No description available.

No description available.

No description available.

No description available.

Coaches and athletes utilize sports psychology as a part of training and preparation for competition. A linear individualistic epistemology is generally subscribed to by sports psychologists. This study investigated a new way of working with athletic teams, from a systems perspective. The researcher consulted with a university athletic team utilizing family systems therapy theory and techniques. This "uncommon sports psychology" approach was studied using qualitative methodology. A detailed case study, including rationale for interventions, was reported and may serve as an example to systems therapists who want to consult with “athletic teams. At the end of the consultation sessions, a focus group eliciting the participants' perceptions of the consultation process. Finally, recurrent themes and patterns which emerged throughout the consultation process were discussed. Discussion of the methodology and implications for future research and clinical work were also included. / Ph. D.

This study examined the influence of state-confidence on aesthetic athletes’ precompetitive imagery function use. Important individual differences effecting functional imagery use require empirical confirmation. Proposed is state-confidence as a factor influencing the functions of imagery used immediately prior to competition. Also, sport type may also be a moderator of the relationship and thus, is constrained in this study. Female aesthetic athletes from Southern Alberta (N = 180, Mage = 14.64, SD = 1.88) completed measures of state-confidence, imagery ability, and frequency of imagery function use. One-way ANCOVA tests revealed that athletes with high state-confidence used significantly more cognitive specific, cognitive general, motivation general-arousal, and motivational general-mastery functions of imagery than low state-confident athletes. Findings imply that applied sport psychology consultants should be more encouraging of preparation strategies with low state-confident athletes. / xi, 64 leaves : ill. ; 28 cm

This project examines imagery use and its effect on basketball free throw shooting. It analyzes the literature on imagery and free throw shooting, in order to understand the actual effects that imagery has when used with free throwing shooting.

Educational Studies / (M. Ed. (Specialisation in Guidance and Counseling))

Thesis (PhD (Sport Sc)) -- University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study investigated the effects of a relaxation, self-talk, goal-setting, imagery, and concentration training package on the performance of six athletes in the 1500- meter event. Subjects were four female and two male high school middle distance athletes. The dependent measure was time taken to complete the 1500-meter nm in competition settings. A mental skills training package was developed, implemented and evaluated using a single subject, multiple baseline design. Performance scores were plotted for each 1500-meter nm and subjects' graphs were assessed for intervention-related change against mean performance change and established split-middle analysis criteria. Visual inspection of plotted values was supplemented by quantitive analysis using repeated measures analysis of variance (RANOV A). This study also included procedural reliability checks to ensure that the athletes did in filet utilize the mental skills they received training in. Visual analysis indicated the mental skills package to be effective in enhancing performance times (1500-meter) in the case of four of the athletes. Overall, repeated measures analysis of variance revealed significant improvement in 1500- meter performance times for subjects across phases. However, a split-middle analysis of within subject variation indicated that a significant intervention effect was not observed in two of the six subjects. The social validity assessment by athletes and their two coaches provided further confirmation of the overall effectiveness of the intervention. Social validation checks indicated all participants to have perceived the intervention to be successful and all were satisfied with the delivery and content of the training package. The results support the usefulness of single-subject research designs for assessing the impact of mental training. The present study demonstrated that a mental skills training package combining relaxation, self-ta1k, goal setting, imagery, and concentration skills was effective in enhancing athletic performance. / AFRIKAANSE OPSOMMING: Die effek van "n sportsielkundige opleidingspakket, bestaande uit ontspanningsvaardighede, effektiewe selfspraak, doelwitstelling, beelding en konsentrasievaardighede op die prestasie van sportlui in die 1500-meter wedloop, is in die onderhawige navorsing ondersoek. Die proefpersone wat aan die navorsingprojek deelgeneem het, was vier vroulike en twee manlike hoërskool middelafstand-atlete. Die afhanklike veranderlike is gedefinieer as die tyd wat dit elke proefpersoon neem om die 1500-meter wedloop in kompetisie-situasies te voltooi. 'n Sportsielkundige opleidingspakket is ontwikkel, geïmplementeer en die effek daarvan op prestasietyd is geëvalueer deur gebruik te maak van "n enkelproefpersoon-, meervoudige basislynontwerp oor individue. Wedlooptyd in die 1500- meter is graftes ten opsigte van elke proefpersoon voorgestel en volgens kriteria vir visuele inspeksie en die "split-middle" -tegniek geanaliseer. Visuele analise van die data is deur middel van kwantitatiewe herhaalde waameming;analise van die variansie uitgebrei. Die ondersoek het ook kontrole vir prosedurelebetroubaarheid ingesluit om te verseker dat die betrokke sportsielkundige vaardighede waarin proefpersone opgelei is, inderdaad deur hul gebruik word Visuele analise van die navorsingdata het aangedui dat die sportsielkundige opleidingsprogram wel effektiefwas om presf.asietyd (l500-meter) by vier van die ses atlete te verbeter. Die herhaalde waamemingsanalise van die variansie het oor die algemeen beduidende verbetering in presf.asietyd in die 1500-meter vir proefpersone vanaf die basislyn:fase na die intervensiefase aangetoon. "n "Split-miádle" analise van intra-proefpersoon variasie het egter aangedui dat "n beduidende intervensie-effek nie by twee van die ses proefpersone waargeneem kon word nie. 'n Gunstige sosiale validering is van die betrokke proefpersone en hul afrigters ontvang wat verdere bevestiging bied vir die effektiwiteit van die intervensie oor die algemeen. Resultate met betrekking tot die sosiale validering het aangedui dat al die deelnemers by die navorsingprojek die intervensie as suksesvol beskou het en tevrede was met die toepassing en inhoud van die opleidingspakket. In die onderhawige ondersoek is aangedui dat "n sportsielkundige opleidingsprogram wat ontspanningsvaardighede, selfspraak, doelwitstelling, beelding en konsentrasievaardighede kombineer, weloor die algemeen effektief was om sportlui se prestasie te verbeter.

Dissertation (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study explored the potential of competitive games and cooperative games as means for teaching adolescent girls some of the concepts that support cooperation. Hellison's (1995) levels for teaching responsibility were used as guidelines for selecting specific teaching strategies. The intervention consisted of a theme-oriented intervention programme presented to two experimental groups. One group (n = 9) participated in a games programme that consisted of competitive activities and the other group (n = 9) participated in a games programme that consisted of cooperative activities. The experimental groups were presented with theme-oriented lessons based on four concepts that support cooperation: sportsmanship, communication, trust and responsibility. A control group (n = 18) was also identified and used for statistical comparisons. In order to set a context for this study, background information was gathered using a questionnaire to determine how girls from the school (N = 194) felt about competitive games and sports. Three measurement instruments were used to collect data. The assessment of how the girls at the school felt about competitive games and sport was completed, using Gill & Deeter's (1988) Sport Orientation Questionnaire (SOQ). Pre- and posttesting of the girls in the experimental groups also included the SOQ. Harter's (1985) Self-perception Profile was used to measure perceptions of perceived social acceptance. Soudan and Everett's (1981) 24-item questionnaire was used to determine any changes in how the girls in the experimental groups perceived the benefits of participation in physical activity. Results of the Sport Orientation Questionnaire for High School Girls (N = 194) indicate that the girls like competitive activities and enjoy competing, but for them, it is more important to set personal goals in competitive games than it is to win. Following the comparison between pre- and post-test data, it was concluded that the theme-oriented competitive games programme had an effect on how the girls feel about participation in games and sports. They became significantly less competitive in their orientation. No changes were noted in their perceived social acceptance. A significant increase in their perception that participation in sport and physical activity has social benefits as well as benefits in preparing them for a career/job were noted. The theme-oriented cooperative games programme also had a significant effect on how the girls feel about participation in games and sports. The competitive nature and win orientation of the girls participating in the cooperative games programme significantly decreased. No changes were noted in their social acceptance. There was a significant increase in their perception that participation in sport and physical activity has health and fitness benefits. Results on comparing the groups indicate that the perceived athletic competence of the competitive group increased significantly when compared to the cooperative group. No other changes were noted. A themeoriented approach to teaching children about cooperation in a competitive and/or cooperative environment seems to be an effective strategy. / AFRIKAANSE OPSOMMING: Hierdie studie het die potensiaal nagevors van kompeterende spele en koëperatiewe spele as maatstaf vir die aanleer van sommige van die konsepte wat samewerking ondersteun. Hellison (1995) se vlakke vir die aanleer van verantwoordelikheid is gebruik as riglyne vir die seleksie van spesifieke onderrigstrateg ieë. Die intervensie het bestaan uit 'n tema-geërienteerde intervensieprogram wat aan twee eksperimentele groepe voorgelê is. Een groep (n = 9) het aan 'n speleprogram deelgeneem wat bestaan het uit kompeterende aktiwiteite en die ander groep (n = 9) het aan 'n speleprogram deelgeneem wat uit koëperatiewe aktiwiteite bestaan. Tema-geërienteerde lesse wat op die volgende vier konsepte wat samewerking ondersteun gebaseer is, is aan die eksperimentele groepe voorgelê: sportmanskap, kommunikasie, vertroue en verantwoordelikheid. 'n Kontrolegroep (n = 18) is ook geïdentifiseer en gebruik vir statistiese vergelyking. Om 'n konteks vir hierdie studie daar te stel is agtergrondinligting met behulp van 'n vraelys ingesamel om vas te stel hoe meisies van die skool (n = 194) gevoel het oor kompeterende spele en sport. Drie meetinstrumente is gebruik om data in te samel. Die assessering oor hoe die meisies gevoel het oor kompeterende spele en sport is voltooi deur van Gill & Deeter se (1988) Sport Orientation Questionnaire (SOQ) gebruik te maak. Pre- en post-toetsing van die meisies in die eksperimentele groepe is ook in die SOQ ingesluit. Harter (1985) se Self-perception Profile is gebruik om die persepsies van waarneembare sosiale aanvaarding te meet. Soudan en Everett (1981) se 24-item vraelys is gebruik om enige veranderinge te bepaaloor hoe die meisies in die eksperimentele groepe die voordele van deelname aan fisieke aktiwiteit ervaar het. Resultate van die Sportoriëntasie-vraelys vir Hoërskoolmeisies (n = 194) het aangedui dat die meisies kompeterende aktiwiteite en kompetisie geniet, maar dat dit vir hulle belangriker is om persoonlike doelwitte te stel in kompeterende spele as wat dit is om te wen. Na afloop van die vergelyking tussen pre- en post-toetsdata, is daar bevind dat die tema-georienteerde kompeterende speleprogram 'n effek gehad het op die meisies se gevoeloor deelname aan spele en sport. Daar was 'n beduidende afname in hul kompeterende oriëntasie. Geen veranderinge is gemerk in hul waarneembare sosiale aanvaarding nie. 'n Beduidende toename is opgemerk in hul persepsie dat deelname aan sport en fisieke aktiwiteit sosiale voordele sowel as voordele vir die voorbereiding van 'n loopbaan/werk inhou. Die tema-georienteerde kooperatiewe speleprogram het ook 'n beduidende effek gehad op hoe die meisies oor deelname aan spele en sport voel. Die kompeterende aard en wenoriëntasie van die meisies wat aan kooperatiewe speleprogram deelgeneem het, het beduidend afgeneem. Geen veranderinge is in hul sosiale aanvaarding opgemerk nie. Daar was 'n beduidende toename in hul persepsie dat deelname aan sport en fisieke aktiwiteit gesondheids- en fiksheidsvoordele inhou. Resultate wat die groepe vergelyk, dui aan dat die waarneembare atletiese vermoë van die kompeterende groep beduidend toegeneem het in vergelyking met die kooperatiewe groep. Geen ander veranderinge is opgemerk nie. 'n Tema-georienteerde benadering tot hoe om kinders oor samewerking in 'n kompeterende en/of kooperatiewe omgewing te leer, blyk 'n effektiewe strategie te wees.