Many coaches are becoming aware of the importance of developing mentally tough performers and are designing programs to develop it in their athletes. One of the most significant problems in designing these programs is the inconsistency in the definition and description of mental toughness. If programs are to be designed with the goal of developing mental toughness in athletes, the components of the construct must be identified. Based on the advantages that mental toughness can offer to the performer, this study was designed to develop an understanding of the components of mental toughness in sport. The purpose of this study was to identify the components of mental toughness as perceived by National Collegiate Athletic Association (NCAA) coaches and was guided by two fundamental questions: what are the essential components of mental toughness? and to what degree are these components teachable (trainable). Twenty-two NCAA coaches were selected to participate from a mix of Division I, II, and III male sports teams. The procedures for this study were divided into a two-phase approach. Phase One consisted of each participant completing a questionnaire for the purpose of evaluating the importance and teachability (trainability) of 20 separate components of mental toughness. Phase Two consisted of follow-up, semi-structured interviews that provided further insight into the perspectives of the participants. The results of this study indicated the essential components of mental toughness based on their importance to the construct. The results also indicated the degree of teachability (trainability) of each component. A unique relationship between teachability and trainability was also revealed in this study. These findings provide a better understanding of the components of mental toughness and support the need for its development in sport. / Ph. D.

The importance of mental skills training (MST) is emphasized by previous/available research findings which show that by combining MST with physical training it enhances players’ ability to cope with the demands of the sport and subsequently results in better sport performance. The main aims of the present study (presented in two articles which can be read independently) were twofold. The first was to determine field hockey players’ perceived need for MST, and their perception regarding their ability to prepare psychologically for matches, as well as compile a general profile of their psychological skill for the total group and by gender. The second aim of the study was to determine the possible positional differences in mental skill levels among 91 South African tertiary institutions’ male field hockey. A total of one hundred and ninety seven (91 males and 106 females) South African field hockey players who competed in the 2008 University Sport of South Africa tournament participated in the study. The participants completed the Psychological Skills Inventory (PSI) and the Ottawa Mental Skills Assessment Tool–3 (OMSAT–3) questionnaires. The results from Article 1 showed significant gender differences from the Psychological Skills Inventory (PSI) according to which the males outperformed the females in the skills of concentration, activation and activation control. In addition, significant gender differences were observed for mental skills training (MST) measures for goal–setting and commitment in which the females outperformed the males, whilst the males fared better than the females in stress reaction. The hockey players perceived MST as important to enhance performance in field hockey. The players furthermore perceived their ability to prepare psychologically for matches as good, which contradicts the results from the questionnaires as the players showed poor mean scores for five of the six subscales of the PSI questionnaire. The results from article 2 showed that the goalkeepers had the lowest scores for seven of the 12 tested skills, whereas midfielders outperformed the other positions in six of the 12 subscales. It is clear from these results that MST is important for field hockey and therefore warrants the attention of all role players in field hockey. / Thesis (M.Sc. (Sport Science))--North-West University, Potchefstroom Campus, 2011.

The importance of mental skills training (MST) is emphasized by previous/available research findings which show that by combining MST with physical training it enhances players’ ability to cope with the demands of the sport and subsequently results in better sport performance. The main aims of the present study (presented in two articles which can be read independently) were twofold. The first was to determine field hockey players’ perceived need for MST, and their perception regarding their ability to prepare psychologically for matches, as well as compile a general profile of their psychological skill for the total group and by gender. The second aim of the study was to determine the possible positional differences in mental skill levels among 91 South African tertiary institutions’ male field hockey. A total of one hundred and ninety seven (91 males and 106 females) South African field hockey players who competed in the 2008 University Sport of South Africa tournament participated in the study. The participants completed the Psychological Skills Inventory (PSI) and the Ottawa Mental Skills Assessment Tool–3 (OMSAT–3) questionnaires. The results from Article 1 showed significant gender differences from the Psychological Skills Inventory (PSI) according to which the males outperformed the females in the skills of concentration, activation and activation control. In addition, significant gender differences were observed for mental skills training (MST) measures for goal–setting and commitment in which the females outperformed the males, whilst the males fared better than the females in stress reaction. The hockey players perceived MST as important to enhance performance in field hockey. The players furthermore perceived their ability to prepare psychologically for matches as good, which contradicts the results from the questionnaires as the players showed poor mean scores for five of the six subscales of the PSI questionnaire. The results from article 2 showed that the goalkeepers had the lowest scores for seven of the 12 tested skills, whereas midfielders outperformed the other positions in six of the 12 subscales. It is clear from these results that MST is important for field hockey and therefore warrants the attention of all role players in field hockey. / Thesis (M.Sc. (Sport Science))--North-West University, Potchefstroom Campus, 2011.

The purpose of this case study was to answer 5 primary questions in order to determine the impact (efficacy, efficiency, and value) of the educational intervention known as the mental skills training program (MSTP) as implemented with an NCAA Division I volleyball team. The primary evaluation questions are (1) Was individual and/or team performance enhanced during the season? (2) How did the intervention of the MSTP impact individual and team mental toughness? (3) How did the intervention of the MSTP impact team communication and team chemistry? (4) How did the coaches and student-athletes view the investment of time and effort (value/worth)? (5) Was the program delivered effectively and efficiently? The core mental skills that comprise the MSTP are goal setting, visualization, feelazation, energy management, and effective thinking which when integrated encourage mental toughness. The program evaluation contains an instructional design (ID) that incorporated a flexible curriculum to meet the weekly needs of the team. A modified Gerlach and Ely (1980) ID model is utilized to direct the design process and also as a prescriptive evaluation guide. The evaluation utilized quantitative instruments including surveys, questionnaires, and assessments of the effectiveness and efficiency of delivery by the mental skills trainer. Qualitative data includes interviews and field notes consisting of observations, member checks, and peer debriefing. The results of the data indicate individual performance and mental toughness were enhanced; team performance and mental toughness may have been improved. Team chemistry was enhanced while team communication was not. The program was considered valuable and worthwhile and was delivered effectively and efficiently. The decision components of the program yielded an 84.69% positive program evaluation rating. In discussion of these results, team communication may be improved with a greater emphasis on teambuilding early in the program. Gains in mental toughness exceeded expectations, and a foothold has been established for future research in this area. Regarding team performance, expanding categories in survey instruments may yield a more positive evaluation. Finally, program evaluation may provide a viable research vehicle for applied sport psychology to demonstrate the efficacy of mental skills training for performance enhancement. / Ph. D.

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Fysisk aktivitet är en faktor för att uppnå en god hälsa för individen. Dock handlar inte allt om fysisk aktivitet, för att må bra och uppnå en god hälsa anses det vara gynnsamt att både kropp och psyke är i harmoni. Att öka sin mentala tuffhet genom mental färdighetsträning kan påverka människor positivt både inom den fysiska prestationen och i det vardagliga livet. Yrket som Personlig tränare (PT) handlar om välmående och att få människor att må bra i sin helhet. PT hjälper människor med den fysiska förmågan, denna studie avser att ta reda på hur PT arbetar med mental färdighetsträning. Syftet med denna studie var att beskriva om PT tillämpar mental färdighetsträning och hur de skapar förutsättningar för att hjälpa sina adepter att uppnå mental tuffhet. Metoden var utav kvalitativ ansats då en öppen enkät låg till grund för studien. Urvalet bestod utav 16 yrkessamma PT. I studien framkom det att de PT som deltagit i studien skapar förutsättningar att uppnå mental tuffhet till sina adepter, detta genom tillämpning av mental färdighetsträning. Deltagarna upplever att mental färdighetsträning har positiva effekter på sina adepter, genom att adepterna upplever kontakt i sina muskler, reducerad stressnivå, ökad motivation och ökad självkänsla. / Physical activity is a factor to achieve good health. Although to achieve good health it is considered favorable to achieve harmony between mind and body. Mental skills training can improve performance in physical training as well as the daily life. Mental skills training is a tool to increase mental toughness. Personal training (PT) as a profession is about helping people feel good as a whole. PT usually help people with different kinds of physical activity, but it’s also interesting to look at how they work with mental skills training. The purpose of this study was to describe how PT apply mental skills training and how they provide conditions for their adepts to achieve mental toughness. The method used in this study was of a qualitative approach. An open questionnaire was the basis of the study which consisted of 16 participants. The study found that the PT are trying to provide the conditions for their adept at achieving mental toughness through mental skills training. The participants experience that mental skills training has a positive effect on their adepts, since the adepts experience contact in their muscles, reduced stress levels, increased motivation and increased their self-esteem.