<p>This study is about police students’ and professional police officers’ experienced competence in mental preparation training. The aim with the study is to compare how police students’ in the beginning and in the end of the Basic Training Programme for Police Officers perceive their competence in mental preparation training and how a selection of these students perceive their competence after one respectively two and a half year as police officers. The aim is also to compare the formal competence required of students who have passed the Basic Training Programme for Police Officers with the competence students actually think they have, and the formal competence required within the police profession with the competence police officers with differently long time as professionals experience that they have. Moreover the study includes a comparison between the formal and experienced competence in the Basic Training Programme for Police Officers and in the police profession. The empirical data of the study is based on a web questionnaire to the different groups of students and follow-up interviews with a selection of these students. The results show that the students’ perceived competence increases during the Basic Training Programme and that the experienced competence at the end of the programme to a relatively large extent corresponds to the formal competence of the programme. The difference between the formal competence required in the police profession and the police officers’ experienced competence is relatively small. The police officers’ experience though is that their competence in mental preparation training is not requested in the profession to any larger extent.</p><p> </p><p><strong>Key words:</strong> Police, competence, mental preparation training.</p>

<p>The combat mission is an extreme situation with high demands of the soldier. Killing might very well be necessary. Before a mission a soldier can experience stress due to these factors. The purpose of this paper is to find methods to handle stress due to an upcoming combat mission and to the prospect of having to kill. The main questions of this essay: -<em>How can certain parts of the physiological psychology improve a soldiers ability to perform a mission?</em> <em>– Is the Swedish soldier mentally prepared to kill?</em> The theory for this essay has been described using litteratur by experts within the field, and the results thereafter discussed. The results: Technics such as objective planning, routines, visualisation and discussions about killing has a positive effect on the soldier’s stress level. It prevents stress and improves his ability during the mission. Future battle planners should integrate this into training before a mission.</p>

The combat mission is an extreme situation with high demands of the soldier. Killing might very well be necessary. Before a mission a soldier can experience stress due to these factors. The purpose of this paper is to find methods to handle stress due to an upcoming combat mission and to the prospect of having to kill. The main questions of this essay: -How can certain parts of the physiological psychology improve a soldiers ability to perform a mission? – Is the Swedish soldier mentally prepared to kill? The theory for this essay has been described using litteratur by experts within the field, and the results thereafter discussed. The results: Technics such as objective planning, routines, visualisation and discussions about killing has a positive effect on the soldier’s stress level. It prevents stress and improves his ability during the mission. Future battle planners should integrate this into training before a mission.

This study is about police students’ and professional police officers’ experienced competence in mental preparation training. The aim with the study is to compare how police students’ in the beginning and in the end of the Basic Training Programme for Police Officers perceive their competence in mental preparation training and how a selection of these students perceive their competence after one respectively two and a half year as police officers. The aim is also to compare the formal competence required of students who have passed the Basic Training Programme for Police Officers with the competence students actually think they have, and the formal competence required within the police profession with the competence police officers with differently long time as professionals experience that they have. Moreover the study includes a comparison between the formal and experienced competence in the Basic Training Programme for Police Officers and in the police profession. The empirical data of the study is based on a web questionnaire to the different groups of students and follow-up interviews with a selection of these students. The results show that the students’ perceived competence increases during the Basic Training Programme and that the experienced competence at the end of the programme to a relatively large extent corresponds to the formal competence of the programme. The difference between the formal competence required in the police profession and the police officers’ experienced competence is relatively small. The police officers’ experience though is that their competence in mental preparation training is not requested in the profession to any larger extent.   Key words: Police, competence, mental preparation training.

The present investigation was to determine if combining two mental preparation strategies would be more effective than a single strategy. In Experiment 1, subjects (n=40) performed basketball free-throws (20 shots) using one of these mental strategies: 1) imagery, 2) relaxation, 3)relaxation plus imagery, 4) placebo control. Results indicated a significant main effect with the imagery group performing significantly better than the placebo control group. In Experiment 2, subjects (n=40) performed five trials on an isokinetic leg-strength task using one of the following mental strategies: 1) preparatory arousal, 2) imagery, 3) preparatory arousal plus imagery, 4) placebo control. Results indicated a significant trials main effect with all subjects improving over time. State anxiety results indicated that the combination group exhibited higher levels of anxiety than all other conditions.

Mental preparation is an important component in athletic performance. Mental preparation often involves imagery of the actual execution of the physical act. Imagery may be either "external" or "internal." External imagery occurs when people view themselves performing an act from the perspective of an external observer. Internal imagery requires that the person feel those sensations that are involved while participating in a physical act. The assumption that internal imagery will be more likely to improve athletic performance was tested using intermediate league bowlers for a period of ten weeks.

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L’objet de cette recherche expérimentale est d’analyser le statut, le rôle et l’influence de la préparation mentale sur la performance individuelle du footballeur professionnel évoluant dans des équipes françaises. L’échantillon est constitué de 168 joueurs professionnels de sexe masculin ayant une moyenne d’âge égale à 25,7 (± 4,8) et issus de trois niveaux de jeu : Ligue 1, Ligue 2, National. Une équi-répartition de la population expérimentale a permis une description et une analyse détaillée des modalités de l’entraînement mental dans ce sport collectif. La méthode expérimentale retenue fut le questionnaire. Cet outil d’enquête a été construit à partir de questions fermées, avec une échelle de 1 à 9, et sous forme de classement. L’ensemble du « questionnaire joueur » porte sur 35 questions sous administration directe. Nous avons procédé à une distribution de 232 questionnaires afin d’optimiser le taux de retour qui s’est élevé à 168 unités (72,4 %). Les résultats de l’étude ont montré que la prise en charge du facteur psychologique est très peu traitée dans les clubs par des préparateurs mentaux ou des psychologues du sport diplômés et par l’entraîneur, au contraire des aspects technico-tactiques et physiques qui sont, quant à eux, traités de façon très importante par lui-même et son staff. L’absence de préparation mentale a très peu d’influence sur la performance individuelle ce qui contraint les joueurs à s’autogérer mentalement. Cette autogestion a beaucoup d’influence sur la performance individuelle et produit un effet modéré sur la performance collective. Selon la population de l’étude, le mode de prise en charge des facteurs psychologiques détermine le niveau de performance individuelle du footballeur professionnel. L’autogestion a beaucoup d’influence tandis que l’absence de préparation mentale en a très peu. Ce travail de recherche a démontré que la psychologie du sport est jugée comme un pilier de la pratique des footballeurs, mais son institutionnalisation demeure instable et fragile. L’étude a démontré que le suivi psychologique doit s’installer avec des professionnels diplômés dans les clubs français pour accompagner les joueurs dans leur quête de performance. Cette longue recherche expérimentale a tenté d’apporter une nouvelle pierre à l’édifice de la préparation mentale dans le football. / The aim of this experimental research is to analyze the status, role and impact of mental preparation on the individual performance of professional footballers playing in French teams. The sample population comprises 168 male professional footballers, with an average age of 25.7 (+/- 4.8 years), playing in three French leagues: Ligue 1, Ligue 2 and National. An equidistribution of the sample population enabled a detailed analysis and description of the different types of mental preparation in this team sport. A questionnaire was used as the experimental method. The “player questionnaire” comprised 35 self-administered closed questions, and players were asked to position their answers on a ranking scale of 1 to 9. 232 questionnaires were distributed, in order to receive a significant number of responses; 168 units were completed and returned to us (return rate of 72.4%). Psychological factors are rarely addressed in football clubs, whether by sports psychologists, mental trainers, or managers. In contrast, great stock is given to the physical, technical and tactical aspects of the game by managers and their staff. The lack of organized mental preparation means that this mode of preparation has little influence on individual performance, so players have to manage the mental side of their game themselves. This self-management has a considerable influence on individual performance, but only a moderate influence on team performance. According to the sample population, the way in which psychological factors are addressed affects the individual performance levels of professional footballers. While self-management has considerable influence, the lack of mental preparation results in little influence. This research demonstrates that while sports psychology is deemed to be an essential part of training footballers, its formal use as a practice in clubs remains patchy and inconsistent. The study shows that psychological monitoring needs to be implemented in French clubs, with certified professionals helping players to improve their performance levels. This long experimental research has striven to contribute to awareness about and practice of mental preparation in football.

Syftet med detta självständiga arbetet är att utforska min förmåga till att lära mig spela utantill. De två forskningsfrågorna som bär upp syftet är: vilka övningsstrategier använder jag vid spel utan noter? Hur upplever jag övningen när jag spelar med och utan noter? Arbetet utgår från det fenomenologiska perspektivet och baseras på videoobservationer och loggboksanteckningar av mig själv. Resultatet presenteras genom filminspelning och loggbok baserat på mina kommentarer och olika teman som beskriver fokus, metoder i övning, spela med noter, utantillspel och uppspelning för andra människor. Till sist diskuteras resultatet i förhållande till tidigare forskning och perspektivet. I denna del diskuteras även fördelar med utantillspel, koncentration och närvaro. / The purpose of this study is to explore my ability to learn how to play music without support from any score in front of me, to play music by heart. The study is supported by the following research questions: what kind of practice- strategy can be used when learning the ability to play music by heart and how it feels and how I perceive the situation to make music when I play with and without notes? This study is based on phenomenological perspective based on a writing-log and video recordings of myself. The result is presented through video recording and logbook based on my comments and different themes that describe my focus, methods in exercise, play by heart and awareness in the present and playing for other people. Finally, the results are discussed in relation to previous research, where the phenomenological perspective is the basis. This section also discusses benefits to play music whitout notes, concentration and presence.

No description available.