Effects of Cognitive-Behavioral Psychological Skills Training on the Motivation, Preparation, and Putting Performance of Novice Golfers

1996 ◽  
Vol 10 (2) ◽  
pp. 157-170 ◽  
Author(s):  
Pierre H. Beauchamp ◽  
Wayne R. Halliwell ◽  
Jean F. Fournier ◽  
Richard Koestner
Keyword(s):  
Performance Enhancement ◽  
Self Regulation ◽  
Training Group ◽  
Skills Training ◽  
Cognitive Behavioral ◽  
Control Group ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Behavioral Program ◽  
Cognitive Behavioral Program

This study examined the effects of a 14-week cognitive-behavioral teaching program on the motivation, preparation, and putting performance of novice golfers. A cognitive-behavioral program was adapted from Boutcher and Rotella (1987) and was compared with a physical skills training group and a control group. The Sport Motivation Scale (Pelletier, Fortier, Vallerand, Tusón, Briére, & Blais, 1995) was used to measure intrinsic versus introjected forms of selfregulation. Preputt routines and actual putting performance were measured by observer ratings. Participants completed all dependent measures prior to training and at 3 additional times spaced over 4-week intervals. The results showed that participants in the cognitive-behavioral program displayed enhanced intrinsic motivation, more consistent use of preputt routines, and improved putting performance relative to participants in the other 2 groups. Cognitive-behavioral participants also showed a significantly reduced use of introjection, which reflects a harsh, self-evaluative form of self-regulation similar to ego involvement. The results support the conclusion drawn by Whelan, Myers, Berman, Bryant, and Mellon (1988) that cognitive-behavioral approaches are effective for performance enhancement; they also suggest that such approaches can produce positive motivational effects.

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.

scholarly journals Using Cognitive Behavioural Techniques to Improve Academic Achievement in Student-Athletes

2019 ◽  
Vol 9 (2) ◽  
pp. 89 ◽  
Author(s):  
Andrea Firth-Clark ◽  
Stefan Sütterlin ◽  
Ricardo Gregorio Lugo
Keyword(s):  
Self Efficacy ◽  
Student Athletes ◽  
Self Regulation ◽  
Skills Training ◽  
Control Group ◽  
Psychological Skills ◽  
Intervention Programme ◽  
Psychological Skills Training ◽  
Core Areas ◽  
Academic Grades

Improving academic grades within the core areas of English, Science and Mathematics has had a lot of previous research interest, but research has tended to mostly focus on students who are failing, non-athletically talented students or student athletes at collegiate level. The particular needs of athletically talented secondary school students who are academically underperforming have so far been neglected. This study addressed this issue by measuring the outcome of academic grades in these three core areas. Method: During a six week intervention programme, ninety four students were separated into 4 groups: control, heart rate variability biofeedback, performance psychology skills training and a combination of these two interventions. Changes in self-efficacy and self-regulation for all students were also measured. Results: Significant pre–post intervention differences in all academic subjects and generalised self-efficacy were found when compared to the control group. Results also showed that a combination of interventions with medium–large effect size was more effective in improving academic results than the single interventions on their own. All interventions improved self-efficacy, but were not significantly different from each other. Self-efficacy was found not to have any interaction effects. Conclusion: Sport psychological skills training can help student-athletes achieve higher scholastic grades and aid mindfulness intervention. Mindfulness on its own was not found to be the most effective intervention, and as such should be used as an adjunct to other psychological methods. Psychological skills training (PST) may help students generalize approaches used in sport to the academic arena.

Volition in Sports

2021 ◽  
Vol 28 (3) ◽  
pp. 84-96 ◽  
Author(s):  
Jürgen Beckmann ◽  
Madison Ehmann ◽  
Tom-Nicolas Kossak ◽  
Benedikt Perl ◽  
and Wiebke Hähl
Keyword(s):  
Self Regulation ◽  
Resource Depletion ◽  
Skills Training ◽  
Psychological Research ◽  
Self Control ◽  
Affective Neuroscience ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Theoretical Approaches ◽  
Sport And Exercise

Abstract. Volition is an essential component of sport and exercise. It comprises self-regulation processes complementing motivation to facilitate successful action. Therefore, sport psychological interventions or psychological skills training largely involve volition. Essentially, three theoretical approaches to volition have stimulated sport psychological research: the theory of action control, the Rubicon model of action phases, and the resource depletion model. These three models will be outlined and evaluated with regard to their contribution to sport psychological research. Despite their contributions, research on the exact mechanisms underlying volition is still in its infancy. Based on new developments involving affective neuroscience and self-control success, potential mechanisms are suggested. Subsequently, we discuss how these developments can advance the aforementioned well-established theories.

Systematically Reviewing the Efficacy of Mindfulness-Based Interventions for Enhanced Athletic Performance

2015 ◽  
Vol 9 (3) ◽  
pp. 232-262 ◽  
Author(s):  
Ryan Sappington ◽  
Kathryn Longshore
Keyword(s):  
Sport Psychology ◽  
Performance Enhancement ◽  
Assessment Tool ◽  
Skills Training ◽  
Sport Performance ◽  
The Body ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Quality Of Research

The field of applied sport psychology has traditionally grounded its performance enhancement techniques in the cognitive-behavioral elements of psychological skills training. These interventions typically advocate for controlling one’s cognitive and emotional processes during performance. Mindfulness-based approaches, on the other hand, have recently been introduced and employed more frequently in an effort to encourage athletes to adopt a nonjudgmental acceptance of all thoughts and emotions. Like many applied interventions in sport psychology, however, the body of literature supporting the efficacy of mindfulness-based approaches for performance enhancement is limited, and few efforts have been made to draw evidence-based conclusions from the existing research. The current paper had the purpose of systematically reviewing research on mindfulness-based interventions with athletes to assess (a) the efficacy of these approaches in enhancing sport performance and (b) the methodological quality of research conducted thus far. A comprehensive search of relevant databases, including peer-reviewed and gray literature, yielded 19 total trials (six case studies, two qualitative studies, seven nonrandomized trials, and four randomized trials) in accordance with the inclusion criteria. An assessment tool was used to score studies on the quality of research methodology. While a review of this literature yielded preliminary support for the efficacy of mindfulness-based performance enhancement strategies, the body of research also shows a need for more methodologically rigorous trials.

Performance Enhancement

2017 ◽  
Author(s):  
Jeffrey J. Martin
Keyword(s):  
Performance Enhancement ◽  
Skills Training ◽  
Well Being ◽  
Developmental Model ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Disability Sport ◽  
Athletes With Disabilities ◽  
Training Quality ◽  
And Performance

Athletes with disabilities can perform more consistently and come closer to their potential if they maximize their mental skills as well as their physical skills. The purpose of this chapter is to present of humanistic developmental model of psychological skills training and an examination of disability sport psychology research on psychological skills. A humanistic developmental model prioritizes both athlete performance and well-being as they are viewed as complementary goals that exert a bidirectional influence on each other. In this model foundational factors, psychological skills and qualities, psychological methods, and facilitative and debilitative factors are seen as relatively distinct categories. Researchers have supported the importance of foundational factors, as reported in other chapters. Researchers have also supported the value of imagery and self-talk as methods to enhance confidence, motivation, and psychological skills, which in turn are positively related to performance. A host of facilitative and debilitative factors in disability sport also influence training quality and performance.

Role of Psychological Skills Training in Increasing Athletic Pain Tolerance

1993 ◽  
Vol 7 (4) ◽  
pp. 388-399 ◽  
Author(s):  
Blair G. Whitmarsh ◽  
Richard B. Alderman
Keyword(s):  
Skills Training ◽  
Pain Tolerance ◽  
Endurance Athletes ◽  
Stress Inoculation ◽  
Control Group ◽  
Psychological Skills ◽  
Stress Inoculation Training ◽  
Control Group Design ◽  
Psychological Skills Training

Endurance athletes have indicated that the ability to tolerate high levels of athletic pain accounted for much of their success (Egan, 1987). This study examined the role of stress inoculation training (SIT) in increasing athletic pain tolerance on an isometric quadriceps task. Athletes (N = 45) from the sports of rowing, cycling, and triathlon completed the study, which consisted of performing a wall sit for as long as possible in a pretest-posttest control group design. The results indicated that subjects receiving training in SIT significantly increased their tolerance time on the wall sit, F(4, 84) = 2.51, p < .048, as compared to the control. Consistent with other research (Vallis, 1984), there was no difference between subjects who received training in SIT and those who received training in only one component of SIT. The results suggest that SIT may assist athletes in tolerating higher levels of athletic pain during training and competition.

scholarly journals KETERAMPILAN PSIKOLOGIS MODEL ”BK PROAKTIF” UNTUK MENGEMBANGKAN KARAKTER DAN KEPRIBADIAN GURU SD YANG HUMANIS

2016 ◽  
Author(s):  
Nuryati Atamimi
Keyword(s):  
Qualitative Data ◽  
Skills Training ◽  
Self Esteem ◽  
Control Group ◽  
Guidance And Counseling ◽  
Psychological Skills ◽  
School Teachers ◽  
Psychological Skills Training ◽  
Primary School Teachers ◽  
Post Test

Abstrak: Model bimbingan dan konseling (BK) proaktif dirancang sebagai upaya untuk melatih dan membekali para guru dengan kemampuan psikologi yang diperlukan. Penelitian ini menggunakan rancangan quasi experiment dengan pre-test dan post-test. Model BK-PROAKTIF diberikan melalui pelatihan keterampilan psikologi oleh tim 6 jam setiap hari selama 2 hari. Penelitian ini dilakukan di MIN Tempel Sleman Yogyakarta. Terdapat 8 guru yang termasuk dalam kelompok perlakuan dan 8 wali murid sebagai kelompok kontrol. Subjek penelitian dipilih menggunakan metode purposive sampling. Peneliti mengamati efektivitas perlakuan selama 4 bulan sejak perlakuan diberikan dengan mengamati dan mewawancarai subjek penelitian dan orang-orang yang telah mengenal subjek lebih dari satu tahun. Post-test diberikan saat observasi terakhir. Analisis data diolah menggunakan analisis kuantitatif, statistik Mann Whitney dan analisis kualitatif yang menggunakan observasi dan wawancara. Hasil penelitian menunjukkan bahwa terjadi peningkatan karakter persepsi diri, self esteem, dan motivasi kerja para guru SD/MI setelah dilakukan pelatihan keterampilan psikologi dengan metode Proaktif. Namun demikian, tidak ada perbedaan persepsi diri, self-esteem, dan motivasi kerja antara kelompok perlakuan dan kelompok kontrol. Kata Kunci: bimbingan dan konseling, persepsi diri, self-esteem, dan motivasi kerja "BK PROACTIVE" PSYCHOLOGICAL SKILLS MODEL FOR DEVELOPING THE CHARACTER AND PERSONALITY OF HUMANISTIC PRIMARY SCHOOL TEACHERS Abstract: Guidance and Counseling Proactive Model is designed as a proactive effort to train and equip teachers with the necessary psychological capabilities. This study used a quasi-experimental design with pre-test and post-test. BK-PROACTIVE model was implemented through psychological skills training by a team for 6 hours per day for 2 days. This research was conducted in MIN Tempel Sleman, Yogyakarta. There were 8 teachers included in the treatment group and eight guardians of the students as the control group. Subjects were selected using a purposive sampling technique. The researchers investigated the effectiveness of the treatment for 4 months after treatment was given by observing and interviewing the subjects of research and the people who had known the subjects for more than one year. A post-test was given in the last observation. The quantitative data were analyzed using quantitative analysis, Mann Whitney statistical, and the qualitative data from observation and interviews were analyzed using qualitative data analysis. The results showed that there was an increase in the perception of character, self esteem, and motivation of the primary school teachers after the implementation of the proactive psychological skills training technique. However, there was no significant difference in self-perception, self-esteem, and motivation between the experiment group and the control group. Keywords: guidance and counseling, self-perception, self-esteem, and motivation

scholarly journals Effects of Cognitive Behavioral Group Program for Mental Health Promotion of University Students

2020 ◽  
Vol 17 (10) ◽  
pp. 3500
Author(s):  
Soojung Lee ◽  
Eunjoo Lee
Keyword(s):  
Mental Health ◽  
Self Esteem ◽  
Personal Relationship ◽  
Cognitive Behavioral ◽  
Control Group ◽  
Significant Group ◽  
Behavioral Program ◽  
Study Results ◽  
Cognitive Behavioral Program ◽  
Experimental Group

This study aimed to explore the effects of a group cognitive behavioral program on depression, self-esteem, and interpersonal relations among undergraduate students. A non-equivalent control group pretest-posttest design was used. A convenient sample of 37 undergraduates (18 in the experimental group and 19 in the control group) at K university located in Changwon, South Korea was used. Data were collected from February 4, 2019 to June 18, 2019. The experimental group received eight sessions of the program, which were scheduled twice a week, with each session lasting 90 min. Collected data were analyzed using a chi-square test, Fisher’s exact test, independent t-test, and repeated measures ANOVA by SPSS/WIN 23.0 (SPSS, Inc., Chicago, IL, USA). The interaction of group and time was significant, indicating that the experimental group showed an improvement in depression, self-esteem, and personal relationship compared to the control group. A significant group by time interaction for depression, self-esteem, and personal relationship was also found between the two groups. The study results revealed that the group cognitive behavioral program was effective in reducing depression and improving self-esteem and interpersonal relation. Therefore, the group cognitive behavioral program can be used for promoting the mental health of students as well as for preventing depression in a university setting.

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