Abstract
The purpose of this study was to investigate a difference in psychological skills according to the competitive performance of elementary school-aged student athletes. The Test of Performance Strategies (TOPS) was conducted twice in the early and late of the year. 74 student athletes completed 1st and 2nd TOPS surveys were selected the subjects of the study, and the group of performance devided by awarded/non-awarded in the National Junior Sports Festival. Data were analyzed through t-test, covariance analysis, repeated-measure ANOVA for investigating differences by performance (awarded/non-awarded), period(1st/2nd survey), and period×performance. As a result, there was a significant different in ‘self-talk’ by performance, and there were significant effects of performance on ‘condition control’, ‘imagery & goal setting’. In conclusion, higher performed elementary school athletes consistently highly use ‘self-talk’. Higher performer used more ‘condition control’ and ‘imagery & goal-setting’ strategies. These implicate that elementary school athletes with high performance are more likely to use psychological skills such as ‘self-talk’, ‘condition control’, and ‘imagery & goal-setting’. Furthermore, these imply that psychological skills are benefit to performance in elementary school athletes, and help to increase the importance of psychological skills in youth sports.
Published Version
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