skills ◽  
Action Research Project ◽  
Psychological Skills Training ◽  
Music Performance Anxiety ◽  
Beneficial Effects ◽  
Performance Quality ◽  
Improved Performance

The main approach for improving the performance experience and/or performance quality for musicians has been to find solutions for music performance anxiety. An alternative model is prevention through psychological skills training (PST), which is increasingly being shown to have beneficial effects. Pre-performance routines (PPRs) are a common strategy used in such programs. PPRs are thought to help musicians be “ready to perform,” and that musicians could benefit from a deliberate introduction to PPRs by an instructor. This article reports on the teaching of PPRs to recreational piano pupils in an exploratory action research project designed to introduce a PST approach in regular piano lessons. PPRs were taught for 4 weeks in two action cycles leading up to a performance and were evaluated by teachers and pupils. The findings demonstrate how PPRs can be developed, learned, and implemented and suggest that PPRs function in two ways: to improve concentration and to achieve a sense of calm prior to the performance. Consequent increases in performance confidence and improved performance quality could not be attributed to the PPRs alone as the teaching of routines led to changes in working practice. Implications for future research are discussed.

scholarly journals Effects of non-invasive brain stimulation in dystonia: a systematic review and meta-analysis

2021 ◽  
Author(s):  
Jordan Morrison-Ham ◽  
Gillian M Clark ◽  
Elizabeth G Ellis ◽  
Andris Cerins ◽  
Juho Joutsa ◽  
...  
Keyword(s):  
Brain Stimulation ◽  
Effect Size ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Future Research ◽  
Motor Training ◽  
Intraoperative Bleeding ◽  
Non Invasive ◽  
Small Effect Size ◽  
Deep Brain

Background. Deep brain stimulation is a highly effective treatment of dystonia, but is invasive and associated with risks, such as intraoperative bleeding and infections. Previous research has used non-invasive brain stimulation (NIBS) in an attempt to alleviate symptoms of dystonia. The results of these studies, however, have been variable, leaving efficacy unclear. This study aimed to evaluate the effects of NIBS on symptoms of dystonia and determine whether methodological characteristics are associated with variability in effect size. Methods. Embase and MEDLINE Complete databases were searched for articles using any type of NIBS as an intervention in dystonia patients, with changes in dystonia symptoms the primary outcome of interest. Results. Meta-analysis of 26 studies demonstrated a small effect size for NIBS in reducing symptoms of dystonia (random-effects Hedges' g = 0.21, p = .002). Differences in the type of NIBS, type of dystonia, and brain region stimulated had a significant effect on dystonia symptoms. Meta-regression revealed that 10 sessions of active stimulation, and the application of concurrent motor training programs resulted in significantly larger mean effect sizes. Conclusion. NIBS has yielded small improvements to dystonic symptoms, but effect sizes depended on methodological characteristics, with more sessions of stimulation producing a larger response. Future research should further investigate the application of NIBS parallel to motor training, in addition to providing a greater quantity of sessions, to help define optimal parameters for NIBS protocols in dystonia. Registration. PROSPERO 2020, CRD42020175944

scholarly journals Performance Enhancement and the Young Athlete: Mapping the Landscape and Navigating Future Directions

2019 ◽  
Vol 8 (3) ◽  
pp. 171-179 ◽  
Author(s):  
Chris G. Harwood ◽  
Sam N. Thrower
Keyword(s):  
Performance Enhancement ◽  
Young Athlete ◽  
Skills Training ◽  
Sport Performance ◽  
Future Research ◽  
Psychological Skills ◽  
Young Athletes ◽  
Psychological Skills Training ◽  
Single Strategy ◽  
Future Research Directions

The aim of this paper is to provide a comprehensive narrative review of extant scientific knowledge on the effectiveness of performance-enhancement-based interventions in youth sport settings. Specifically, the authors explore the effects of psychological interventions on the sport performance of young athletes (18 yr of age or under). Drawing on over 80 published studies that have attempted to enhance young athletes’ performances using a range of methodological and strategic approaches, four main clusters of research are presented. These clusters include single-strategy psychological-skills-training (PST) interventions, multimodal PST interventions, alternative single-strategy interventions, and alternative multimodal interventions. In each of these clusters, the landscape of work is overviewed and papers of particular methodological interest are highlighted before the authors draw out critical reflections, future research directions, and recommendations for supporting further scholarship and practice with young athletes.

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