scholarly journals Self-confidence, commitment and goal-setting in Czech athletes at different performance levels

Acta Gymnica ◽  
2018 ◽  
Vol 48 (3) ◽  
pp. 130-137
Author(s):  
Michal Vicar
Keyword(s):  
Goal Setting ◽  
Performance Levels ◽  
Self Confidence

Practical Considerations for Working with Athletes with Disabilities

1998 ◽  
Vol 12 (3) ◽  
pp. 346-357 ◽  
Author(s):  
Stephanie J. Hanrahan
Keyword(s):  
Cerebral Palsy ◽  
Intellectual Disabilities ◽  
Goal Setting ◽  
Visually Impaired ◽  
Body Awareness ◽  
Mental Skills ◽  
Self Confidence ◽  
Blind And Visually Impaired ◽  
Control Goal ◽  
Athletes With Disabilities

This paper presents general considerations for working with athletes with disabilities and the usefulness and possible modification of specific mental skills for those athletes. Common concerns for athletes with specific disabilities are discussed. Specific disabilities are considered under the headings of amputees, blind and visually impaired, cerebral palsy, deaf and hearing impaired, intellectual disabilities, and wheelchair. Arousal control, goal setting, attention/concentration, body awareness, imagery, self-confidence, and precompetition preparation are discussed in terms of disability-specific issues as well as suggestions for application.

Mental Preparation for the Performer

2014 ◽  
pp. 666-688
Author(s):  
Alma Thomas
Keyword(s):  
Music Education ◽  
Goal Setting ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Mental Skills ◽  
Mental Preparation ◽  
Self Confidence ◽  
Key Concepts ◽  
And Performance ◽  
Regular Practice

Mental skills are integral to success in practice and performance. Prominent educators in sport and in the performing arts have advocated their use for years. This chapter provides voice educators and singers with illustrative mental skills that are based on recent research, supplies further background on mental training, and provides examples of key concepts. Teachers, coaches and singers are encouraged to apply the exercises presented and, if necessary, adapt them through experimentation to meet individual needs. Mental skills require regular practice and commitment, and should be an integral part of all teaching and learning. The literature in sport, and more recently in music education and performance, is full of the benefits of using mental skills, and full of ways in which mental skills guide and enhance performances at all levels. The key mental skills covered in this chapter are commitment and motivation, goal-setting, managing anxiety, relaxation, imagery, and developing self-confidence.

scholarly journals Comparison of the Psychological Profile of Ankle Sprain Between Coper and Chronic Ankle Instability Individuals: Cross-sectional Study

2021 ◽  
Author(s):  
Shima Babakhanian ◽  
Mohammad Hani Mansori ◽  
Mohammad Karimizadeh Ardakani ◽  
Homa Naderifar
Keyword(s):  
Goal Setting ◽  
Sports Injuries ◽  
Ankle Instability ◽  
Chronic Ankle Instability ◽  
Mental Practice ◽  
Self Report ◽  
Mental Skills ◽  
Cross Sectional ◽  
Self Confidence ◽  
Significant Difference

Abstract Background: The aim of this study was to compare the psychological parameters in Coper individuals and people with chronic ankle instability (CAI).Methods: This study was a cross-sectional and comparative study. Sixty elite athletes, from multiple athletic disciplines, who have suffered from lateral ankle sprains at least once in the last two years, were selected as research subjects and were divided into two groups: Copers (n = 30) and CAI (n = 30). Classification of CAI, and coper groups were done by AJFAT, CAIT and FAAM self-report questionnaires. Athletes' psychological characteristics were measured using the Ottawa Mental Skills Assessment Tool (OMSAT-3). Multivariate analysis of variance (MANOVA) and independent t-test were used to evaluate the differences between groups at a significance level of 0.05. Results: The results showed there was a significant difference between the two groups in Goal setting, Self-confidence, Commitment, Relaxation, Fear control and Coping with stress, Focusing, Refocusing, and Mental practice (P <0.05). And Coper athletes scored higher than ankle instability athletes. But there were no significant differences between the two groups in the following parameters: Inactivation, Imagery, and Competition planning skills (P <0.05).Conclusion: The findings showed that athletes with CAI scored lower than Coper athletes on psychological exams. Given the importance of prioritizing the mental components of goal setting, imagery, relaxation, activation, and self-confidence, the design of the competition should be a priority for rehabilitation. Therefore, coaches and sports experts are recommended to focus and improve mental skills in athletes who suffer from sports injuries, to reduce the occurrence of repetitive sports injuries.

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.

scholarly journals The role of wellbeing and wellness: A positive psychological model in supporting young people with ASCs

2017 ◽  
Vol 10 (1) ◽  
pp. 217-226 ◽  
Author(s):  
Irina Roncaglia
Keyword(s):  
Sport Psychology ◽  
Human Performance ◽  
Practical Implementation ◽  
Psychological Model ◽  
Performance Levels ◽  
Self Confidence ◽  
Education And Care ◽  
High Level ◽  
The Impact

In the last 10 years sport psychology expanded its applicability in a variety of fields which have helped to address some of the challenges related to high level performance and sport competition. When we talk about performance in its wider sense, sport psychology is able to help develop a better understanding on how strategies can be adopted in improving general human performance levels. This includes increasing the knowledge of key concepts such as motivation, self-confidence and resilience. Furthermore performance in its wider sense helps in the understanding of the impact of stress and arousal and how these can affect both positively and negatively performance levels including appreciating individual differences as well as dynamics between groups of individuals. In this paper performance rather than solely be related to the field of competitive or professional sport has been discussed in people with ASCs and aims to explore how by adopting a positive psychological model in the formulation of individual assessments and subsequent interventions have led to improvement in individual skills, participation, engagement and ultimately quality of life. Positive psychological principles, such as the role of wellbeing and wellness, the PERMA Model has increased our understanding of human potentials, performance and wellbeing. The aim of this paper is to present and reflect on the applicability and benefits of adopting sport psychology models, the PERMA model and positive psychological principles in special education and care settings with the presentation and discussion of their theoretical and some practical implementation in two case studies.

scholarly journals Mentální dovednosti českých sportovců: validační studie české verze dotazníku OMSAT-3*

2017 ◽  
Vol 11 (1) ◽  
pp. 165-181
Author(s):  
Michal Vičar ◽  
Hana Hřebíčková
Keyword(s):  
Goal Setting ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Psychological Characteristics ◽  
Skills Assessment ◽  
Mental Skills ◽  
Stress Control ◽  
Self Confidence ◽  
The World

The Ottawa Mental Skills Assessment Tool, OMSAT-3*, (Durand-Bush, N., Salmela, J. H., & GreenDemers, I., 2001) is a dialogic tool used all around the world to assess the quality of mental skills of both professional and amateur athletes. This article deals with translation and formation of a Czech version. It analyses the findings related to sports talent with an emphasis on sports talent identification and mental skills. OMSAT-3* is comprised of forty-eight questions. The questionnaire focuses on twelve psychological characteristics of mental skills divided into three groups – Foundation skills (self-confidence, commitment and goal-setting), Psychosomatic skills (stress control, fear control, relaxation and activation) and Cognitive skills (focusing, refocusing, imagery, mental practise and competition planning). The Czech version of the questionnaire was administrated to athletes (n-254) aged between 11 and 42 years from 26 sport disciplines of various performance levels. The scales reliability was verified in goal-setting, self-confidence, commitment, activation, focusing, competition planning and mental practise, with population more experienced in sport also in stress control. The remaining dimensions (relaxation, fear control, imagery and refocusing) show too low internal consistency. Neither the validity of the Czech version of the questionnaire nor its factor structure were therefore confirmed. Based on an analysis of the translation deficiencies, a new Czech version of the OMSAT-3* questionnaire was created.

Sport Psychology and Indigenous Performing Artists

2004 ◽  
Vol 18 (1) ◽  
pp. 60-74 ◽  
Author(s):  
Stephanie J. Hanrahan
Keyword(s):  
Goal Setting ◽  
Performing Arts ◽  
Group Process ◽  
Team Building ◽  
Skills Training ◽  
Basic Structure ◽  
Mental Skills ◽  
Cultural Issues ◽  
Mental Skills Training ◽  
Self Confidence

A group of students from the Aboriginal Centre for the Performing Arts participated in a mental skills training program that focused on goal setting, self-confidence development, and team building. There were 13 two-hour sessions held over a 20-week period. The participants, cultural issues, and the basic structure of the program are described. The author’s observations regarding competition, displays of affection, collective values, and the importance of family and nature are provided. The participants qualitatively evaluated the program. Conclusions related to group process, program structure, and diversity are presented. These conclusions should be of value in terms of shaping future group mental skills training programs.

scholarly journals Comparison of Mental Skills of Elite and Non-Elite Athletes

2018 ◽  
Vol 6 (4a) ◽  
pp. 72 ◽  
Author(s):  
Sertaç Erciş
Keyword(s):  
Goal Setting ◽  
Elite Athletes ◽  
Mental Practice ◽  
Mental Skills ◽  
Stress Reactions ◽  
Related Data ◽  
Self Confidence ◽  
Independent Test ◽  
Data Collection Instrument ◽  
Control Activation

The main purpose of this reseach was to compare mental skills of elite and non-elite boys team athletes by Ottawa Questionnare. The reseach study was a descriptive-applied one. The data collection instrument was a questionnaire based on Ottawa questionnare that measured some mental skills factors. The subjects were 40 elite athletes and 40 non-elite athletes that they were randomaly taken up of basketball, volleyball, handball and futsall sport tournaments. T independent test was applied in order to analyze the related data to compare the results at p<0.05 level. The results indicated that the rate of Goal setting, self-confidence, Commitment, Stress reactions, Relaxation, Fear control, Activation, Focusing, Imagery, Competion planning, Mental practice and Refocusing skills is higher in elite athletic boy students in compare to non-elite ones.

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