Effect of a psychological skills training program on swimming performance and positive psychological development (original) (raw)
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Competitive Performance Effects of Psychological Skill Training for Youth Swimmers
Perceptual and Motor Skills, 2019
This study assessed the effect of two different psychological methods of skills training self-talk and goal setting-on the swimming performance of youth swimmers. We allocated aconvenience sample of club and county level youth swimmers (N=49;Mage= 10.8,SD = 1.25) to one of three groups: self-talk, goal setting or a control group engaged in no systematic psychological method of skills training. The groups were balanced in terms of competitive performance ability, age and gender.Participantsin the experimental conditions (self-talk and goal setting) completed a five-week psychological skills intervention program and were measured on pre-and post-200meter swimming time in competition. After controlling for level of engagement in the program, ANCOVA revealed a significant omnibus effect (p = 0.006, η 2 = 0.20) with post hoc pairwise comparisons using magnitude based statistics demonstrating that goal setting had a smallpositive effect compared to self-talk ( 2 = 0.40; +/-0.45). Both self-talk ( 2 =0.50 +/-0.48) and goal setting ( 2 = 0.71 +/-0.4), showed a small and moderate positive effect,respectively,relative to the control group. A social validation check confirmed that the swimmers found the intervention to be relevant, beneficial and meaningful for improving performance. Psychological skills training may be effective in improving youth swimming performance; specific mechanisms underlying these benefits need further exploration.
The Effects of a Psychological Intervention Program in Swimming
Mission of the Journal of Excellence, 2008
The purpose of the investigation was to examine the effects of a Psychological Intervention Program (PIP) in swimming performance. The program included several psychological skills such as, relaxation, imagery, goal setting, concentration, and self-talk. The program was evaluated through the Competitive State Anxiety Inventory-2 (CSAI-2) and the swimming performance of each participant. Participants were 14 young swimmers (10 male and 4 female) in the experimental group and 29 participants (15 male and 14 female) in the control group who completed the CSAI-2 before the simulated race. The experimental group followed a psychological intervention program for nine weeks and then both teams were retested after completing the CSAI-2 again. The results showed that there was a significant increase in performance and confidence in the experimental group after the nine-week intervention but no significant change in the cognitive and somatic anxiety when compared to the control group .
Positive Youth Development in Swimming: Clarification and Consensus of Key Psychosocial Assets
Journal of Applied Sport Psychology, 2013
The purpose of this study was to gain a more cohesive understanding of the assets considered necessary to develop in young swimmers to ensure both individual and sport specific development. This two stage study involved (a) a content analysis of key papers to develop a list of both psychosocial skills for performance enhancement and assets associated with positive youth development, and (b) in-depth interviews involving ten expert swim coaches, practitioners and youth sport scholars. Five higher order categories containing seventeen individual assets
Effect of High-Volume Training on Psychological State and Performance in Competitive Swimmers
International Journal of Environmental Research and Public Health
This study aimed to examine the effect of four weeks of aquatic high-volume training (HVT) on the psychological state (somatic, cognitive anxiety, and self-confidence) and sprint swimming performance (50 m front crawl) compared to the standard training program (moderate volume training) in competitive swimmers. Twenty-eight male competitive swimmers participated in this study and were randomly allocated into two groups: HVT group (n = 14; age = 16.4 ± 0.31 years) and control group that underwent the standard training program (n = 14; age = 16.1 ± 0.30 years). All psychological state variables and swimming performance were measured in pre and post-test. Our findings showed a significant increase in anxiety state (34.13% to 45.83%; ES = 3.26 to 3.38) and a significant decrease in self-confidence (18.43%; ES = 2.39) after four weeks of HVT, while all psychological state variables remained unchanged in the control group (p > 0.05). In addition, our results showed no significant enhan...
Competitive Worries, Sport Confidence, and Performance Ratings for Young Swimmers
Perceptual and Motor Skills, 2000
The purpose of this study was to examine the relationships among competitive worries, sport confidence, and performance of young athletes. Participants were 143 young swimmers aged 11 to 12 years. The athletes completed rrait and state questionnaires (competitive worries and sport confidence) in noncompetitive and competitive conditions, respectively. The results indicated: (a) significant relationships among trait and state characteristics and benveen trait General Self-confidence and performance racings in both races as well as between performance ratings in Races 1 and 2; (b) significant ddferences in state variables among athletes with moderate or high and low scores on the tralr var~ables; (c) significant diEerences in performance among athletes with moderate c,r hlxli and low scores on the trait General Self-confidence and trait Positive Thinking u> Race 1 and on variables rrait General Self-confidence, state General Self-confidence, and stare Positive Thinking Race 2; and (d) trait General Self-confidence and trait Confidence in Unfavorable Situations were the most important predictors of young swimmers' performances. These results may be useful in application to competitive sports for young athletes. They may help in psychodiagnostic procedures and may be used for both the content and the direction of individual programs for psychological preparation of young athletes.
PSYCHOLOGICAL ISSUES IN SWIMMER PER- FORMANCE TRAINING
In the XXI century, professional sports has become a social, psychological, educational and cultural issue that concerns both society and the individual. It concerns society in the sense that its going forward and progress of mankind depends on understanding how international social relations are regarded, on which sport really focuses; the individual as the child's physical, mental, emotional and moral development is influenced by the time spent for building his own self . Currently, performance sport turns into a measure of social wealth and represents an effective means for the harmonious development of personality. Since the second half of last century, the sport has seen strong growth in terms of performance, sports centres, equipment, apparatus, facilities, structural organization, competition, management and research.
Applied Mindful Sport Performance Enhancement in National Competitive Swimmers
Case studies in sport and exercise psychology, 2021
These case studies examined the effects of mindful sport performance enhancement (MSPE) programs on competitive swimming performance, flow experience and emotional Regulation. Sixteen national competitive adolescent swimmers were randomly allocated into MSPE (n=9) and RT (relaxation training); (n=7) groups for eight weeks. In the second phase of the intervention, the sixteen participants were evenly split into a MSPE-S (MSPE for swimming) and a control group for five weeks. The participants completed measures of trait and state flow, mindfulness and swimming races pre and post intervention. The data analysis revealed that mindfulness had significant effects on both action-awareness merging and clear goals subscales. Further analysis revealed that the MSPE-S group significantly improved in terms of presence relative to the control group. In conclusion, general and sportspecific mindfulness interventions can psychologically benefit adolescent competitive swimmers. Case study context This applied sport psychology training request arrived from a National Talent Swim England coach in the NorthEast of England who wanted to explore psychological training for his National Level competitors in the lead up to the National Championships 6 months later. The two sport psychology practitioners that designed, delivered and evaluated the intervention had different sporting backgrounds
Case Studies in Sport and Exercise Psychology, 2021
These case studies examined the effects of mindful sport performance enhancement (MSPE) programs on competitive swimming performance, flow experience, and emotional regulation. Sixteen national competitive adolescent swimmers were randomly allocated into MSPE (n = 9) and relaxation training (n = 7) groups for 8 weeks. In the second phase of the intervention, the 16 participants were evenly split into an MSPE group for swimming and a control group for 5 weeks. The participants completed measures of trait and state flow, and mindfulness pre- and postintervention. The data analysis revealed that mindfulness had significant effects on both action–awareness merging and clear goals subscales. Further analysis revealed that the MSPE for swimming group significantly improved in terms of presence relative to the control group. In conclusion, general and sport-specific mindfulness interventions can psychologically benefit adolescent competitive swimmers.
Emotional states, achievement goals, and performance in NCAA Division I swimmers
Scientific Journal of Sport and Performance, 2023
There is much interest in how emotions and achievement goals predict sports performance, yet little research has examined these topics in elite swimmers. This study involving NCAA Division 1 swimmers aimed to (a) present descriptive information on emotions and goals related to training and meets and (b) predict performance from emotions and 2 x 2 (performance-mastery x approach-avoidance) achievement goals. Over the course of five meets, 13 swimmers (4 men, 9 women) completed weekly ratings of bipolar emotional dimensions (e.g., sluggish-energetic) and achievement goals regarding their training. One day prior to meets, swimmers rated the same emotions and goals regarding the upcoming meet. Event performance was recorded in standardized FINA points. Swimmers (a) experienced neutral emotions (close to the midpoint of bipolar scales) regarding training and positive emotions about meets and (b) endorsed high levels of approach goals and moderate levels of avoidance goals. Correlational analyses revealed that positive emotions associated positively with approach goals and negatively with mastery-avoidance goals. Multilevel models predicting performance from emotions and goals showed sparse associations, with some evidence indicating that increases in energy and decreases in performance avoidance goals prior to a meet related to better performance. We discuss the implications of these findings.
A single-subject/qualitative design was employed to determine if psychological skills training (PST) programs influenced athletes’ levels and interpretations of anxiety, concentration, motivation, and coping resources. Two female collegiate swimmers high in anxiety and low in motivation and coping skills were selected from a participant pool of 53 swimmers, divers, volleyball, and soccer players. Both athletes completed an inventory packet consisting of a modified version of the Sport Anxiety Scale (SAS), Sport Motivation Scale (SMS), and the Athletic Coping Skills Inventory-28 (ACSI-28) as well as an interview before and after an eight-week personalized PST program. Overall, the findings in this study were positive and indicated benefits from the PST program. Results indicated positive changes in both participants. Both had a reduction in total anxiety levels and an increase in total personal coping resources. Results are discussed in terms of overall strengths, weaknesses, and recommendations for future research.