chapter.cognitive.assesment.in.athletes.pdf

Psychology of Sport and Exercise, 2009

Problem: There has been a recent upsurge of research interest in cognitive sport psychology or the scientific study of mental processes (e.g., mental imagery) in athletes. Despite this interest, an important question has been neglected. Specifically, is research on cognitive processes in athletes influential outside sport psychology, in the ''parent'' field of cognitive psychology or in the newer discipline of cognitive neuroscience?

Journal of Sports Science …, 2005

The current study examined the effects of performance enhancement techniques (PET's) on motor skill performance. Specifically, one hundred fifty college student volunteers (Men = 41; 27.3% and Women = 109; 72.6%) were randomly assigned to one of the nine conditions (Cond): Cond 1 and 2, simultaneous, externally verbalized self-talk or imagery (e.g., participants were instructed to say "aim, back, birdie" or engaged in imagery out loud while putting); Cond 3 and 4, delayed externally verbalized self-talk or imagery (e.g., participants were instructed to say "aim, back, birdie" or engaged in imagery out loud before putting); Cond 5 and 6, simultaneous, internally verbalized self-talk or imagery (e.g., participants were instructed to say "aim, back, birdie" or engaged in imagery silently to oneself while putting); Cond 7 and 8, delayed internally verbalized (e.g., participant were instructed to say "aim, back, birdie" or engaged in imagery silently to oneself before putting); and Cond 9, no instruction control group. All participants were asked to perform a golf-putting task. Results indicated that participants who implemented several (PET's) increased their putting accuracy across overall difference score evaluations F (8, 141) = 4.01, p < 0.05 when compared to a no instruction control condition. Follow-up analyses indicated that participants who reportedly engaged in ten hours or less of athletic activities per week preferred self-talk strategies F (2, 119) = 4.38, p < 0.05 whereas participants who endorsed ten hours or more of athletic activity per week preferred imagery strategies F (2, 25) = 5.27, p < 0.05.

2015

Sports psychologists have long believed that high levels of cognitive anxiety during competition are harmful, worsening performance and even leading to dropout. The instrument used for the study comprised of a 27-item Competitive State Anxiety Inventory–2 and The Psychological Performance Inventory which had been distributed during sport between universities competition. The sample consisted of 119 football players, including the national athletes (N=37), state athletes (N=23), district athletes (N=23) and university athletes (N= 36).The results showed that elite or national football athletes exhibited lower levels of cognitive anxiety, F (3, 119) = 16.310, p

2018

The majority of research in the field of sports psychology focuses on quantifiable, evidence-based, universally applicable theory. Current evidence-based programs of intervention are heavily based on symptomatology and often ignore the lived experiences of athletes; an unspoken assumption seems to exist that events, dialogue, and emotions will elicit identical responses from all athletes. Many clinicians find a large portion of their work focused on the subfields of mental imagery, motivation, emotions, and teamwork. Each topic has a dominating theory, which is typically derived from the concepts of Cognitive-Behavioral Therapy. While CBT certainly has its benefits, its shortcomings are evident in cases where the disposition and actions of athletes deviate from expectation. An extensive literature review can provide background on the aforementioned subfields, which allows for further development of theory that emphasizes the individuality of the athlete. The goal of this paper is to analyze the existing literature and reframe prevailing thought through an existential, phenomenological perspective. Through this research, it is hoped that a viable alternative to existing theory will be provided and a methodology will be developed that can enhance the field of sports psychology in education, research, and clinical application. Mental Imagery Mental imagery may be the most frequently used method to combat declining performance. It can be taught quickly, requires no equipment, and has been proven to be highly effective in achieving its goal. Studies in this field cover a variety of circumstances, and the technique used depends greatly on the situation an athlete finds themselves in. A golfer preparing

INTERNATIONAL JOURNAL OF HEALTH, PHYSICALEDUCATION AND COMPUTER SCIENCE IN SPORTS, 2020

ABSTRACT Athletes and coaches often neglect the psychological preparation which is very important for sports performance. Various studies have observed that mental readiness was felt to be the most significant statistical link with elite athletes. Athletes have frequently been quoted to state how the mental aspect is the supreme important measure of one’s performance. Arnold Palmer, a professional golfer, advocated that the game is 90% psychological. The entire time consumed by the golfer actually swinging and striking the ball throughout those 72 holes is roughly 7 min and 30 s, leaving 15 h, 52 min, and 30 s of “thinking time.” Within the parameters of psychological aspects of athletic performance, it is thought-provoking to note that more than 70%questions raised, debated, and pondered at the international conferences and seminars on sport psychology concerns to anxiety and aggression as performance to the genre of emotions. They ascend under varying sets of situations and form a sort of range but always moving upward. Their far-reaching consequences for the physical and mental health of the people in general and performing athletes, in particular, are an open secret. Stress is upshot from non-fulfillment of necessities; continued stress generates anxiety and anxiety results in tension. The lingering effect of tension is sensed, monitored, and assessed both physiologically and psychologically and is ultimately linked with psychosomatic disorders. Here, stress and anxiety are discussed. Keywords: Aggression, Psychological factors, Sports performance, Stress, Tension

The Sport Psychologist, 1989

Although sport psychologists utilize numerous interventions and techniques intended to enhance the performance of athletes in competition, the selection of those interventions has not always been based on research for which adequate validity has been established. In an attempt to provide sport psychologists with a working body of accurate knowledge and suggestions for future intervention research, an analysis and synthesis of research is presented that addresses the efficacy of different psychological interventions with athletes performing in competitive situations in the sport in which they regularly compete. From information reported in 19 published studies, covering 23 interventions, it was concluded that educational relaxation-based interventions and remedial cognitive restructuring interventions with individual athletes are, in general, effective.

Principles of Athletic Training and sports psychology , 2025

Abstract of Psychology of High- Performance Sports: Training and Competition, modules 1,2 &3 Modules 1, 2, and 3 Module 1: The Ongoing Phases of Athletic Training and Their Mental Keys This module emphasizes the importance of planning as a continuous task throughout the athletic training process. Effective sports planning is essential for developing athletes and ensuring optimal performance. Key errors in planning are categorized into two types: content errors (such as incorrect objective definitions and improper evaluations of available time) and conception errors (including rigid planning and improvisation). Coaches must establish clear performance and results objectives, ensuring that athletes understand the necessary behaviors for adherence. A well-structured plan not only aids in achieving desired results but also fosters athlete development over the long term. The module underscores the need for flexibility and adaptability within training plans to accommodate the dynamic nature of sports. Module 2: Alternative Phases of Athletic Training This module focuses on the various alternative tasks that complement ongoing training phases. Key areas include learning relevant abilities and behaviors, repetitive practice, exposure to competitive conditions, and competition-specific preparation. Coaches are encouraged to define behaviors that athletes need to incorporate, refine, or eliminate, thus enhancing motivation and adherence. The module also addresses the significance of psychological keys in ensuring effective learning and repetitive practice. Coaches must provide the right conditions for athletes to master skills and manage their emotional states effectively throughout the training process. Understanding these phases is crucial for achieving sustainable performance improvements and fostering a supportive training environment. Module 3: Psychological Keys for Sports Competition This module explores the psychological aspects of sports competition, focusing on mental strategies for pre- and post-competition. It highlights the emotional challenges athletes face, including stress, anxiety, and the impact of audience expectations. Key strategies for managing pre-competition emotions include assessing athletes' emotional profiles and employing techniques such as progressive relaxation and breathing control. The module emphasizes the importance of having a clear game plan to guide athletes' attention away from results and towards performance, thereby reducing anxiety. Coaches play a vital role in creating a positive emotional climate, both for themselves and their athletes. By focusing on performance and emotional regulation, the module aims to prepare athletes to access their full potential during competitions. Conclusion Together, these modules provide a comprehensive framework for understanding the critical components of athletic training, including the importance of effective planning, the management of emotional states, and the development of psychological resilience. Coaches are urged to implement strategies that foster adherence, performance, and well-being, ultimately leading to the long-term success of their athletes and teams.

Frontiers in psychology, 2018

Sports performance at the highest level requires a wealth of cognitive functions such as attention, decision making, and working memory to be functioning at optimal levels in stressful and demanding environments. Whilst a substantial research base exists focusing on psychological skills for performance (e.g., imagery) or therapeutic techniques for emotion regulation (e.g., cognitive behavioral therapy), there is a scarcity of research examining whether the enhancement of core cognitive abilities leads to improved performance in sport. Cognitive training is a highly researched method of enhancing cognitive skills through repetitive and targeted exercises. In this article, we outline the potential use of cognitive training (CT) in athlete populations with a view to supporting athletic performance. We propose how such an intervention could be used in the future, drawing on evidence from other fields where this technique is more fruitfully researched, and provide recommendations for bot...

The Sport Psychologist, 1996

2015

Sports psychologists have long believed that high levels of competitive state anxiety during competition are harmful, worsening performance and even leading to dropout. The instrument used for the study comprised of a 27-item Competitive State Anxiety Inventory–2 and The Psychological Performance Inventory which had been distributed during sport between universities competition. The sample consisted of 119 football players, including the national athletes (N=37), state athletes (N=23), district athletes (N=23) and university athletes (N= 36). The results showed that elite or national football athletes exhibited lower levels of competitive state anxiety, F (3, 119) = 18.441, p