Development and Effectiveness of Mindfulness Sports Psychological Skills Training Program : Focused on Closed and Open Motor Skills

2021 ◽  
Vol 19 (4) ◽  
pp. 909-925
Author(s):  
Won-Seok Oh ◽  
◽  
Kyong-Sun Lee
Keyword(s):  
Training Program ◽  
Motor Skills ◽  
Skills Training ◽  
Psychological Skills ◽  
Psychological Skills Training

An Integrated Biofeedback and Psychological Skills Training Program for Canada’s Olympic Short-Track Speedskating Team

2012 ◽  
Vol 6 (1) ◽  
pp. 67-84 ◽  
Author(s):  
Marla K. Beauchamp ◽  
Richard H. Harvey ◽  
Pierre H. Beauchamp
Keyword(s):  
Training Program ◽  
Olympic Games ◽  
Self Regulation ◽  
Skills Training ◽  
Sport Performance ◽  
Biofeedback Training ◽  
Control Group ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Program Approach

The present article outlines the development and implementation of a multifaceted psychological skills training program for the Canadian National Short Track Speedskating team over a 3-year period leading up to the Vancouver 2010 Olympic Games. A program approach was used emphasizing a seven-phase model in an effort to enhance sport performance (Thomas, 1990) in which psychological skills training was integrated with biofeedback training to optimize self-regulation for performance on demand and under pressure. The biofeedback training protocols were adapted from general guidelines described by Wilson, Peper, and Moss (2006) who built on the work of DeMichelis (2007) and the “Mind Room” program approach for enhancing athletic performance. The goal of the program was to prepare the athletes for their best performance under the pressure of the Olympic Games. While causation cannot be implied due to the lack of a control group, the team demonstrated success on both team and individual levels.

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.

scholarly journals THE EFFECTIVENESS OF PSYCHOLOGICAL SKILLS TRAINING PROGRAM ON NETBALL SHOOTING PERFORMANCE

2019 ◽  
Vol 38 (1) ◽  
pp. 174-187
Author(s):  
Jamatul Shahidah Shaari ◽  
Lim Boon Hooi ◽  
Siswantoyo Siswantoyo
Keyword(s):  
Training Program ◽  
Skills Training ◽  
Control Group ◽  
Psychological Skills ◽  
Physical Practice ◽  
Psychological Skills Training ◽  
Practical Applications ◽  
Short Period ◽  
And Control ◽  
The Impact

The study was aimed to investigate the effect of Psychological Skills Training Program on netball shooting performance. The experimental method was used on three groups of an 8-week intervention: combination of diaphragmatic breathing and imagery, plus physical practice (G1); combination of DB and self-talk, plus physical practice (G2); and control group which have physical practice only (G3). A SPANOVA was conducted to assess the impact of all groups on shooting performance across the two time periods. The main effect comparing the two treatments and a control group was significant, p < .001. Post hoc Tukey test differ significantly at p < .05. However, the G2 was not significantly different from the G3. The results indicated that netballers of different skill used of PST, either G1 or G2 were found to improve the netball shooting performance. It was also showed that G1 has better netball shooting performance rather than G2 and G3. As to highlighting, that the principles and practical applications of these most basic psychological skills can be taught in easier ways and probably in a relative short period of time among youth athletes.

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