PURPOSE The purpose of this study was to investigate the applicability of proprioceptive-dependent training as an effective physical training method by analyzing the effects of proprioceptive-dependent training on the accuracy of perceived and actual distance as well as the correlation between the changes in the two variables. METHODS Thirty-six male college students took part in the experiment. Participants were beginners with no previous experience in golf or less than five times of experience. They were randomly assigned to one of three groups; proprioceptive-dependent training, visual-dependent training, and control, maintaining the same sample size per group. The experiment was carried out in the order of pre-test, practice section, and post-test. In the pre-test, putting was tested to assess the accuracy of perceptual and actual distance in the 1-15m distance in a random order using a digital putting analyzer. In the practice section, proprioceptive-dependent and visual-dependent training groups practiced a total of 90 putting, six times per distance with the eyes closed or open. The post-test was the same as the pre-test. The accuracy of perceived and actual distance and the correlation between the changes in the two variables were analyzed using the calculated absolute errors. RESULTS The results of this study showed that there was no difference between groups in pre-test. In contrast, in post-test, the absolute error was significantly decreased in the order of proprioceptive-dependent training, visual-dependent training, and control group in the three distance conditions. Besides, for the proprioceptive-dependent training group and visual-dependent training group, there was a significant positive correlation between the changes in the accuracy of perceived and actual distance. CONCLUSIONS These results provide insight into the applicability of proprioceptive-dependent training for enhancing motor performance by showing the effects of proprioceptive-dependent training on perceived distance, actual distance, and the correlation between the two variables.
PURPOSE This study aimed to examine the effects of motion analysis and image training using self-modeling with visual cues on the skill performance, imagery, and sports confidence of adolescent female soccer players. METHODS The participants were elite soccer players from two girls’ high school soccer teams divided into an experimental group (D girls’ high school, n=16) and a control group (I girls’ high school, n=13). The experimental group underwent motion analysis and image training when performing penalty kicks, short kicks, and long kicks using self-modeling with visual cues, while the control group underwent training using self-modeling videos without visual cues. Before and after the training, the evaluation score was calculated according to kick performance, and the imagery and sports confidence factors were measured. For the statistical analysis of all collected data, descriptive statistics, the Friedman test, the Mann-Whitney U test, and two-way repeated-measures analysis of variance were used. RESULTS First, on the motion analysis using self-modeling with visual cues, the experimental group’s penalty kick and short kick scores were improved and differed significantly, but no significant change was noted in long kick score. Second, as a result of image training using self-modeling with visual cues, all visual, kinesthetic, mood, and controllability factors of the experimental group improved except for the auditory factor, and the interaction effect was confirmed. In addition, the stated sports confidence of the experimental group was improved and the interaction effect confirmed. CONCLUSIONS The analysis of kick motion using self-modeling with visual cues was effective for the penalty kicks and short kicks of adolescent female soccer players. Moreover, this study confirmed that the analysis of kick motion improved the visual, kinesthetic, mood, and controllability sub-factors of imagery and significantly affected the players’ stated sports confidence.
The purpose of this study was to confirm the differences between winner and loser groups of national team participated in the World Taekwondo Championships statistically and trends of psychological status according to applying mental coaching. In order to achieve the purpose it was the selection of 16 national members participated in the 2013 World Taekwondo Championships in Puebla. Data was selected by TOPS(test of performance strategy). The survey was conducted before and after applying the mental coaching and the game soon after. Data processing results were calculated utilizing Excel and SPSS 21.0 version. Based on the findings issue the conclusions were as follows. First, the psychological state of the winner and loser groups showed a different trend in the self-talk, emotion control, performed automatically, imagery, struggle, negative thinking, relaxation, condition factor. Winner group was shown maintenance or better trends of psychological state in the three times measurements on the other hand, loser group was shown decrease in the game soon after. Secondly, winner and loser groups are statistically significant differences in the psychological state of competition in self-talk, struggle, negative thinking, solving tension factors. In other words, The winner group had higher score in the four factors than loser group in the competition.
The purpose of this study was to verify the effect on elementary school students in the exercise start stage by performing a sport psychological skill training to improvement of psychological skill and life skill. Participants were eight elementary school boys volleyball player. The program consisted of psychological skills and life skills in educational counseling model of Visek et al(2009). It was conducted 40-50 minutes a session in total for 22 sessions. Data was collected through a psychological test, worksheet and participant observation, in-depth interviews. The collected data was analyzed to verify difference by paird t-test after pre-middle-post test and to extract meaningful data category. Quantity analysis showed that a result of sport psychological skill test proved a significant difference in willingness to overcome, confidence, concentration, anxiety regulation. Life skill test were no significant differences in all factors. However, the rise of scores was observed on result of the pre-middle paired t-test of life skill during season. Quality analysis showed possibility of goal setting, concentration on the routine, decrease of competitive anxiety, increase of positive thinking, self-understanding and understanding of others, promotion of communication among team members. This sport psychology skill training had a significant effect on the psychological skills of elementary players change. But it seems to be necessary life skills in a more through review of the information.
Purpose The purpose of this studied to improve athletes’ performance through sports psychological skills training and counseling of a male canoe player in high school. Methods One male high school athlete in J area was interviewed for sports psychological skills training and counseling, and interviewed athletes and coaches diagnosed the potential psychological problems of athletes. Through this process, the athlete gained the ability to control anxiety about the game and strengthened the attention-focused ability to increase his confidence and set a goal for improving concentration. For effective training, sports psychological counselors, athletes, and coaches met once a week to create a routine. and participated in direct training on a boat with the coach every week. Sports psychological skills, anxiety about competition, and self-management of athletes were measured before and after to confirm the effectiveness of training of athletes' psychological skills. Results As a result, athletes' psychological skills and anxiety decreased, their confidence increased, and their concentration, which was diagnosed as an urgent problem of athletes, improved. Conclusions psychological skills of athletes, psychological shortcomings of players were reinforced, thus enhancing the athletes' performance. This suggests the effectiveness and necessity of training in sports psychological skills. It is hoped that continued support will serve as an opportunity to diagnose potential psychological problems of student athletes and apply them to training to contribute to improving their performance.
PURPOSE This study aimed to extract football coaches’ categories of performance evaluation factors (PEF) and examine the reflective characteristics of the football coaches’ player and casting judgments. METHODS PEF were extracted through an open-ended questionnaire and categorization from 80 AFC C or higher football coaches. Reflection was calculated in player and casting judgments through an analytic hierarchy process. The difference between the football coaches’ player and casting judgments was examined using SPSS 21.0. RESULTS First, the PEF of football coaches were categorized into four general categories: physical intelligence, psychological intelligence, growth potential, and competition intelligence. Second, the importance of football coaches’ player judgments were reflected by the PEF as football intelligence, situation judgment, football talent, tactical understanding, tactical operation, etc. The importance of the casting judgment were reflected by the PEF as tactical understanding, mediative skills, fitness, tactical operation, situation judgment, etc. Third, a statistically significant difference was noted between player and casting judgments. Football coaches tended to value growth potential and talent as sub-factors in the player evaluations. Football coaches’ PEF were aligned with the importance of player and casting judgments in psychological and competition intelligence as sub-factors such as skills, physical, attitude, passion, etc., but differed from physical intelligence and growth potential as sub-factors including mediative skills, physical, football talent, and tactical understanding. CONCLUSIONS In the football coaches’ player evaluations, the idealistic principle centered on growth potential. However, in the casting evaluation, the realistic principle centered on victory takes effect.
This study aimed to explore the psychological factors affecting sports performance and their purposes as perceived by adolescent athletes. Study data were collected by conducting an open-ended survey with 232 student athletes from adolescent athletes in S city. The collected data were categorized using content analysis, which was conducted twice to explore the psychological factors affecting sports performance and their purposes. From 537 answers, 30 performance-affecting psychological factors—including confidence, endurance, effort/dedication, optimal tension, and social support—were identified, and they were classified into five categories: psychological fundamental, mental toughness, motivation, emotional stability, and social relationships. From 588 answers, the purposes of the psychological factors were identified, including performance achievement, motivation enhancement, demonstrating mental toughness, cognitive strategy, confidence increase, emotional regulation, injury prevention, game strategy, and reinforcement cohesion. These performance-affecting psychological factors and their purposes may serve as a reference to understand how secondary school students perceive the relationships among various psychological factors and the relationship between the psychological factors and performance. This study is expected to inform goal setting and content organization in psychological skills training.
PURPOSE This study examined the effects of focus of attention on beginning golfers’ competitive anxiety and motor performance. METHODS Forty-eight college students with no prior golf putting experience were selected as participants and randomly assigned to internal-focus, external-focus, holistic-focus, and control groups (12 participants each). All subjects performed 5-m golf putting in acquisition, noncompetitive, and competitive situations. RESULTS In competitive situations, the internal-focus, holistic-focus, and control groups showed golf putting accuracy and consistency similar to those in noncompetitive situations, whereas the external-focus group’s golf putting accuracy and consistency were significantly lower in competitive situations than in noncompetitive situations. In addition, the holistic-focus group showed significantly higher golf putting accuracy than the control group in both competitive and noncompetitive situations. CONCLUSIONS Holistic-focus can be used effectively as a strategy for beginners to learn motor skills and reproduce learned motor skills when state anxiety increases. However, external attention focus cannot be considered a strategy to induce effective beginners’ exercise performance when competitive state anxiety increases.
Purpose In general, motor imagery and action observation have been distinguished from each other. Recently, several studies demonstrated that combined approach to motor imagery and action observation can be more effective in motor learning. The present study examined the effects of observation learning combined motor imagery and action observation during acquisition basketball shooting skills. Methods We divided with control group, action observation group and observation learning group combined mental image and action observation in the three middle school. Action observation group provided the action observation program, and observation learning group was performed observation learning combined mental image and action observation training. All groups were perform basic basketball skills. Experimental intervention was performed for 10 weeks, and data analysis was performed 3 groups × 2 time repeated ANOVA. Results The results indicated that all group were improve after intervention, and subjects who participated in combined mental image and action observation was significant in the interaction effect on the front shoot. Moreover, the interaction effect on the motor imagery ability was significant. Conclusions These findings suggest that the use of observation learning combined mental image and action observation strategy potentially optimizes motor skills performance and motor image ability by incorporating motor imagery, especially when observing movements with intent to imitate.
PURPOSE This study aims to help improve performance by comparing and analyzing the kinematic variables for each upper and lower extremities segment when two groups of players attack the national women’s fencing players in a match situation. METHODS This study divided the movement time, movement time ratio, Fente step length change, angle factor at each event, and velocity factor of the fencing point of a sword at each event into the Olympic medalists’ group (Group A) and the international competition winners group (Group B) during the fencing Marche Fente. An independent t-test was performed for each factor, and the results were compared. RESULTS As a result, the difference between the two groups in movement time was statistically significant in the front of the foot in the velocity factor. However, no statistical significance was found between the two groups in the front angle of the trunk, the elbow angle, and the knee angle. CONCLUSIONS This indicates that group A and group B are both outstanding players with the best performance, so they are similar in the details of the movements except for the very slight difference in time and velocity. Therefore, the average of the result values of the joint angle will be a feedback index for fencing beginners or education subjects who are now starting to fencing.
