Purpose The current study aimed to identify national youth cyclist`s experience and change tendency of experience during camp training. Methods A total of 35 cyclists who participated in 2017 Korea youth national cycling camp training provided the data. The survey was conducted 9 times during the 20 days of camp training using open-ended questionnaire by diary method. The collected data were analyzed based on inductive categorization and response rates. This study was conducted in the order of formation rapport, data collection, and data analysis. Results Youth cyclists experiences during camp training to growing pains as an athlete, developing the attitude of savoring training, serve as a motivation, expertise formation and opportunity of self-examination. Based on the change in response frequency of the survey data, camp training experience falls into two categories: variable and invariable. Conclusions Youth national cyclist were growing their growth power through various experiences during the training camp, and these experiences changed to specific inflection points from the beginning to the end of the camp. Understanding changes in psychological experience can provide the design of timely psychological support and coaching method. This study will be used as a material for the design of the camp training program for the youth cyclist, as well as an opportunity to increase the interest of continuity reflection on the psychological experience.
PURPOSE This study explored psychological experiences in long jump competitions and examined the continuity of psychological experiences over time. METHODS A total of 28 adult long jumpers, 18 men and 10 women, were provided data through in-depth interviews. Data on psychological experiences were extraced through inductive content analysis, while continuity by period was analyzed by calculating the response frequency ratio using Excel. RESULTS First, the psychological experience in the long jump competition was categorized as fundamental, competition intelligence, emotional control, and communication capacity experience. Second, in long jump competitions, results showed that jumpers experienced mixed feelings of anxiety and pressure, self-confidence, and concentration in the first period; peer communication and analysis thinking were necessary in the second period; practical intelligence and pressure control were important in the third period; learning ability and creativity were crucial in the fourth period; learning ability and coach communication were applied in the fifth period; and fighting spirit and creativity were present in the sixth period. Third, the psychological experience of long jumpers by period, basicphysical strength was maintained; competition intelligence increased in the second and fourth periods; communication skills increased until the fifth period, and decreased after; while emotional control decreased. This reflects the contextual changes over time andthe change in competition records owing to that. CONCLUSIONS In the long jump competition, psychological experience changes by period and affects competition records. This study will contribute to further understanding of psychological continuity.
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 The purpose of this study is to section the stages of performance development based on the track and field athletes' performance records, derive the performance development span, which was a continuum of the development stages, and extract the psychological experience of the performance development span. METHODS In this study, 56 retired track and field athletes were provided with competition records, and 10 athletes participated in in-depth interviews. With the stage of performance development partitioned using long and short-term moving averages and regression slope in PRR, a continuous of performance development span was derived. To extract psychological experiences in the performance development span, a subject analysis was conducted after an in-depth interview. RESULTS First, the track and field athletes' performance development stage calculated short and long-term moving averages in the PRR. Based on the average difference in the regression slope of the initial 20% CPR in which the long-term moving average was not calculated, it was divided into beginning, rising, peak, and decline periods. Second, the performance development span was a continuum of the stage was of performance development, and the beginning period was 0 < PRR ≤ 7, it was a time when the competition record rises sharply. The rising period was 7 < PRR ≤ 60, which was a virtuous cycle time of growth athlete. The peak period was 60 < PRR ≤ 74, which was a time when the peak record was maintained. The decline period was 74 < PRR ≤ 100, which was a time when the competition record was downward. Third, throughout the performance development span physical intelligence of track and field athletes was based on their natural physical superiority, the technical skills rises and remains at its peak and then enters a downward trend. Competitional Intelligence aims to become personalization as it matures gradually while its competition management capability and game knowledge are immature. Psychological intelligence overcomes the initial psychological atrophy to form confidence, and after experiencing psychological burden at the peak, confidence decreases. In the environmental context, the competition record rises in the early stages, continues to rise, peaks, and enters a downward trend. CONCLUSIONS Track and field athletes' performance development span was implemented as a continuum of beginning, rising, peak, and decline periods, and the psychological experience of the performance development span formed a span of physical intelligence, competitional intelligence, psychological intelligence, and environmental context.
Purpose The purpose of this study is to investigate the alienation and the overcoming process of the physical activity participation of people with Adventitious Visual Impairment(AVI) Methods 21 Adults with AVI were recruited and one on one semi-structured interview was conducted. Ground theory was used to analyze the data. Member check, peer debriefing was conducted to enhance the trustworthiness of this study. Results As a result, a total of 203 concepts were derived. This consisted of 21 subcategories and the common themes of the subcategories were categorized into nine categories. Specific results are as follows. First, the physical activity of people with AVI was directly affected by the sports facilities, physical activity programs, and professional instructor. This causal condition resulted in the loss of leisure experience in the context of the busy daily life and the depressed psychological state. Second, due to the perceived need of health care and the positive involvement of others, people with AVI came to expect the effect of exercise. Third, people with AVI participated in physical activity again as a tool to achieve the purpose of health improvement. This type of physical activity has a limitation that it can not guarantee the continuity of physical activity due to the limitation that it does not contain autonomy and interest of people with AVI. Conclusions Based on these results, the following suggestions were made. First, it is necessary to improve the environment for ensuring participation in physical activity of people with AVI. Moreover education and promotion of the effects and values of the exercise should be carried out for people with AVI and their guardians. Second, it is necessary to diversify physical activity types and reconstruct existing exercise programs.
