Psychological Skills Training Research Articles

The Effect of 12-Week Psychological Skills Training on Coping Skills and Performance Strategies in High School Volleyball Players

This study aims to analyze the effect of Psychological Skills Training (PST), which includes goal setting, imagery, relaxation, and self-talk, on high school volleyball team players in terms of athletes’ ability to cope with sportive problems and selected performance strategies. The study groups for this research were determined in two steps. In the first step, high schools in Mersin's central districts and those carrying out educational activities with the same curriculum were reviewed so that the study groups would have similar characteristics. With the purposeful sampling method, nine Anatolian High schools located in non-vocational Anatolian type-high schools and preparing for competitions in volleyball, a young female category was determined, and two of these high schools were suitable for the study. In the second step, two high school teams were assigned as experimental groups (n = 14) and control groups (n = 14) by drawing lots. The mean ages of the participants were 14.93 (SD = .730) and 15.14 (SD = .770) for the experimental and control groups, respectively. The Personal Information Form, Coping Scale with Sports Problems (ACSI-28), and Performance Strategies Test (TOPS) were used as data collection tools. In the data analysis, a two-factor ANOVA test was used for mixed measurements. As a result, it was found that PST carried out in the school environment has no effect on athletes' ability to cope with sports problems or performance strategies other than imagery in training.

Exploring a practitioner-athlete relationship and facilitated learning throughout a psychological skills training program.

Psychological skills training (PST) programs have been consistently reported as an important part of preparation for optimal performance in high performance sport. However, there is much less research about the quality and characteristics of the working relationship between a sport psychology practitioner (SPP) and an athlete and, importantly, how that relationship facilitates learning. Therefore, the purpose of the present paper was to explore the working relationship between a SPP and a volleyball player and how that working relationship facilitated the learning processes utilized by this player, as she prepared for the demands of her sport and life. An instrumental case study methodology with a qualitative description approach was employed to illustrate different aspects of the evolving relationship and the athlete's experiences. The results of this case reflect an approach that combined features of both a directive approach in teaching specific psychological skills and a less directive and more collaborative approach, which, in turn, allowed an athlete to begin to learn how to guide their own learning.

REST 2.0: Protocol for a randomised controlled trial of a preventative psychological skills training intervention for employee wellbeing and productivity

The workplace has been identified as a pertinent and sustainable setting for providing mental wellbeing support at scale, whilst overcoming the many barriers to accessing timely treatment through traditional healthcare pathways. Given the consequences of delayed treatment on exacerbation of symptoms and costs to both the employer and wider economy, there is a demand for preventative approaches to strengthen individuals’ protective characteristics (e.g., resilience, emotion regulation skills) against poor mental health outcomes. Following on from a feasibility phase, this study will evaluate the efficacy of the revised REST 2.0 intervention, an integrative digital psychological skills training intervention, on improving measures relating to wellbeing and organisational outputs. A multi-centre, mixed-method randomised waitlist controlled trial will be conducted with working individuals recruited from across the Midlands (England), who express an interest in learning coping skills to improve their resilience and wellbeing. Participants will be randomised to the intervention group or waitlist control group with no active treatment. REST 2.0 is an 8-week digital intervention based on integrated, evidence-based psychological approaches. Participants will complete outcome measures at pre-intervention, post-intervention and three months follow-up, with self-efficacy as the primary outcome measure. Secondary outcomes will explore changes (if any) in levels of wellbeing and organisational outputs. A mixed-method participant experiences assessment at post-intervention and follow-up will also explore in more depth usage of newly learnt skills and their impact. Ethical approval has been granted by the University of Warwick Biomedical and Research Ethics Committee and this trial is registered with the Open Science Framework.

The gut-brain connection: elevating mental health and performance in sports and physical activity through imagery

Abstract Exploring the connections between imagery in sports and physical activity and the well-being of both the body and mind in relation to gut health is a new research area gaining in popularity. This interplay is crucial where peak performance requires the mind and body to be harmonious. Imagery techniques are powerful tools that athletes can tap into to optimize their gut-brain performance. Incorporating imagery techniques into training and performance routines is an accessible and low-cost psychological skills training technique.

Futbolcuların Zihinsel Enerjileri ile Cesaretlerine Göre Psikolojik Becerileri

This paper investigated whether athletic mental energy (AME) mediated soccer psychological skills and sports courage in soccer players. The study constructed a theoretical model tested using the Sobel test. The sample consisted of 369 active amateur and professional soccer players playing in the Turkish Super League, PTT 1st League, 2nd League, 3rd League, Amateur, and Honey Leagues of the Turkish Football Federation 2021-2022. Data were gathered via a personal information form, the Soccer Psychological Skills Scale-16 (SPSS-16), the Sports Courage Scale-31 (SCS-31), and the Athletic Mental Energy Scale (AMES). The results revealed that sports courage positively affected AME and psychological skill levels. Athletic mental energy affected psychological skill levels positively and mediated psychological skills and sports courage. The results verified the theoretical model. Further investigation into the domains of athletic mental energy, psychological skills, and courage within the realm of sports is essential for enhanced comprehension. Football players should receive insights into the psychological facets associated with courage, athletic mental energy, and psychological skills in football. Including psychological skills training in football programs for younger age groups is warranted. The scope of research can extend to diverse sample groups, thereby enriching the existing body of literature.

A Single-Case Study Examining the Impact of Psychological Skills Training on a Student Baseball Player

This single-case study explored the impact of eight sessions of psychological skills training to improve the performance of a student basketball player struggling with high negative emotions and underperforming due to limited psychological skills. The study participant underwent three baseline assessments of mood state, sports performance strategies (test of performance strategies), and perceived performance (perceived performance inventory and interview) before embarking on the A-B design intervention. Following the eight-week training program, consisting of 50-60 minute sessions encompassing MBTI/self-analysis, goal setting, relaxation/imagery training, self-talk training, concentration training, and routine training, assessments were repeated at four and eight weeks post-intervention. The quantitative data gathered from inventory scores were analyzed using Excel, and presented in a table. Qualitative data from interviews produced further insights into the patient’s experience. This study suggests that eight sessions of psychological skills training can effectively improve mood state, sports performance strategies, and perceived performance in student baseball players. This highlights the potential of such interventions to enhance athletic performance and well-being in individuals struggling with psychological barriers.

Online Psychological Skills Training Programs: A Systematic Review of Program Websites

The purpose of this paper was to identify and describe sport-based psychological skills training (PST) programs available online. An eight-step systematic review methodology for identifying and describing websites was used to search for programs delivered asynchronously through online learning modules, designed for athletes, and presented in English. Information available through a program’s home page(s) (i.e., website) was used for analysis, as individual modules were not evaluated in this study. Information from these websites was assessed for readability and quality; the DISCERN instrument was used to assess the quality of information included to describe each program. Descriptive statistics and content analyses were employed to describe various program characteristics, categorized as access and audience, delivery, and content. Overall, 18 online module-based PST programs were identified. Most information on a program’s website was rated as fairly difficult to read, and DISCERN scores were often poor. Nevertheless, programs were generally framed for athletes of all competitive levels, varied considerably in how they were delivered (e.g., number of modules, time to complete), and offered content on a variety of topics in sport psychology (e.g., imagery, attentional control). This study identifies the current state of PST programs available online and provides a descriptive account of these programs. This research advances several implications for research and practice, including the need to investigate the effectiveness of online PST programs.

The Efficacy of a Mental Skills Training Course for Collegiate Athletes.

Psychological skills training improves performance in athletes. However, few studies have looked at the efficacy and satisfaction of mental skills training programs for collegiate athletes. We aimed to evaluate satisfaction of collegiate athletes with a 6-session mental skills course, and to assess changes in mental toughness and coping skills before and after the course. Prospective cohort study following collegiate female athletes through a 6-session mental skills course. Division 1 collegiate athletic teams. 54 Division I female athletes (mean age =19.8) participated in the program and 42 (77.7 %) completed pre-course assessments, which subsequent evaluations were matched to. The Athletic Coping Skills Inventory (ACSI, range=0-84) and Mental Toughness Index (MTI, range=8-56) assessed coping skills and mental toughness pre-course, immediate post-course and 4-month post course. Satisfaction was assessed on a 10-point scale. For participants with paired pre- and immediate post-course data (n=37, 68.5%), MTI scores improved by a mean 2.6 points (95% CI=1.1-4.1; p=0.001) and ACSI scores improved by a mean 4.0 points (95% CI=0.6-7.4; p=0.02). At four-month follow-up (n=25, 46.2%), no change was detected from pre-course in mean MTI score (p=0.72), but there was a significant increase of 3.4 points in mean ACSI (95% CI=0.4-6.4; p=0.03). Overall satisfaction had a median score of 9/10 (IQR, 8-10) at post-course, and eighteen participants (48.6%) shared positive free-text comments regarding course delivery, content, and impact. No negative feedback was reported. Mental toughness and coping skills scores significantly improved at post-course assessment, with coping skills scores maintaining their effect at four months. The improvements identified spark the question of the potential impact of mental skills training programs when studied in larger athlete populations or over more sustained periods of time. Athletes reported being highly satisfied with course content and reported overall positive experiences.

Experiences of deliberate practice orientated psychological skills training for cancer care staff: Barriers and facilitators to learning and implementation in practice.

This study explored participant-reported facilitators and barriers to learning and implementation from a 2-day training in psychological assessment and intervention skills for cancer staff, involving deliberate practice and supervision. Twenty-six semi-structured interviews were analysed using thematic analysis leading to four meta-themes: perceived practicality of training, impact of training: practice and its effects, implementation transfer processes and supervision engagement. Analysis identified a learning process to implementation: observation and practice of techniques during training facilitated participant learning; personal use and relevance of training content encouraged reflection, which enabled selection of appropriate tools for clinical practice; gains in commitment and confidence to use techniques supported participants to adapt clinical consultations, and supervision further facilitated implementation. Changing practice increased confidence, sense of achievement and engagement with participants' own wellbeing. Interactive training, deliberate practice and continuous learning were facilitators to implementation whilst time constraint and low confidence in using techniques in remote consultations were barriers.

Intervention efficacy of combined urban community public services and duloxetine in persons with anxiety disorders

BackgroundAnxiety disorders have become a major public health problem in urban communities. To address this issue, this study proposes the hypothesis that by combining community public services and duloxetine treatment, the symptoms of residents diagnosed with anxiety disorder can be improved. This study aims to explore a novel intervention that combines community public services with duloxetine therapy. Community public services can provide a range of support and resources, including psychological counseling, social support, and life skills training. Duloxetine, a commonly used anti-anxiety drug, is widely used in the treatment of anxiety disorders.Subjects and MethodsThis non-randomized control study involved urban residents diagnosed with anxiety disorders. We used the Stanford Acute Stress Response Questionnaire (SASRQ) and the 3-min Confusion Assessment Scale (3D-CAM) as our primary assessment tools. Data were collected and statistically analyzed using SPSS23.0 software.ResultsFollowing targeted community interventions supplemented with Duloxetine treatment, the affected residents exhibited a significant decrease in SASRQ and 3D-CAM scores, representing a reduction in anxiety symptoms. Moreover, improved community involvement and increased utilization of public services were noted post-intervention.ConclusionsThe application of urban community public services combined with Duloxetine appears to effectively alleviate anxiety symptoms among city residents. It not only enhances mental well-being but also bolsters community cohesion and public service utilization. Despite the promising results showcasing this concerted approach’s potential, more extensive research is crucial to unequivocally substantiate and refine this intervention strategy.AcknowledgementSuqian Branch of the Grand Canal Cultural Belt Construction Institute 2022 general project (No. dyhsq202206).

Exploring Taekwondo Poomsae Athletes Awareness of Sports Psychological Skills Training and Sports Counseling

Exploring Taekwondo Poomsae Athletes Awareness of Sports Psychological Skills Training and Sports Counseling

Effectiveness of psychological skills training for police personnel: a meta-analysis

There has been an increasing interest in primary prevention programmes developed to improve police officers’ mental health. This meta-analysis synthesised the existing findings on psychological skills training for police personnel...

The effectiveness of life skills training on the psychological well-being of people with drug abuse

Introduction: Drug abuse is one of the most important health, social and economic problems in many countries, and the world has faced shocking statistics of its prevalence in society in the last three decades. Aim: The aim of this study was to investigate the effectiveness of life skills training on the psychological well-being of drug abusers. Method: The current research was semi-experimental with a pre-test-post-test design with a control group. The statistical population includes all drug abusers in addiction treatment centers in Kermanshah during the years 2017 to 2019. From these people, 60 people were selected as available sampling and randomly placed in two experimental and control groups (30 people in each group). The research tools included Rif Psychological Well-being Questionnaire (1989) and 8-session life skills training intervention by Khalilan and Aflakifar (2016). Data were analyzed using SPSS version 28 software and multivariate covariance analysis. Results: The findings showed that life skills training had a significant effect on the dimensions of psychological well-being in the post-test and follow-up stages (P<0.05). Based on the results for the six dimensions of mental well-being, i.e. independence, mastery of the environment, personal growth, positive relationship with others, purposefulness in life and self-acceptance, respectively 0.24, 0.30, 0.31, 0.49, 0.67 and 0.39 in the average difference of the groups was due to the effect of the intervention. Conclusion: Life skills training increases self-control and decreases positive attitude towards drug use in people. By learning life skills training, environmental mastery, independence and other psychological well-being structures can be promoted in people.

SELF-TALK ON SPORT PERFORMANCE AND SELECTED PSYCHOLOGICAL VARIABLES: A SYSTEMATIC REVIEW

Self-talk is a psychological skill training that improves motor performance and sports skills among athletes. Previous research has indicated differences between motivational self-talk and instructional self-talk in sports performance. However, there is a lack of attention paid to the effectiveness of self-talk toward psychological barriers. Therefore, the primary aim of this study was to examine past studies on the effect of self-talk on sports performance and to select psychological variables among athletes. Through a systematic review, we analysed the scientific production concerning the sports psychology of self-talk toward athletes. The process review was conducted by the PRISMA protocol and a search performed by using online data sources (Scopus, Web of Science, and Semantic Scholar), as well as, conference proceedings of possibly related papers. The search was limited to articles published within ten years and written in English. A total of 38 studies were analysed. Referring to a total of 38 studies (nine articles focused on the self-talk questionnaire, six articles on motivational self-talk, six articles on instructional studies, and 17 articles focused on both motivational self-talk). Based on this, only 9 studies satisfied the eligibility criteria related to sports performance and psychological effects. As a result, a sample of 9 studies was subjected to systematic quality analysis. The analysis results showed that negative self-talk decreases athletes’ performance. In addition, there is inconsistent evidence on the effect of motivational and instructional self-talk based on specific sports. Based on this review, instructional self-talk is beneficial for fine skills (free-throw basketball and penalty shoot-out), and motivational self-talk is effective for gross skill (running). Thus, it can be concluded that both motivational and instructional self-talk play an important role in enhancing motor performance.

‘More than just religion’: a case study of the psychological preparation of an African American division I female golfer at a HBCU

Mental or psychological preparation/training in sport are essential components for athletes to be ready for competition. Often, athletes have personal regimens that develop over time or through past experiences. Sport psychology research has focused efforts on applying psychological skills training principles in various sport settings and formats. Factors such as race, gender, environment, and culture may also heavily impact psychological preparedness. However, little research in sport targets the influence of religion in applying psychological principles although religion and sport are a large part of U.S. society. In hypothesizing that principles of psychological skills training would be applied and used in competition, golf, a sport deemed majorly mental, was targeted. Since golf is typically dominated by Caucasian males, the mental preparation of a minority female offers a unique perspective. At the core of an African American division one female golfer’s mental preparation was a relationship with God.

Sport psychology consultants’ views on mental training with elite Deaf sport athletes

ABSTRACT The elite sport movement for athletes with hearing impairments, namely Deaflympics, differs from the Paralympic and Olympic sport movements because it exhibits a variety of distinct sociocultural and organisational characteristics. Yet, mental training with Deaflympic athletes receives little to no attention from the scientific community. Little is known about sport psychology consultants’ (SPCs) work with Deaflympic athletes. In this study, we explored SPCs’ exposure to so called Deaf sport as well as their experiences, attitudes, and assumptions regarding the utility of psychological skills training (PST) with Deaflympic athletes. A self-constructed questionnaire with closed and semi-open questions was completed by 93 (58.8% female) SPCs in European German-speaking countries. Analyses revealed SPCs had limited exposure to Deaflympic sport but indicated readiness to work with Deaflympic athletes. SPCs shared no reasons as to why PST skills and techniques would not be effective with Deaflympic athletes. However, SPCs regarded communication challenges as a major obstacle. We conclude that the integration of elite Deaf sport in SPCs’ training programmes is vital, considering SPCs’ lack of exposure and experience with Deaflympic athletes as well as their communication insecurities. In addition, further empirical research on PST effectiveness in Deaflympics athletes should provide the foundation for evidence-based utility of applied sport psychology in Deaflympic sport.

The Challenges and Psychological Skills Training Experiences of Malaysian Elite Field Hockey Players

The Challenges and Psychological Skills Training Experiences of Malaysian Elite Field Hockey Players

Psychological skill training to enhance sports performance among undergraduate athletes in Kogi State

Psychological skill training to enhance sports performance among undergraduate athletes in Kogi State

The Impact of a Psychological Skills Training and Mindfulness-Based Intervention on the Mental Toughness, Competitive Anxiety, and Coping Skills of Futsal Players-A Longitudinal Convergent Mixed-Methods Design.

Despite the sport's popularity, there is a paucity in futsal psychological interventional research. This study analysed the impact of a ten-session psychological skills training and mindfulness-based intervention (PSTMI) on the mental toughness, competitive anxiety, and athletic coping skills of national league futsal players (n = 13). It also analysed whether these variables were predicted by playing experience. Pre-/post-intervention questionnaires were filled in and analysed (Competitive State Anxiety Inventory-2, Sport Mental Toughness Questionnaire, and Athletic Coping Skills Inventory-28). Semi-structured interviews were also conducted with seven athletes; quantitative and qualitative data were integrated in a convergent parallel mixed-methods design. Results revealed significant medium-to-large improvements in mental toughness, cognitive anxiety, and coping skills following the PSTMI. Years of playing experience positively and significantly predicted better self-confidence and coping skills. Thematic analysis generated five themes: (1) post-intervention enhancement in athletic performance and well-being; (2) the non-athletic commitments of futsal players; (3) diverse views on how to improve the intervention; (4) instilling social identity through sport psychology sessions; and (5) the impact of years of experience on skill learning. Results mirrored those from other sporting disciplines. The PSTMI was well-received and equipped athletes with beneficial psychological skills, stressing the need for more sport psychology resources in futsal.

Outcomes of psychological support skills training for cancer care staff: Skill acquisition, work engagement, mental wellbeing and burnout.

Psychological support skills training has the potential to improve both the ability of cancer staff to help their patients, and staff wellbeing. However, few recent studies have assessed both these outcomes or incorporated current developments in psychological skills training, such as deliberate practice, which includes the use of iterative, corrective feedback to identify and improve individualised skill deficits. No studies have evaluated the contribution that psychological skills training could make to cancer care staff wellbeing and expertise in the wake of the COVID-19 pandemic. This study aimed to evaluate staff skill acquisition and work-related wellbeing following psychological support skills training that applied deliberate practice principles. A 2-day training and monthly supervision was offered to 145 cancer care staff that focused on brief assessment and intervention skills for patients experiencing mental health problems after cancer diagnosis and treatment. Deliberate practice principles were used to focus training on skills practice and feedback, over technique description. Self-reported ability to perform key skills taught, staff mental wellbeing, work engagement, and burnout were assessed at baseline, 3-month and 8-month follow-up. Significant improvements in skills, mental wellbeing, burnout and work engagement were reported at 8-month follow-up. Full engagement in both training sessions was predicted by poorer baseline mental wellbeing, more positive evaluation of initial training, supervision attendance, and shorter follow-up. A 2-day psychological support skills training using deliberate practice principles may support improvement in staff skill, mental wellbeing, burnout and work engagement.