The Effect of Three Different Methods of Mental Training on Dart Throwing Performance

1989 ◽  
Vol 3 (2) ◽  
pp. 133-141 ◽  
Author(s):  
William F. Straub
Keyword(s):  
Training Programs ◽  
Relative Effectiveness ◽  
Skills Training ◽  
Control Group ◽  
Mental Training ◽  
Physical Practice ◽  
Significant Group ◽  
Mental Skills Training ◽  
College Age ◽  
Dart Throwing

This study was designed to (a) determine whether three frequently used mental skills training programs enhance dart throwing performance beyond that obtained by physical practice and a no-practice control, (b) compare the relative effectiveness of the three methods of mental training programs, and (c) determine if these programs differentially affect subjects who were initially of high or low skill. The subjects (N=75) were college-age men and women who were matched between conditions on ability level. In addition to the three MT groups, there was one physical practice (PP) and one control group (C). The three methods of MT included Bennett and Pravitz’ (1982, 1987), Gauron’s (1984), and Unestahl’s (1983b) packaged programs. Significant group differences were found in posttest dart throwing performance; in particular, subjects receiving the Bennett and Pravitz and Unestahl MT differed from the control group. It was concluded that Bennett and Pravitz and Unestahl packaged programs were effective since they significantly differed from the control and equaled the performance of the PP group, despite receiving substantially less physical practice.

Biofeedback Training: Enhancing Athletic Performance

Biofeedback ◽  
2011 ◽  
Vol 39 (3) ◽  
pp. 101-104 ◽  
Author(s):  
Boris Blumenstein ◽  
Yitzhak Weinstein
Keyword(s):  
Athletic Performance ◽  
Training Programs ◽  
Skills Training ◽  
Biofeedback Training ◽  
Mental Skills ◽  
Training Process ◽  
Successful Performance ◽  
Mental Skills Training ◽  
Vital Component ◽  
Conceptual Paper

During the last three decades, mental skills training of athletes has become widely accepted as an important factor in sport and a vital component of successful performance of top athletes. Biofeedback training (BFT) is a key element/tool of a complex multifaceted treatment/training program aimed at enhancing athletic performance. The main purpose of this conceptual paper is to illustrate the successful integration of the Wingate 5-Step Approach to training programs that are based on a periodization principle. This integration is targeted at the development of both physical and mental skills to optimize and enhance the effectiveness of the mental training process. Examples derived from our experiences are illustrated and discussed.

scholarly journals The Effects of Eccentric and Plyometric Training Programs and Their Combination on Stability and the Functional Performance in the Post-ACL-Surgical Rehabilitation Period of Elite Female Athletes

2021 ◽  
Vol 12 ◽  
Author(s):  
Sofien Kasmi ◽  
Hassane Zouhal ◽  
Raouf Hammami ◽  
Cain C. T. Clark ◽  
Anthony C. Hackney ◽  
...  
Keyword(s):  
Acl Reconstruction ◽  
Female Athletes ◽  
Functional Performance ◽  
Training Programs ◽  
Control Group ◽  
Plyometric Training ◽  
Significant Group ◽  
Training Study ◽  
Positive Effects ◽  
Rehabilitation Period

BackgroundThe standard method to treat physically active patients with anterior cruciate ligament (ACL) rupture is ligament reconstruction surgery. The rehabilitation training program is very important to improve functional performance in recreational athletes following ACL reconstruction.ObjectivesThe aims of this study were to compare the effects of three different training programs, eccentric training (ECC), plyometric training (PLYO), or combined eccentric and plyometric training (COMB), on dynamic balance (Y-BAL), the Lysholm Knee Scale (LKS), the return to sport index (RSI), and the leg symmetry index (LSI) for the single leg hop test for distance in elite female athletes after ACL surgery.Materials and MethodsFourteen weeks after rehabilitation from surgery, 40 elite female athletes (20.3 ± 3.2 years), who had undergone an ACL reconstruction, participated in a short-term (6 weeks; two times a week) training study. All participants received the same rehabilitation protocol prior to the training study. Athletes were randomly assigned to three experimental groups, ECC (n = 10), PLYO (n = 10), and COMB (n = 10), and to a control group (CON: n = 10). Testing was conducted before and after the 6-week training programs and included the Y-BAL, LKS, and RSI. LSI was assessed after the 6-week training programs only.ResultsAdherence rate was 100% across all groups and no training or test-related injuries were reported. No significant between-group baseline differences (pre-6-week training) were observed for any of the parameters. Significant group-by-time interactions were found for Y-BAL (p < 0.001, ES = 1.73), LKS (p < 0.001, ES = 0.76), and RSI (p < 0.001, ES = 1.39). Contrast analysis demonstrated that COMB yielded significantly greater improvements in Y-BAL, LKS, and RSI (all p < 0.001), in addition to significantly better performances in LSI (all p < 0.001), than CON, PLYO, and ECC, respectively.ConclusionIn conclusion, combined (eccentric/plyometric) training seems to represent the most effective training method as it exerts positive effects on both stability and functional performance in the post-ACL-surgical rehabilitation period of elite female athletes.

Personal and Situational Influences on Adherence to Mental Skills Training

1991 ◽  
Vol 13 (2) ◽  
pp. 121-132 ◽  
Author(s):  
Stephen J. Bull
Keyword(s):  
Training Program ◽  
Empirical Investigation ◽  
Experimental Period ◽  
Skills Training ◽  
Mental Skills ◽  
Mental Training ◽  
Adherence Behavior ◽  
Mental Skills Training ◽  
Situational Influences ◽  
Situational Variables

Adherence to mental-skills training has received little empirical investigation despite the recent growth and development in applied sport psychology services. The present study was designed to identity personal and situational variables influencing adherence to a mental training program. Volunteer athletes (N=34) were given a 4-week educational program before being left to train on their own for an experimental period of 8 weeks. Subjects were randomly assigned to one of three treatment intervention conditions (control, written reminders, and group meetings) designed to influence adherence behavior. Results demonstrated the influence of self-motivation in predicting mental-training adherence, but the interventions had no significant effect. Adherence levels were generally low but variable between athletes. Interviews with the athletes indicated the need for individualization of training programs, and problems of time constraints were identified as being influential in the adherence process. Comparable athletes (N—18) who chose not to volunteer for the mental training program were psychometrically tested and demonstrated lower sport motivation than the volunteer athletes but greater skill in concentration.

scholarly journals Evaluation of a structured skills training group for adolescents with attention-deficit/hyperactivity disorder: a randomised controlled trial

2021 ◽  
Author(s):  
Jenny Meyer ◽  
Mia Ramklint ◽  
Maria Unenge Hallerbäck ◽  
Måns Lööf ◽  
Johan Isaksson
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Training Group ◽  
Skills Training ◽  
Control Group ◽  
Significant Group ◽  
Hyperactivity Disorder ◽  
Skills Training Group

AbstractAttention-deficit/hyperactivity disorder (ADHD) in adolescence is associated with behavioural, emotional and interpersonal problems, and non-pharmacological treatments targeting these difficulties have been requested. The objective of this study was to evaluate the effectiveness and acceptance of an age-adapted structured skills training group (SSTG) for adolescents with ADHD. Adolescents (n = 184, ages 15–18 years) with a diagnosis of ADHD were randomly assigned to either the SSTG, which is based on dialectical behavioural therapy, or an active control group based on psychoeducation. Symptoms of ADHD, behavioural and emotional problems, functional impairment, and health-related outcomes were assessed with self-ratings and parental ratings two weeks before, two weeks after, and six months after treatment. All participants who completed the pre-treatment measurements (n = 164) were included in the main analyses, which were conducted using a linear mixed model. Our results demonstrated no significant group differences in favour of the SSTG for any of the study outcomes. A majority of the participants in both groups reported that they had increased their knowledge about ADHD, improved their ability to manage problems related to the diagnosis, and would recommend the treatment to others. We conclude that the SSTG seems to be acceptable for adolescents with ADHD in a clinical context. However, the treatment was not proved to be more effective or more acceptable than the psychoeducational control intervention.Trial registration: http://www.isrctn.com/ISRCTN17366720,11/05/2016, retrospectively registered.

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.

Stages of Change as an Outcome Measure in the Evaluation of Mental Skills Training Programs

1999 ◽  
Vol 13 (1) ◽  
pp. 107-116 ◽  
Author(s):  
J. Robert Grove ◽  
Peter J. Norton ◽  
Judy L. Van Raalte ◽  
Britton W. Brewer
Keyword(s):  
Stages Of Change ◽  
Outcome Measure ◽  
Training Programs ◽  
Skills Training ◽  
Mental Skills ◽  
Mental Skills Training

Mental Training with Children for Sport and Life

1991 ◽  
Vol 5 (4) ◽  
pp. 322-334 ◽  
Author(s):  
Terry Orlick ◽  
Nadeane McCaffrey
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Role Models ◽  
Personal Development ◽  
Skills Training ◽  
Mental Skills ◽  
Mental Training ◽  
School Students ◽  
Mental Skills Training

In recent years we have applied mental skills training for child athletes, kindergarten and elementary school students, and children attempting to overcome serious illnesses. Key elements that have been associated with our most successful interventions include the use of simple, concrete strategies, an element of fun, positive individualized approaches, the use of role models, and involving parents. It is our belief that every child will experience growth, and some degree of success, if someone who cares devotes time to nurturing important mental skills related to personal development.

SportPsych Consultation Issues in Professional Baseball

1990 ◽  
Vol 4 (4) ◽  
pp. 330-340 ◽  
Author(s):  
Kenneth Ravizza
Keyword(s):  
Training Program ◽  
Skills Training ◽  
Professional Baseball ◽  
Mental Skills ◽  
Mental Training ◽  
Baseball Players ◽  
Mental Skills Training ◽  
Minor League ◽  
Experiential Process ◽  
Baseball Team

This article discusses the development of mental skills training for professional baseball players and coaches. The basic educational model involves providing information, skills practice, and support for the athlete who wants to improve his mental game. The basic philosophy employed is an experiential process that facilitates the athlete’s understanding of mental skills training. Over time, skills are refined and adapted to meet the athlete’s unique needs. The practicing sportpsych consultant must follow a number of operating standards to ensure the trust and respect of both players and management. The most difficult step is getting the commitment from a professional team. This article discusses an approach to making contact, guidelines followed for developing a mental training program for a professional baseball team, and some technical aspects to consider in developing a mental training program. It focuses on the range of services provided to players and coaches in group formats and on an individual basis, both at the major league and minor league levels. Finally, there is a discussion of problems inherent in working with players, coaches, and management and how to cope with them.

Enhancing Coaching Effectiveness in Figure Skating through a Mental Skills Training Program

1989 ◽  
Vol 3 (2) ◽  
pp. 142-154 ◽  
Author(s):  
Craig R. Hall ◽  
Wendy M. Rodgers
Keyword(s):  
Training Program ◽  
Skills Training ◽  
Figure Skating ◽  
Mental Skills ◽  
Mental Training ◽  
Mental Skills Training ◽  
Psychological Techniques ◽  
Training Techniques ◽  
Work Shop ◽  
Coaching Effectiveness

Research on various psychological techniques indicates that their use by athletes, particularly in combination with one another, can produce enhanced performance. An extension of this finding would seem to be that coaches should be able to incorporate combinations of various mental training techniques in their teaching to improve their coaching effectiveness. A work-shop was developed and conducted for figure skating coaches on the use of various psychological techniques with their skaters. Prior to and following the workshop, the coaches were asked about their use of the psychological techniques. While most coaches were familiar with the techniques before participating in the workshop, they evaluated the workshop as being informative and felt it helped them to more effectively use the techniques. The more qualified and experienced coaches generally were the most positive toward the workshop and the various mental training techniques covered. The skaters they coached reported improvements in their lessons following the coaches’ participation in the workshop.

Evaluation of the effectiveness of interpersonal-skills training programs

2008 ◽  
Author(s):  
Erin Crane ◽  
Joshua Liff ◽  
Alexander Rechlin ◽  
Kurt Kraiger ◽  
Casey Mulqueen
Keyword(s):  
Interpersonal Skills ◽  
Training Programs ◽  
Skills Training ◽  
Interpersonal Skills Training
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