Test Of Performance Strategies Research Articles

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.

초등학교 학생선수의 경기력과 스포츠 수행전략

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.

대학 여자테니스선수의 경기력 향상을 위한 심리기술 훈련 적용 단일사례연구

Purpose: The purpose of this study is to investigate the effect of psychological skills of in-depth interview and training program on the performance of college female tennis players. Methods: The subject of this study was one 20-year-old college freshman with 10 years of experience. Test of performance Strategies, IZOF model, and athletes’ self-management test paper were measured before and after the test. Psychological skill training and in-depth interview were conducted for a total of 8 months from April to December 2019, and the session was 1 session with a total of 18 sessions. It took about 1 hour 1-20 minutes each. Results: First, there was an overall change in the sports performance strategy according to the application of psychological skill training. Specifically, self-talk, automatism, imagery, motivation/motivation, negative thoughts, and relaxation factors were improved. Second, the IZOF model according to the application of psychological skill training has a large score difference, so technical smashing, physical agility, psychological emotion/thought control, tension control, confidence, and fun factors are required for training. hird, the self-management of athletes according to the application of psychological skill training was improved to 13 in the 1st, 20 in the 2nd, and 31 in the 3rd. Fourth, the basis for the change in performance due to the application of psychological skill training was presented based on the games played during April-December 2019. Before training, she placed 2nd in the University Tennis Federation match in March, 2nd place in the Collegiate Tennis Federation doubles match in July, 2nd place in the University Tennis Federation match in September, and 1st place in the mixed doubles at the University Tennis Championships in November. Conclusion: In a follow-up study, if you receive group psychological training and interview with fellow players from the same university or team, it is thought that the players will understand their colleagues, and urthermore, they will understand each other, overcome difficulties, and increase morale.

The propensity of psychological strategies used by collegiate soccer players at risk for anxiety and depression

ABSTRACT Psychological strategies (PS) developed for performance enhancement are common in therapeutic approaches for mitigating mental health risks; however, associations between common PS used by collegiate athletes and such risks are relatively unexplored. Collegiate soccer players (N = 72) completed the Test of Performance Strategies (TOPS), the Beck Anxiety Inventory (BAI), and the Center for Epidemiologic Studies- Depression scale (CES-D). Results indicated collegiate athletes categorically not at risk for anxiety or depression used PS more, while those at risk reported using debilitative strategies. The lack of emotional control in practice explained the most variance in predicting BAI (29%) and CES-D (36%) scores, while negative thinking in competition explained the most variance in BAI (30%) and CES-D (35%) scores. Findings are discussed in terms of familiarizing athletes with the range of PS and their relevance for mitigating mental health risk triggers in the age of COVID-19.

Long-Term Effects of Mental Training on Manual and Cognitive Skills in Surgical Education – A Prospective Study

Limited training opportunities and expanding requirements are challenging surgical education, calling for alternative training methods like simulation or mental training. The aim of this study is to evaluate short- and long-term effects of a structured mental training on surgical performance. Medical students without laparoscopic experience were randomly assigned to 3 groups: (1) control (2) video training, and (3) video plus mental training performing 2 E-BLUS (European Training in Basic Laparoscopic Urological Skills) exercises, "peg transfer" (PT) and "cutting a circle" (CC). Group 3 performed a structured mental training course (identification of procedural key steps, relaxation, mental vocalization, and imaging). Longitudinal assessment including binominal checklists, global rating scales (GRS), procedural times, and Test of Performance Strategies (TOPS) were performed at baseline, day 2, 14, and after 16 months. Statistical analysis included ANOVA and general linear models with repeated measures. The study was conducted in "Olympus Training and Education Center Hamburg West" and "Endo Club Academy" at the University Medical Center Hamburg-Eppendorf. Participants were eligible if they were medical students with no experience in laparoscopy. 24 participants were recruited and finished the study. The mental training group maintained significantly better GRS scores at 16 months for PT (mean score 24.6 [95% CI: 21-28.25]) and CC (mean score 22.5 [18.4-26.6]) (both p < 0.01) and performed faster in the latter (261 seconds [Std. Dev 116] vs. 427 seconds [SD 132] vs. 368 seconds [SD 78]) compared to the other groups (p = 0.004). Longitudinally, mental training had a significant effect on TOPS scores and procedural times (p < 0.001 and p = 0.005, respectively). In addition to short time efficacy, our study is the first to ascertain a positive long-term effect of mental training on manual and cognitive skills and might be a useful and cost-effective tool in surgical education.

Psychological skills training for managing anxiety and better performance in elite athletes: A review

Objective: present systemic review was to find overview of available literature and find a gap for future studies of psychological training to reduce anxiety in elite athletes. Data Source: PubMed, PsycINFo, Science Direct and Google Scholars. Study eligibility criteria: The research works of RCT and Non RCT on psychological skill training on elite athletes which published in English language from 2000 to February 2019. Interventions: Application of various psychological techniques to reduce precompetitive anxiety among elite athletes. Outcome measure: Performance score, salivary cortisol, Heart rate, heart rate variability, tremo meter test, physical fitness test, cortisol plasma testosterone, competitive state anxiety questionnaires, semi structures interview, mental skill questionnaires, Test of performance strategies, Psychological wellbeing scale, mindful Attention Awareness Scale. Positive Affect, Negative Affect Schedule, -Satisfaction with Life Scale. Sport Mental Toughness Questionnaire, Positive Affect, Negative Affect Schedule, Satisfaction with Life Scale. Sport Mental Toughness Questionnaire, Shortened General Attitudes and Beliefs Scale), Sport Anxiety Scale-2, Group Environment Questionnaire, Trait Sport-Confidence Inventory, State-Trait Anxiety Inventory. Self-Talk Questionnaire, Sport Competition Anxiety Test, Self-Compassion Scale. Unfamiliar relaxing music, unfamiliar arousing music, Familiar arousing music. Results: There were 10 studies used combination of various psychological training of alpha/theta neuro Feedback and mindfulness meditation, Goal setting, self-talk, visualization, imagery, Progressive relaxation therapy. Few studies were conducted with specific techniques and Its conducted with a smaller number of subject and objective measures. Conclusion: There is lots psychological training conducted among elite athletes even though world of athletes still suffering anxiety. Implications: There was a need of specific behavioral therapy to alter this major issue of precompetitive anxiety

Mental skills training limits the decay in operative technical skill under stressful conditions: Results of a multisite, randomized controlled study

BackgroundOverwhelming stress in the operating room can lead to decay in operative performance, particularly for residents who lack experience. Mental skills training can minimize deterioration in performance during challenging situations. We hypothesized that residents trained on mental skills would outperform controls under increased stress conditions in the simulated operating room. MethodsResidents from Indiana University enrolled voluntarily in this institutional review board–approved study. Residents were stratified according to baseline characteristics and randomized into a mental skills and control group. Both groups trained to proficiency in laparoscopic suturing, but only the mental skills group received mental skills training. After training, technical skill transfer was assessed under regular and stressful conditions on a porcine model. Performance was assessed using an objective suturing score. The Test of Performance Strategies was used to assess the use of mental skills. Data were combined and compared with data that had been collected at Carolinas Healthcare System because residents underwent the same protocol. ResultsA total of 38 residents completed all study elements. There were no differences in the effects observed between sites. We observed no group differences at baseline. The groups achieved similar technical performance at baseline, posttest, and transfer test under low-stress conditions, but the mental skills group outperformed the control group during the transfer test under high-stress conditions. ConclusionOur comprehensive mental skills curriculum implemented with surgery residents at two institutions was effective at minimizing the deterioration of resident technical performance under stressful conditions compared with controls. These results provide further evidence for the effectiveness of mental skills training to optimize surgery trainees’ technical performance during challenging clinical situations.

Relationship between performance strategies, resilience qualities, riding experience and competitive performance of show jumping riders

Equestrian sports are considered high in risk, and successful athletes must achieve resilience to recover from adversities inherent to their riding career. The objective of this study is to identify which factors present in show jumping riders are related to resilient abilities, and how they may be improved. 101 British competitive show jumping riders were asked to complete a questionnaire about their riding experience and to respond to two tests: (1) test of performance strategies (TOPS 3), which analyses the use of self-talk, emotional control, automaticity, goal setting, imagery, activation, relaxation, negative thinking and attention control; and (2) Connor-Davidson resilience scale (CD-RISC-10), which evaluates resilient abilities. Where available, competition results were also analysed. Resilience scores had positive correlations with ‘emotional control’ (r=0.518; P&lt;0.001), and ‘emotional control’ had a positive predictive effect on resilience (χ2=8.508; P&lt;0.005). There were indications of positive correlations between resilience and ‘activation’ (r=0.497; P&lt;0.001), ‘automaticity’ (r=0.437; P&lt;0.001), and of a negative correlation between resilience and ‘negative thinking’ (r=-0.416; P&lt;0.001). Overall CD-RISC-10 mean value was 29.96. ‘Activation’ and ‘automaticity’ were more applicable for riders of higher perceived levels of skill. Responses suggest that ‘activation’ was employed more frequently by male than female riders (Z=-2.118; P&lt;0.05), and that ‘negative thinking’ was more frequent in female than male riders (Z=-1.969; P&lt;0.05). More significant correlations between performance strategies were found in professional (19) than in novice riders (5). Results indicate that the use of performance strategies may be beneficial in the development of resilience. In higher level riders, the development of one set of strategies tends to lead to the development of other strategies. The findings support that the ability to recover successfully from adversities may not be merely inherent, but also under individual control.

Psychological Strategies During Military Training Are Linked to Resilience in US Navy Explosive Ordnance Disposal Operators.

We describe the psychological strategies (PS) used by a specialized military population, US Navy explosive ordnance disposal (EOD), during training and military operations. We also aim to establish the relationship between PS and resilience. The Test of Performance Strategies was adapted to the military environment and subsequently was administered to 58 EOD Operators in conjunction with the 10-item Connor- Davidson Resilience Scale. Differences between high- and low-resilience Operators for PS were evaluated with discriminant models. The PS of EOD Operators were comparable to those of Olympic athletes described in our prior study. The most frequently used strategies during training and military operations were goal setting and emotional control. Discriminant analysis indicated an overall difference between high- and low-resilience Operators with respect to the six training subscales (ρ < .05), with goal setting, emotional control, and attentional control contributing most to the discriminant function. EOD Operators' use of PS was comparable to that of elite athletes. We provide evidence that more-resilient EOD Operators differ from their less resilient counterparts in the strategies they use. These findings have implications for mental preparation strategies used during military training and operations.

DETERMINING THE PERFORMANCE STRATEGIES OF ATHLETES REGARDING SOME VARIABLES

Purpose: The purpose of the study was to determine performance strategies of elite athletes. Methods: The research sample consists of 145 elite athletes (Xage:19,64±4,70 years). Personal information form and “Test of Performance Strategies”, developed by Thomas et al. (1999) and adapted to Turkish by Miçooğulları (2017), was used for measures in the study. For analysis, descriptive statistics and independent samples t-test tests were used. The statistical analysis was done by SPSS 16 packet program. Findings: In the study, positive significant correlation was found between age and goal setting (r: 264; p<0.05); age and relaxation (r: 185; p<0.05); negative correlation between age and negative thinking sub-dimensions of competition dimension (r:-173; p<0.05). Negative significant correlation was found between sport year and emotion control (r: -199; p<0.05); positive significant correlation between sport year and self talk (r: 196; p<0.05) and sport year and attention control (r: 210; p<0.05) sub-dimensions of practice dimension. Regarding education level, statistically significant differences were found in the goal setting sub-dimension of practice dimension and goal setting and automaticity sub-dimensions of competition dimension (p<0.05). Result: As a result, performance strategies of athletes differ according to the age, sport year and education level.

A Study of Validation on Psychological Strategies and Performance in Sport: Based on the Test of Performance Strategies in Korean Golf Players

A Study of Validation on Psychological Strategies and Performance in Sport: Based on the Test of Performance Strategies in Korean Golf Players

Assessing the use of psychological skills by sports category and the relation with sports performance satisfaction.

The evaluation of psychological skills by athletes and their relationship with sports performance and satisfaction has been of great interest in recent decades. Likewise, there has been an emergent tendency to focus on developing specific psychological skills for each sport. The principal aim of this study was to determine the frequency with which athletes deploy psychological skills whilst competing and whether their frequency varies in accordance with the technical, tactical and physical characteristics of the sport in question. A further objective was to establish the connection between the frequency of use of psychological skills and athletes' degree of satisfaction with their performance. The study comprised 1003 athletes practicing 43 different sports, grouped into 7 categories based on the similarities between them. Frequency of use of the psychological skills was measured with the Test of Performance Strategies 3. The data analyses allowed the following conclusions to be drawn: the degree to which psychological skills are used is dependent on the technical, tactical and physical characteristics of each sport; and the higher the frequency of the use of psychological skills, the greater the athletes' degree of satisfaction with their performance. These results allow athletes and coaches to increase levels of sports performance by working on the use of psychological skills, adapted to the technical, tactical or physical requirements of the category in which their sport is included. In addition, working on different psychological skills will improve their satisfaction with sports performance.

Mental Skill Usage of Athletes with Physical Disabilities

Mental skills training strategies should be beneficial for a variety of different skills, age groups and special populations. The purpose of the present research were twofold; initially to examine performance strategies in various sport situations used by volleyball, sitting volleyball and amputee soccer players, and comparing it among the sports; and secondly, whether the current performance level of athletes and the years participating in sport would show a significant difference in their application o f psychological skills during practice and competition. The refined version of Test of Performance Strategies (TOPS) was administrated to athletes (N=309) competing across a range of performance standards in volleyball, sitting volleyball and amputee soccer sports. Results revealed that, relative to competition strategies, participants scored highest on activation and lowest on relaxation (4.10±0.52; 3.03±0=1.04, respectively) and in practice environment they scored highest on self-talk and lowest on relaxation (3.84±0=.91; 2.80±0.98, respectively). Examination of the results showed moderately strong correlations among many of the strategies in both competition and practice environments (P<0.01). Additionally, comparison of mental skills and strategies usage according to sports, discovered significant sport specific variations both in competition and practice settings (P<0.01). Investigation of current performance level differences in psychological skills and strategies explored differences among international, national and club level athletes (P<0.01). Exploration of years participating in sport comparison has also discovered differences among groups (P<0.01). These findings provide a unique insight into the mental skill usage of athletes with physical disabilities and their application to practise and environment settings.

The Psychological Strategies Used by Malaysian National Rugby Players During Asian 5 Nations Rugby Tournament 2015

The main purpose of this study is to obtain the psychological performance strategies used by Malaysian national rugby players during Asian 5 Nations Rugby Tournament 2015. All twenty-nine participants of this study are trained and experienced male players within the age of 19 to 38 years. Each player was given a set of Test of Performance Strategies (TOPS) questionnaire, which consisted of 64 items seeking the respondents to state the psychological strategy they use towards themselves during competition and practice during the match. The results showed significant difference only in emotional control strategy during practice condition. Due to specific demand in position, the backline-position players used emotional control as a strategy more often during practice, compared to the forward-position players. Meanwhile, in competition condition the performance strategies were equally used for both positions. The findings suggest that to win a game, both positions (forward and backline) have to use similar strategies, particularly in team sports. Future study should examine the strategies adopted in several investigations in order to derive comparisons among other professional teams.

PD58-08 MENTAL TRAINING AND ITS EFFECT ON PROCEDURAL AND COGNITIVE LEARNING - A BLUEPRINT FOR UROLOGIC RESIDENTS IN A CONDENSED WORK ENVIRONMENT?

You have accessJournal of UrologySurgical Technology & Simulation: Training & Skills Assessment II1 Apr 2018PD58-08 MENTAL TRAINING AND ITS EFFECT ON PROCEDURAL AND COGNITIVE LEARNING - A BLUEPRINT FOR UROLOGIC RESIDENTS IN A CONDENSED WORK ENVIRONMENT? Phillip Marks, Julia Kaulfuβ, Luis Kluth, Philippe Grange, Felix Chun, Margit Fisch, and Christian Meyer Phillip MarksPhillip Marks More articles by this author , Julia KaulfuβJulia Kaulfuβ More articles by this author , Luis KluthLuis Kluth More articles by this author , Philippe GrangePhilippe Grange More articles by this author , Felix ChunFelix Chun More articles by this author , Margit FischMargit Fisch More articles by this author , and Christian MeyerChristian Meyer More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2018.02.2796AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES The work environments of current residents are fundamentally changing, characterized by a demand for cost-containment and dense working hours without compromising highest quality of care (outcome quality/patient safety). As a field, urology requires core competencies in cognitive processing of a diverse range of diseases and the perfection of many different manual skills (endoscopy, sonography, open surgery etc.). This training is cost- and time-consuming. We hypothesized that a specific mental training can enhance and optimize cognitive and manual skill acquisition. METHODS We designed a prospective trial of 24 laparoscopic novices (medical students) who were randomized to 1) a control group, 2) a video training group, 3) a mental training group. Mental training consisted of the identification of procedural key steps, relaxation, mental vocalization and mental imaging techniques over a course of 2 weeks after one initial supervised training session. All groups completed a basic training in 2 exercises of the official E-BLUS (European training in basic laparoscopic urological skills) curriculum (PEG transfer, cutting a circle) before intervention (video training, video training+mental training). Both exercises were assessed 48 h and 2 weeks after intervention. Primary endpoints were scores in a global rating scale (handling, efficiency of movement etc.), procedural time and error rates. Additionally, participants completed several theoretical tests examining spatial differentiation, theoretical knowledge and a test of performance strategies. Statistical analyses included ANOVA and general linear models with repeated measures. RESULTS All group baseline characteristics were homogeneous after randomization (p>0.05). Mental training improved time efficiency in PEG transfer but not cutting a circle exercises after 48 h (p=0.017). Mental training significantly improved the global rating scale score (p=0.035) and performance strategies (p=0.041) after 2 weeks. Participants who received and exercised mental training significantly reduced procedural error rates and improved their performance strategies (p=0.02 and p=0.01, respectively). There was no significant differences between the groups with regards to cognitive functioning tests or theoretical knowledge testing. CONCLUSIONS In this randomized controlled trial of laparoscopic novices, mental training significantly improved procedural time efficiency and performance strategies, while theoretical knowledge did not significantly change. The regular and continuous integration of mental training strategies into urological residency might serve as a blueprint to improve and streamline manual skill acquisition and performance while retaining cost- and time-efficiency. © 2018FiguresReferencesRelatedDetails Volume 199Issue 4SApril 2018Page: e1136-e1137 Advertisement Copyright & Permissions© 2018MetricsAuthor Information Phillip Marks More articles by this author Julia Kaulfuβ More articles by this author Luis Kluth More articles by this author Philippe Grange More articles by this author Felix Chun More articles by this author Margit Fisch More articles by this author Christian Meyer More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...

Psychological strategies of Veterans and service members who participate in organized sports

Introduction: The study sought to examine the performance strategies of wounded, ill, and injured service members and Veterans who participate in the Warrior Games. Methods: The Test of Performance Strategies (TOPS) was completed by 23 men and 5 women participants on the first and last days of the Warrior Games. The participants were separated into 2 groups: those who had participated in organized sporting events for more than 1 year (experienced; n=14) and those who had less than 1 year of experience (novice; n=14). A mixed-model ANOVA was used to assess pre–post changes and the effect of experience on total TOPS scores. Results: Overall participation in the Warrior Games did not change the performance strategies used by the participants. However, experienced participants had higher post-competition sub-scale scores than novice participants in the categories of self-talk, goal setting, and activation ( p&lt;0.05). Discussion: While participation in a single Warrior Games event did not appear to change participants' short-term psychological thought processes around competition and practice, more than 1 year of participation in organized sporting events was associated with improved skills.

Exploring temporal patterning of psychological skills usage during the week leading up to competition: Lessons for developing intervention programmes.

Background and purposeAlthough sport psychology literature focuses on psychological skills use to promote proficiency, it is still puzzling that current research has focused on psychological skills use only during competition. There remains a scarcity of empirical evidence to support the timing, and content of psychological skill application during the time preceding competition. This study examined the extent to which psychological skills usage are dynamic or stable over a 7-day pre-competitive period and whether any natural learning experiences might have accounted for the acquisition of these skills across gender and skill level.Methods and resultsNinety elite and sub-elite table tennis players completed the Test of Performance Strategies (TOPS) at three different periods (7 days, 2 days, 1 hour) before competition. A MANOVA repeated measures with follow-up analyses revealed significant multivariate main effects for only skill level and time-to-competition with no interactions. Specifically, elite (international) athletes reported more usage than sub-elite (national) counterparts for self-talk, imagery and relaxation respectively. Time-to-competition effects showed imagery use decreased steadily across the three time points while reported usage of relaxation were almost at the same level on two time points (7 days and 1 hour) but decreased 2 days before competition.ConclusionsFindings suggest an implementation of formalized and periodized psychological skills training programs over continuous training cycles. This may foster a positive long-term athletes’ psychological state prior to the onset of competition.

Investigation of Psychological Skills Use between Skilled and Less-skilled Amateur Archers in Hong Kong

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The current study is aimed to investigate the relationship between skilled and less-skilled amateur archers in Hong Kong based on their use of psychological skills. The Test of Performance Strategies (TOPS; Thomas, Murphy, &amp; Hardy, 1999) was administered to 72 participants (42 skilled and 30 less-skilled; Mean age = 36.07, SD = 12.61, Range: 18.10 to 63.64 years). The TOPS is a 64-item self-report instrument that can assess a total of 16 psychological skills during practice and competition. Results from t-tests indicated statistically significant differences in the use of psychological skills automaticity during practice and competition between skilled and less-skilled archers. Two binary regression analyses were performed to further investigate the relationship between psychological skills use and skill level. Automaticity in competition and practice subscales were found to have statistically significant predictive powers in accounting for archers’ skill level achieved. The regression models indicated a range of 6.1% to 12.7% of variance accounted for skill level, and the model successfully classified 58.3% to 63.9% of cases per time. These findings link back to a number of skills learning theories that posit it is common to find the automatic stage of skill performance at the highest stage of learning (Haywood,2006). 本研究旨在暸解香港業餘射箭運動員技術水平與心理技能使用的關係。72名射箭運動員分為兩組(較高技術水平42人和一般水平30人) ，並填寫中文版運動表現策略量表 (TOPS) 。TOPS可檢測運動競賽和練習時所用的心理技能。t檢驗結果顯示心理 技能自動化(automaticity)在競賽和練習時的使用在不同技術水平的射手中有顯著差異。本文遂採用回歸分析以探討心理技能和射 手技術水平的預測和情形。研究結果發現心理技能自動化在競賽和練習的使用可有效預測射箭運動員的技術水平。

Teaching Sport Psychology for Now and the Future? The Psychological UNIFORM with High School Varsity Athletes

Adolescent athletes can use psychological skills immediately after being taught, but a dearth of empirical evidence exists regarding whether these skills are maintained over time. A 12-week curriculum (i.e., UNIFORM; Gilbert, 2011) was taught to a high school varsity soccer team with three data collection points: pretest, posttest, 4-week follow-up. Use of several skills was significantly greater posttest compared with pretest as measured by the Test of Performance Strategies (Thomas, Murphy, &amp; Hardy, 1999). Follow-up results were also salient. Relaxation, imagery, and self-talk use in practice was significantly greater than pretest at follow-up; relaxation, imagery, goal setting, and self-talk in competition showed similar results. Descriptive statistics and qualitative data triangulate these results. The UNIFORM curriculum enabled the athletes to use the skills more consistently. This study makes a contribution by measuring the skills at follow-up and providing evidence of their continued use four weeks after the curriculum’s conclusion.

Tradução, adaptação transcultural e propriedades psicométricas da versão brasileira do Test of Performance Strategies

Este estudo tem como objetivos proceder à tradução e adaptação transcultural (equivalência semântica/conceitual e validade de conteúdo) do Test of Performance Strategies (TOPS), assim como, verificar as suas propriedades psicométricas (confiabilidade e validade fatorial) em atletas brasileiros. A amostra foi constituída por 413 atletas (295 homens e 118 mulheres) com idades compreendidas entre os 16 e 69 anos (M = 25,87, DP = 7,82). As propriedades psicométricas foram avaliadas através do alpha de Cronbach e da análise factorial confirmatória (AFC). Na análise da confiabilidade dos fatores, foram obtidos valores entre 0,41 e 0,82. Os resultados das AFC dos modelos multidimensionais revelaram índices de adequação insatisfatórios tanto para a situação de treino (GFI = 0,832; CFI = 0,761 e RMSEA = 0,058), como de competição (GFI = 0,855; CFI = 0,843 e RMSEA = 0,054). Quando analisadas as dimensões individualmente, verificaram-se problemas de validade fatorial (GFI e CFI < 0,90; RMSEA > 0,06) em quatro dos dezesseis fatores (ativação em situação de treino e ativação, controle emocional e pensamentos negativos em situação de competição). Em conclusão, os resultados providenciam evidências relativamente às propriedades psicométricas do TOPS em atletas brasileiros, sugerindo-se, contudo, precaução na interpretação dos escores de certas dimensões.