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The effect of game location on self-efficacy and assertive play in women's collegiate soccerPigozzo, Julie M. January 2004 (has links)
Several studies conducted on home advantage in sport have focused on game location and performance outcome. The purpose of this study was to examine three components of home advantage, such as the effect that game location has on self-efficacy, a critical psychological state, and assertive play, a critical behavioral state. Participants (N = 21) from one mid-sized, midwest, Division I soccer program completed the Modified State Sport-Confidence Inventory (MSSCI) prior to six home conference games and six away conference games. In addition, all 12-conference games were observed and coded according to four assertive behaviors of soccer players. Data were analyzed using a permutation test and Spearman's Rho with a level of significance set at .05. Results indicated there was no significant difference in self-efficacy between home and away games and no significant difference in assertive play between home and away games. No significance relationship was found for self-efficacy and assertive play. Possible limitations along with recommendations for the future are discussed. / School of Physical Education
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Comparison of intercollegiate athletes motivational and cognitive imagery use by division and events in track and field early in the seasonHorrell, La Tishia January 2003 (has links)
There is no abstract available for this thesis. / School of Physical Education
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Mental preparation strategies of team-sport athletes: A preliminary investigationStauble, Diane Franz 01 January 1986 (has links)
No description available.
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Achievement goals, intrinsic goals, and musicians' performanceLacaille, Nathalie. January 2008 (has links)
No description available.
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The Relation of Perceived Motivational Climate, Mindset, and Achievement Goal Orientation to Grit in Male High School Soccer PlayersAlbert, Erin D. 12 1900 (has links)
Grit is defined as "perseverance and passion for long-term goals." Although studied in relation to various outcomes, such as retention and academic performance, few studies have examined variables that may contribute to grit's development. Further, few studies have examined this construct in relation to sport performance or within athletic environments, despite its clear connection to sport-related constructs like mental toughness and resilience. Thus, based in achievement motivation theory, this study examined the relations of the perceived motivational climate as defined by athletes' perceptions of the coaches' behaviors (task vs. ego), athletes' perceptions of their achievement goal orientation (task vs. ego), athletes' perceptions of their implicit theory (i.e., fundamental beliefs regarding whether or not ability can change; growth vs. fixed), and athletes' perception of their level of grit. Male varsity soccer players (N = 81; Mage = 15.80 ± .81) from a large metropolitan area in the south central U.S. completed questionnaires measuring these achievement motivation constructs. The full regression model was significant, accounting for 18% of the grit variance, F(6, 74) = 2.77, p = .017. Within the full model, having a growth mindset (β = .25, p = .035) and endorsing a task goal orientation (β = .36, p = .004) predicted higher levels of grit for the athletes. Neither the coach-created motivational climate, nor the athletes' ego orientation or fixed mindset, were significantly predicted their grit scores. Consistent with Dweck and Duckworth, components of achievement motivation theory, particularly related to a task or growth perspective, may play an important role in athletes' developing a perspective that allows them to work effectively and diligently toward long-term goals.
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The impact of parental pressure on the performance of high school track athletesNell, Jeanette Christina 11 September 2012 (has links)
M.A. / This study was conducted to ascertain whether there is a significant relationship between, parental pressure, stress levels and athletic performance in high school track and field athletes. The question can be asked whether parental pressure will result in increased stress levels in the athlete and therefore poorer performance? Sixty-six high school track and field athletes, between the ages of 13 and 18 years, were selected for the study. The athletes were taken from training groups and an Afrikaans high school to Provide a sample that included both elite and social athletes. The IPAT-Anxiety Scale, Sport Competition Anxiety Test (SCAT), SASOL junior tables and three self-designed questionnaires were used to determine the athletes' stress levels, amount of parental pressure and performance measurements. Significant relationships were found between parental pressure, increased stress levels and poorer performance. The more parental pressure experienced by the athlete the higher his stress levels and consequently the poorer his performance.
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Die effek van sportsielkundige opleiding op die prestasie van sportlui met spesifieke verwysing na baanatletePieterse, Johannes Jacobus 04 1900 (has links)
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.
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A psychological skills inventory for sportWheaton, Kerry-Ann 12 1900 (has links)
Thesis (M Sport Sc)-- Stellenbosch University, 1998. / ENGLISH ABSTRACT:The purpose of this study was to develop a practical, reliable
psychological skills inventory to assess the psychological
skills of athletes. This primarily involved identifying the
relevant psychological skills that affect sport performance. A
variety of developmental procedures were applied in the
construction of this inventory, including the consultation of
sport psychology literature, identification of articles which
characterise successful athletes, analysis of research articles
pertaining to the psychological Skills, and review of available
psychological tests. The initial inventory consisted of 82
items which evaluated six psychological skills: achievement
motivation, goal setting, anxiety control, maintaining
confidence, concentration and mental rehearsal. The
inventory was completed by 304 students from the
Department of Human Movement Science at the University of
Stellenbosch. The respondents' data were divided into two
groups depending on their achievement in sport. The results
indicated that the inventory was able to differentiate between
successful and less successful athletes on the psychological
skills measured. Other aspects were statistically analysed,
namely language, age, and gender differences, correlation
between individual item and achievement level, and the
contri,bution of each item to its psychological skill. The final
inventory consists of 60 items, with ten items from each of
the six psychological skills. Information obtained from the
inventory can identify the strengths, weaknesses and
deficiencies in the psychological skills of athletes, so that a
psychological skills training programme can be developed. / AFRIKAANSE OPSOMMING:Die doel van hierdie studie was om 'n praktiese, betroubare
sielkundige inventaris te ontwerp om die sielkundige
vaardighede van sportlui vas te stel. Dit het hoofsaaklik
bestaan uit die identifisering van relevante sielkundige
vaardighede wat sportprestasie beinvloed. 'n Verskeidenheid
van prosedures was toegepas in die konstruksie van die
inventaris, insluitend konsultasie van sportsielkundeliteratuur,
identifesering van artikels wat suksesvolle sportlui
beskryf, ontleding van narvorsingsartikels met betrekking tot
sielkundige vaardighede en 'n oorsigstudie van relevante sielkundige
toetse. Die aanvanklike inventaris het bestaan uit 82
items, wat ses sielkundige vaardighede getoets het, naamlik
prestasiemotivering, doelwitstelling, aktiveringsbeheer, handhawing
van selfvertroue, konsentrasie en verstandelike
oefening. Die inventaris is deur 304 studente van die
Departement Menslike Bewegingskunde aan die Universiteit
van Stellenbosch voltooi. Die respondente se data is in twee
groepe, afhangende van hul prestasie in sport, verdeel. Die
resultate het aangedui dat die inventaris tussen suksesvolle
en minder suksesvolle atlete onderskei met betrekking tot die
sielkundige vaardighede wat gemeet is. Ander aspekte is
statisties ontleed, naamlik taal, ouderdom, geslag, korrelasie
tussen afsonderlike items en prestasievlak, asook die bydrae
van elke item tot sy sielkundige vaardigheid. Die finale
inventaris behels 60 items, met tien items van elk van die
sielkundige vaardighede. Inligting wat van die inventaris
verkry word, kan die sterkpunte en tekortominge van atlete
bepaal, wat as basis vir die ontwikkeling van 'n sielkundige
program kan dien.
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An investigation into the nature of mental toughness in sportFourie, Sansonette 03 1900 (has links)
Dissertation (MScSportSc)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study investigated the components of mental toughness as reported in the sport psychology
literature and by coaches and athletes. A questionnaire devised for this purpose by the researcher,
was completed by 131 expert coaches from 30 different sport disciplines and by 160 elite level
athletes from 31 different sport disciplines. The information gathered from the literature, as well
as from the coaches' and athletes' written statements, was analysed by means of an inductive
content analysis. Content analysis organises the data into increasingly more complex themes and
categories representing the components of mental toughness. From the literature analysis, eight
components of mental toughness were identified, these being: motivation level, arousal control,
confidence maintenance, cognitive skill, competitive behaviour, planning skills, emotional
readiness and team cohesion. The analysis of the statements provided by the coaches and athletes
resulted in the identification of 12 components of mental toughness. These are, in descending
order: motivation level, coping skills, confidence maintenance, cognitive skill, discipline and
goal-directedness, competitiveness, possession of prerequisite physical and mental requirements,
team unity, preparation skills, psychological hardiness, religious convictions and ethics. In
addition the coaches and athletes rated their mentioned characteristics. The coaches regarded
concentration as the most important characteristic while the athletes regarded perseverance as
most important. The coaches rated a coach and a sport psychologist respectively, to be
significantly more effective (p<0.05) in strengthening the characteristics of mental toughness than
athletes did. It is concluded that a definition of mental toughness should include the following
components: motivation level, coping skills (including arousal control strategies), confidence
maintenance (including discipline and goal directedness), cognitive skill, competitive behaviour
(including competitiveness and possession of the prerequisite physical and mental requirements),
planning and preparation skills, psychological hardiness (including emotional readiness) and,
finally, religious convictions and ethics. In team sports the definition of mental toughness
contains an extra component, namely team cohesion and unity. / AFRIKAANSE OPSOMMING: Hierdie studie het die komponente van sielkundige taaiheid ondersoek soos dit in die sportsielkunde
literatuur en deur afrigters en atlete vertolk word. 'n Vraelys, wat deur die navorser vir
hierdie doelontwerp is, is deur 131 kundige afrigters vanuit 30 verskillende sportdissiplines en
deur 160 elite atlete vanuit 31 verskillende sportdissiplines, voltooi. Die inligting ingesamel
vanuit die literatuur, asook die stellings gemaak deur die afrigters en atlete, is deur middel van 'n
induktiewe inhoudsanalisemetode geanaliseer. Inhoudsanalise organiseer data in toenemende
komplekse temas en kategorieë wat die komponente van sielkundige taaiheid voorstel. Vanuit die
analise van die literatuur het die volgende agt komponente van sielkundige taaiheid na vore
gekom: motiveringsvlak, beheer van opwekking, handhawing van selfvertroue, kognitiewe
vaardigheid, kompeterende gedrag, beplanningsvaardighede, emosionele gereedheid en spankohesie.
Die analise van die afrigters en atlete se stellings het tot gevolg gehad dat 12
komponente van sielkundige taaiheid geïdentifiseer is. Hulle is, in dalende volgorde: motiveringsvlak,
hanteringsvaardighede, handhawing van selfvertroue, kognitiewe vaardigheid, dissipline en
doelgerigtheid, mededingendheid, beskikking oor die nodige liggaamlike en sielkundige vereistes,
eenheid van die span, voorbereidingsvaardighede, sielkundige gehardheid, godsdienstige
oortuigings en etiese waardes. Bykomend het die afrigters en die atlete die belangrikheid van hul
stellings beoordeel. Konsentrasie is deur die afrigters as die belangrikste geoordeel terwyl
deursettingsvermoë deur die atlete verkies is. Die afrigters het bepaal dat 'n afrigter en
sportsielkundige beduidend meer (p<0.05) die eienskappe van sielkundige taaiheid kan versterk,
as wat die geval met die atlete was. Die gevolgtrekking is dat 'n definisie van sielkundige
taaiheid, die volgende komponente moet bevat: motiveringsvlak, hanteringsvaardighede (sluit
opwekkingsbeheer in), handhawing van selfvertroue (sluit dissipline en doelgerigtheid in),
kognitiewe vaardigheid, kompeterende gedrag (sluit mededingendheid en beskikking oor die
nodige fisieke en sielkundige vereistes in), beplanning- en voorbereidingsvaardighede,
sielkundige gehardheid sluit emosionele gereedheid in) en, laastens, godsdienstige oortuigings en
etiese waardes. Spansportsoorte se definisie van sielkundige taaiheid sluit 'n ekstra komponent,
spankohesie en -eenheid in.
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A profile and training programme of psychological skills for track and field athletesLawless, Freda Janet 12 1900 (has links)
Thesis (MScSportSc)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The purpose of this study was to compile a sport psychological skills profile of track and field athletes and to determine whether a purposefully-developed psychological-skills training (PST) programme would affect this profile and athletic performance.
The study was conducted in two phases. During the first phase 143 student athletes completed sport psychological skills questionnaires before competing in the 2011 University Sport South Africa (USSA) Athletics Championship. The athletes’ perceived importance of psychological skills, psychologically preparedness, and need for psychological skills training were investigated.
The athletes’ best performances at the championship were recorded and their IAAF performance points calculated.
The majority of the athletes perceived PST as important. However, in contrast, a large percentage was uncertain about their need for PST programmes and, alarmingly, most of the athletes under-utilized the services of sport psychologists. This could possibly indicate a resistance to PST.
Overall, the results revealed poor sport psychological skill levels. Only the achievement motivation and goal directedness dimensions showed satisfactory results. Effect sizes were used to compare the sport psychological skill levels of more and less successful athletes. This revealed significant differences between the respective groups. The within-group comparisons showed that the more successful sprinters outscored the less successful sprinters in the subscales of stress control and achievement motivation. Achievement motivation was the only aspect that differed significantly between the more and less successful middle and long-distance athletes. Among the jumpers, confidence and stress control distinguished between the top and bottom athletes. The more successful throwers recorded higher imagery and achievement motivation scores than the less successful throwers.
The results from the first phase were used to develop a PST programme aimed at improving the sport psychological skill levels and performance of student track and field athletes. In Phase Two, athletes from Stellenbosch University were divided into an experimental (n = 24) and control group (n = 18). Both groups underwent pre and post-testing of the same psychological skills questionnaires used in the first phase, whilst their athletic performances were recorded on both occasions. The experimental group participated in a PST programme consisting of seven sessions which covered the following topics: achievement motivation, goal-directedness, managing somatic anxiety, managing cognitive anxiety, self-confidence, concentration, and imagery. In addition to these sessions daily activities and assignments were completed in a workbook.
The effectiveness of the PST programme in improving the athletes’ sport psychological skills levels is evident from the improvements observed in nine of the eleven subscales among the experimental group opposed to four skills among the control group. Inexplicably, the control group’s athletic performance improved significantly more than that of the experimental group. Further research into the role and effectiveness of PST in track and field is recommended. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ’n sportsielkundige vaardigheidsprofiel vir baan- en veldatlete saam te stel en om te bepaal tot watter mate ’n sportsielkundige vaardigheidsprogram (SVP) hierdie profiel en atletiekprestasie sal beïnvloed.
Die navorsing het uit twee fases bestaan. Gedurende fase een het 143 studente-atlete verskeie sportsielkundige vraelyste voltooi voor deelname aan die 2011 Suid-Afrikaanse Studente-Atletiekkampioenskappe (USSA). Die atlete se persepsie oor die belangrikheid van sielkundige vaardighede, sielkundige voorbereiding en behoefte aan onderrig in sielkundige vaardighede is ondersoek.
Die atlete se beste vertonings tydens die kampioenskappe is gemonitor en hul IAAF- prestasiepunte bereken.
Die meerderheid van hierdie atlete het aangedui dat sportsielkundige vaardigheidsontwikkeling belangrik is, maar in teensteling hiermee het ’n groot persentasie aangedui dat hulle onseker is oor hul behoefte aan sportsielkundige vaardigheidsontwikkeling. Die bevinding dat die meerderheid van die atlete nie genoegsaam van sportsielkundige dienste gebruik maak nie, is kommerwekkend. Hierdie verskynsel kan op ’n weerstand teen sportsielkundige vaardigheids-ontwikkeling dui.
In geheel het die sportsielkundige profiel van hierdie baan- en veldatlete swak vertoon, behalwe vir prestasiemotivering en doelgerigtheid wat bevredigende resultate opgelewer het. Effekgroottes is gebruik om die sportsielkundige vaardighede van minder en meer suksesvolle atlete met mekaar vergelyk. Dit het beduidende verskille tussen die groepe opgelewer. Die binnegroepvergelykings het getoon dat meer suksesvolle naellopers hoër tellings as minder suksesvolle naellopers in die volgende subskale behaal het: stresbeheer en prestasiemotivering. Prestasiemotivering was ook die enigste subskaal wat tussen meer en minder suksesvolle middel- en langafstandatlete kon onderskei. Selfvertroue en stresbeheer was twee aspekte wat tussen meer en minder suksesvolle springers gediskrimineer het. Prestasiemotivering en beelding was die enigste sportsielkundige dimensies wat tussen meer en minder suksesvolle gooiers kon onderskei. Die meer suksesvolle gooiers het beter vlakke met betrekking tot hierdie twee subskale getoon.
Die resultate van die eerste fase is gebruik om ’n sportsielkundige intervensieprogram te ontwikkel waardeur sielkundige vaardighede en prestasie van tersiêre baan- en veldatlete verbeter kan word.
In die tweede fase is atlete van die Stellenbosch Universiteit in ’n eksperimentele- (n = 24) en kontrolegroep (n = 18) verdeel. Beide groepe het dieselfde sportsielkundige vraelyste as in die eerste fase, voor en na afloop van die intervensieprogram, waaraan die eksperimentele groep meegedoen het, voltooi. Alle deelnemers se atletiekprestasies is voor en na afloop van die intervensieprogram genoteer. Die eksperimentele groep het aan die ontwikkelde sportsielkundige vaardigheidsprogram deelgeneem wat uit die volgende sewe sessies bestaan het: prestasiemotivering, doelgerigtheid, somatiese angsbeheer, kognitiewe angsbeheer, selfvertroue, konsentrasie en beelding. Hierdie sessies is deur daaglikse aktiwiteite aangevul en opdragte wat in ’n werkboek voltooi moes word.
Die effektiwiteit van die program in die ontwikkeling van sielkundige vaardighede blyk duidelik uit die bevinding dat die eksperimentele groep betekenisvolle verbeteringe getoon het in nege uit elf sportsielkundige vaardighede teenoor die vier vaardighede wat by die kontrolegroep verbeter het. ’n Onverklaarbare bevinding was egter dat die kontrolegroep se atletiekprestasies betekenisvol meer verbeter het as die eksperimentele groep s’n. Verdere navorsing oor die rol en effektiwiteit van sportsielkundige vaardigheidsontwikkeling in atletiek word aanbeveel.
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