Mental Skills in Norwegian Elite Swimmers: A cross-sectional study to investigate the sport specific mental skills of national elite swimmers and differences across gender and age
Notice bibliographique
Résumé
Mental skills are important for athletes’ success. The goal of mental training in elite sport is to develop mental skills needed to achieve high level performance outcomes (Vealey, 2007). To reach a high level in any sport, a basic principle is that the physical training needs to be sport specific. This principle of specificity is also applicable for mental skills training. The best way to facilitate for high level performance in a sport is to incorporate the mental skills training with the physical training (Vealey, 2007), surely this is a reason to find out which mental skills that are important in the specific sport and for the individual athlete. The aims of this study were to provide an overview of Norwegian elite swimmers’ mental skills and to further suggest sport specific mental skills for swimming. Also, based on the conflicting findings in literature, we sought to identify if there were any differences in mental skills scores between gender (males/females) and age (senior/junior) in elite swimmers. To investigate this a cross-sectional study design was applied in form of a questionnaire, a translated version of the Ottawa Mental Skills Assessment Tool (OMSAT-3*; Durand-Bush et al., 2001) was used. This questionnaire had 48 items on 12 mental skill subscales, divided in to three broader psychological concepts (Foundation skills; goal setting, self-confidence, and commitment, Psychosomatic skills; relaxation, activation, stress reactions, and fear control, Cognitive skills; competition planning, imagery, mental practice, focusing, and refocusing). To further elaborate on mental skills in swimming, the differences between gender (female/male) and age (senior/junior) within the elite swimming population was analyzed. The results showed that Norwegian elite swimmers scored highest in the foundation skills: goal setting, self-confidence, and commitment. The results indicated differences between females and males in several of the mental skill subscales (self-confidence, activation, relaxation, stress reactions, imagery and focusing), no differences were found between senior and junior swimmers on the mental skill subscales. Results from multiple regression analyses indicated that selected mental skills (mental practice, focusing, activation, relaxation, and competition planning) contributed to the variance in the foundation skill scores. Swimming coaches should consider gender differences in mental training for elite swimmers. The results from the multiple regression analysis imply that mental practice, focusing, activation, relaxation and competition planning are important factors for the foundation skills scores in elite swimmers. This master thesis is written as a research article, including an extended introduction and method part. Firstly, the extended introduction and method is presented followed by the research article.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».