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.

Examining Stage of Change Differences in NCAA Student-Athletes’ Readiness for Psychological Skills Training

2017 ◽  
Vol 31 (4) ◽  
pp. 356-368
Author(s):  
Stacy L. Gnacinski ◽  
William V. Massey ◽  
Courtney W. Hess ◽  
Mellanie M. Nai ◽  
Monna Arvinen-Barrow ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Student Athletes ◽  
Stage Of Change ◽  
Skills Training ◽  
Decisional Balance ◽  
Processes Of Change ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Behavior Change Interventions ◽  
And Gender

To enhance the specificity of psychological skills training (PST) interventions, the purpose of the current study was to examine stage of change and gender differences in the combination of transtheoretical model (TTM) constructs (i.e., decisional balance pros and cons, self-efficacy, cognitive and behavioral processes of change) among collegiate student-athletes. Participants (N = 602) completed all TTM measures, and a factorial multivariate analysis of variance (MANOVA) was conducted to examine the effects of stage of change and gender on the combination of TTM constructs. No significant interaction effect was identified, yet significant main effects of stage of change and gender were identified. Post hoc tests revealed unique linear combinations of decisional balance, self-efficacy, and processes of change for each stage of change contrast. Taken together, study findings may be used to enhance the specificity of behavior change interventions when delivering PST programs to both male and female collegiate student-athletes.

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.

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.

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.

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 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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