The Experts below are selected from a list of 19938 Experts worldwide ranked by ideXlab platform
Jim Golby - One of the best experts on this subject based on the ideXlab platform.
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the effects of Psychological Skills Training on mental toughness and Psychological well being of student athletes
Psychology, 2016Co-Authors: Jim Golby, Phillippa WoodAbstract:This study examined the effects of a Psychological Skills intervention (PST) designed to enhance the mental toughness and Psychological well-being of student-athlete rowers (N = 16). Within this context, PWB was conceptualized by an amalgamation of the following Psychological constructs; self-esteem, perceived self-efficacy, positive affect and dispositional optimism. Progress was examined at three times evenly dispersed over the course of the six-month intervention, pre-, mid- and post-intervention. The intervention was solution-focused and informed by Dweck’s (2009) theory of a growth mindset and Goldberg’s (1998) Psychological strategies to develop mental toughness. The study design was a 2 (group) × 3 (time) two-way MANOVA with repeated measures on one factor (time). Various measures of mental toughness and positive Psychological constructs were utilised. Over the course of the intervention, MT significantly improved, in addition to perceived self-efficacy, self-esteem and positive affect. Positive significant relationships were observed between components of MT and each of the positive measures; which lends support to the conceptualization of MT as a positive Psychological construct which fosters positive Psychological states (Clough & Strycharczyk, 2012). Further research is warranted to examine the development of MT on negative Psychological constructs.
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Psychological Skills Training of an elite wheelchair water skiing athlete a single case study
Adapted Physical Activity Quarterly, 2013Co-Authors: Virginie De Bressy De Guast, Jim Golby, Anna Van Wersch, Fabienne DarripelonguevilleAbstract:This study presents a complete Psychological Skills Training (PST) program with a wheelchair athlete and examines the program effectiveness using a mixed-method approach. After initial testing, the athlete followed a two-month program of self-confidence building, motivational, visualization/relaxation, and injury management techniques. Quantitative and qualitative methods were used to examine the impacts on performance and Psychological abilities. The triangulated results suggest that the PST program was perceived as effective by the athlete in terms of his sporting performances and mental Skills. The characteristics and implications of a PST program with this wheelchair athlete are discussed, as well as the study limitations and the perspectives for future research.
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effect of a Psychological Skills Training program on swimming performance and positive Psychological development
International journal of sport and exercise psychology, 2006Co-Authors: Michael Sheard, Jim GolbyAbstract:Abstract Research has shown that Psychological Skills Training can be effective in enhancing athletes’ performance and positively influencing cognitive and affective states (cf. Williams & Krane, 2001). However, to date, little work has been conducted investigating such processes with adolescent high‐performing swimmers. The present study examined the effects of a seven‐week Psychological Skills Training (PST) program on competitive swimming performance and positive Psychological development. Thirty‐six national level swimmers (13 boys, 23 girls; M = 13.9 years old) followed a PST program for 45 minutes per week. The intervention consisted of goal setting, visualization, relaxation, concentration, and thought stopping. Performance times were obtained from official meets. Participants completed seven inventories measuring quality of performance, and six positive Psychological attributes: mental toughness, hardiness, self‐esteem, self‐efficacy, dispositional optimism, and positive affectivity. Findings demo...
Phillippa Wood - One of the best experts on this subject based on the ideXlab platform.
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the effects of Psychological Skills Training on mental toughness and Psychological well being of student athletes
Psychology, 2016Co-Authors: Jim Golby, Phillippa WoodAbstract:This study examined the effects of a Psychological Skills intervention (PST) designed to enhance the mental toughness and Psychological well-being of student-athlete rowers (N = 16). Within this context, PWB was conceptualized by an amalgamation of the following Psychological constructs; self-esteem, perceived self-efficacy, positive affect and dispositional optimism. Progress was examined at three times evenly dispersed over the course of the six-month intervention, pre-, mid- and post-intervention. The intervention was solution-focused and informed by Dweck’s (2009) theory of a growth mindset and Goldberg’s (1998) Psychological strategies to develop mental toughness. The study design was a 2 (group) × 3 (time) two-way MANOVA with repeated measures on one factor (time). Various measures of mental toughness and positive Psychological constructs were utilised. Over the course of the intervention, MT significantly improved, in addition to perceived self-efficacy, self-esteem and positive affect. Positive significant relationships were observed between components of MT and each of the positive measures; which lends support to the conceptualization of MT as a positive Psychological construct which fosters positive Psychological states (Clough & Strycharczyk, 2012). Further research is warranted to examine the development of MT on negative Psychological constructs.
Aidan Moran - One of the best experts on this subject based on the ideXlab platform.
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The Effectiveness of Psychological Skills Training and Behavioral Interventions in Sport using Single-Case Designs: A Meta Regression Analysis of the Peer-Reviewed Studies
Psychology of Sport and Exercise, 2020Co-Authors: Jamie B. Barker, Matthew J. Slater, Geoff Pugh, Stephen D. Mellalieu, Paul Mccarthy, Marc V. Jones, Aidan MoranAbstract:Abstract We used a novel meta regression analysis approach to examine the effectiveness of Psychological Skills Training and behavioral interventions in sport assessed using single-case experimental designs (SCEDs). One hundred and twenty-one papers met the inclusion criteria applied to eight database searches and key sport psychology journals. Seventy-one studies reported sufficient detail for effect sizes to be calculated for the effects of Psychological Skills Training on Psychological, behavioral, and performance variables. The unconditional mean effect size for weighted (Δ = 2.40) and unweighted (Δ = 2.83) models suggested large improvements in Psychological, behavioral, and performance outcomes associated with implementing cognitive-behavioral Psychological Skills Training and behavioral interventions with a SCED. However, meta-regression analysis revealed important heterogeneities and sources of bias within this literature. First, studies using a group-based approach reported lower effect sizes compared to studies using single-case approaches. Second, the single-case studies, (over 90 per cent the effect sizes), revealed upwardly biased effect sizes arising from: (i) positive publication bias such that studies using lower numbers of baseline observations reported larger effects, while studies using larger numbers of baseline observations reported smaller – but still substantial – effects; (ii) not adopting a multiple baseline design; and (iii) not establishing procedural reliability. We recommend that future researchers using SCED’s should consider these methodological issues.
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metacognition and action a new pathway to understanding social and cognitive aspects of expertise in sport
Frontiers in Psychology, 2014Co-Authors: Tadhg E Macintyre, Aidan Moran, Eric Raymond Igou, Mark Campbell, James MatthewsAbstract:For over a century, psychologists have investigated the mental processes of expert performers - people who display exceptional knowledge and/or Skills in specific fields of human achievement. Since the 1960s, expertise researchers have made considerable progress in understanding the cognitive and neural mechanisms that underlie such exceptional performance. Whereas the first modern studies of expertise were conducted in relatively formal knowledge domains such as chess, more recent investigations have explored elite performance in dynamic perceptual-motor activities such as sport. Unfortunately, although these studies have led to the identification of certain domain-free generalizations about expert-novice differences, they shed little light on an important issue: namely, experts’ metacognitive activities or their insights into, and regulation of, their own mental processes. In an effort to rectify this oversight, the present paper argues that metacognitive processes and inferences play an important if neglected role in expertise. In particular, we suggest that metacognition (including such processes as ‘meta-attention’, ‘meta-imagery’ and ‘meta-memory’, as well as social aspects of this construct) provides a window on the genesis of expert performance. Following a critique of the standard empirical approach to expertise, we explore some research on ‘metacognition’ and ‘metacognitive inference’ among experts in sport. After that, we provide a brief evaluation of the relationship between Psychological Skills Training and metacognition and comment on the measurement of metacognitive processes. Finally, we summarize our conclusions and outline some potentially new directions for research on metacognition in action.
Candace M Hogue - One of the best experts on this subject based on the ideXlab platform.
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achievement goal theory based Psychological Skills Training session buffers youth athletes psychophysiological responses to performance stress
Psychology of Sport and Exercise, 2020Co-Authors: Candace M HogueAbstract:Abstract The purpose of this research was to investigate whether an achievement goal theory-based Psychological Skills Training (PST) session would procure protective responses to performance stress in youth athletes. High school sport teams (N = 72 athletes, Mage = 16.08, sd = 1.17) were randomly assigned to either a control group that learned about sport psychology history or a PST session aimed at fostering a greater task orientation and promoting the creation of a caring, task-involving climate among the athletes. Cortisol and dehydroepiandrosterone (DHEA) were measured prior to (t = - 50 and 0 min) and following (t = +30, +45, +60 min) a 30-min instructional juggling session with an ego-involving climate (i.e., the performance stressor), along with Psychological stress and motivational responses. The PST session helped buffer maladaptive stress responses of participating athletes, with the control group responding with a spike in salivary cortisol and DHEA and reporting more shame, humiliation, cognitive and somatic anxiety, negative affect, demand appraisals, and that they had less control over their own success during the stressor than the athletes in the PST group. The cortisol and DHEA levels of the PST group did not change relative to baseline, and they reported greater social and performance self-esteem. There was a pattern of male athletes responding more adaptively to performance stress than female athletes. Potential explanations and ways to prevent such discrepancies are discussed. These findings suggest achievement goal theory is a fitting framework to work from when seeking to help youth thrive in performance contexts.
G. Morgan - One of the best experts on this subject based on the ideXlab platform.
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Psychological Skills Training as a way to enhance an athlete's performance in high-intensity sports.
Scandinavian Journal of Medicine & Science in Sports, 2010Co-Authors: D. Birrer, G. MorganAbstract:The importance of Psychological Skills Training (PST) in the development of athletic performance is widely recognized. This paper is a comprehensive review of PST in elite sports, with a special focus on high-intensity sports (HIS). The reviewed literature showed a lack of convincing evidence and theoretical underpinning concerning traditional Psychological Skills to enhance performance in HIS. Therefore, a model with three conceptual levels (Psychological demands, Skills and techniques) is presented. The model facilitates the identification of the Psychological demands of a specific sport, which in turn enables distinguishing which Psychological Skills are required. This allows an expert to choose Psychological techniques to improve the athlete's Psychological skill. Considerations based on our model and the limited HIS-related literature available revealed self-Skills, personal development and life Skills, arousal-regulation Skills, volitional Skills, motivational Skills and recovery Skills as the most important Skills to address in order to enhance performance. Development of harmonious passion, in-practice integration of volitional strategies, use of associative attentional techniques, pain management techniques, use of the mindfulness-acceptance approach and the facilitative interpretation of cognitive and somatic sensations are regarded as suitable to meet the Psychological demands of HIS. They are recommended for systematic application by athletes and coaches.