How to Think about ‘Mental Ability’ in Running and Other Sports

Frontiers in human neuroscience, 2017

Email Abstract The contribution of thoughts, emotions, and images to athletic training and competition has long been acknowledged. As Yogi Berra once said about baseball, " 90% of this game is half mental " (Baseball Almanac, 2010). Less understood is the manner by which these processes can be formally assessed to guide optimum implementation of evidence-based behavioral intervention. Indeed, as emphasized throughout this book, evidence-based interventions are becoming increasingly utilized by sport psychologists. However, there is often a poor fit between cognitive assessment strategies and performance-enhancing behavioral interventions (Meyers, Whelan, & Murphy, 1996). It is important that students and professionals practicing within the field of sport psychology are familiar with the psychometric support and conceptual basis underlying cognitive assessment methods. Indeed, one of the challenges for professionals who work with athletes and performers is to develop an efficient and evidence-supported method for assessing cognitive constructs that have been historically difficult to fully understand. This chapter, therefore, provides a practical and evidence-based guide that may be used when conducting cognitive assessment in sport psychology consultation. We begin by underscoring commonly used cognitive strategies that have been identified to facilitate optimum sport performance, such as self-talk, imagery, and arousal management. We then review environmental factors that have been found to influence the attitudes and motivational sets of athletes. Lastly, we review our evidence-based approach to cognitive assessment in athletes.

Global Journal on Humanities and Social Sciences, 2016

The aim of this study was to assess the influence of mental training on the increase in attention and manual response in certain athletes (skiers). The subjects within are samples are aged 12±5 and 16±1. The athletes who participated in this study are part of ski groups within School sports clubs. The experimental group comprises athletes from Gheorgheni, Baia-Sprie, while the control group includes of athletes from Topliţa, Sibiu, Predeal and Sinaia. We applied the ACRM (focused attention with manual response) test, because it provides information on the ability of remaining focused during activities with imposed pace and with dynamic field of observations. We conducted these tests after applying certain mental training techniques in the experimental group and after comparing the scores with those obtained by the control group. For the analysis, we used the SPSS 15.0 software. For the comparison of means between the groups of subjects, we applied ANOVA for the VP, EP and EX posttes...

"I always felt that my greatest asset was not my physical ability, it was my mental ability.\" - Bruce Jenner (Track and Field Athlete, Motivational Speaker) Mind Training Technique is the segment of sports psychology that concentrates specifically on helping athletes break through the mental barriers that are keeping them from performing up to their peak potential. By focusing on the mental skills needed to be successful in any sporting competition, mind training technique seeks to achieve the overall goal of performance improvement. Some athletes find themselves fully prepared physically to get back into competition and practice, but mentally some scars remain. Injury can hurt confidence, generate doubt during competition, and cause a lack of focus. Mind Training Technique is to identify and enter the \"mental zone\" of a sportsperson. The overall aim of these techniques is to help athletes by developing foundational mental skills that can help to achieve optimum sport performance. All great coaches employ game plans, race strategies, and course management skills to help athletes mentally prepare for individual and team sports competition. This is an area beyond developing basic mental skills in which a mental coach helps athletes and teams.

Zenodo (CERN European Organization for Nuclear Research), 2022

In this work, we propose a brief analysis of techniques and methods for improvement of sportsmen's mental state. The accent is made on such techniques as Visualization, Breathing with Clear Mind and Heart Rate Variability. We also consider the importance of rest for the brain and nervous system and the ways to handle anxiety and fear. And, in the final part of our research, we make general recommendations for athletes how they can improve their mental state by working with different techniques.

Our research work has fixed as objective, to apprehend the report of mental preparation for athletic performance from a study of a population of Algerian athletes. Sports performance defined by Platonov, V.N (1984.) as being " the maximum possibilities of an individual in a discipline at a given moment in its development" involves several other determinants. And this definition has the interest to introduce "the concept of threshold or level of performance", which are quantifiable, as defined by time, distance, power. In contrast, the physical appearance which is much easier to quantify and evaluate, it seemed more that random to define this 'process' that unites a sports result in the specific field of the individual mind. And for this, we are interested in our study, this pane, in the matter of the psychological variables that differentiate individuals between them and to, "everything that distinguishes the champions of other normal individuals: differential psychology.'' Durand, M. (1987). And we asked why mental preparation is so important in the realization of the sports performance? What are its methods, how to determine its effectiveness? The intervention of the psychologist through a descriptive language full observation taken upstream, and has designed to try to understand that which is expressed, by his actions, emotions and attitudes in a stressful environment and in its "moments of great solitude." In other words, we are trying to assign to this mental factor 'discriminating quality' so coveted by the athlete and his coach.

Human movement science, 2017

Sports performance is one of the most complex areas of study as it is characterized by human activity close to its limits. Nothing we see in high performers in any sport can be considered "typical" of human endeavors. In fact, the physical and mental feats combined with the unique skills and abilities that only elite performers can display are characterized by the complex interactions of multiple variables most of the times pushed to the limits of what is possible. Limits that are periodically broken as evidenced by the progression of world records (

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.

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.