The effects of psychological skills training on mental toughness and state anxiety among youth national level shooters
Bibliographic record
Abstract
In recent years, the importance of psychological skills training (PST) has been recognized, and the number of athletes using psychological training strategies has increased globally. While extensively utilized overseas, PST programs are seldomly conducted with Indian elite sportspersons and are generally not available to youth athletes. The present study examined the effects of a six?week psychological skills training (PST) program on mental toughness and sport anxiety. Sixteen youth national level target shooters (10 boys, 6 girls; M = 16.21 years) followed a PST program for 1 hour per week. The intervention consisted of goal-setting, concentration, relaxation, thought stopping, imagery and confidence building. Participants completed three inventories: Mental Toughness Inventory (MTI; Gucciardi, Hanton et al., 2015), Competitive State Anxiety Inventory-2 (CSAI-2; Martens et al., 1990) and Mental Skills Questionnaire (Bull, 1986). Data were collected at three times evenly dispersed over the course of the six-week intervention: pre-, mid and post-intervention. Over the course of the intervention, mental toughness significantly improved, in addition to reductions in state anxiety. Positive significant relationships were observed between mental toughness and imagery ability, self-confidence, anxiety and worry management, concentration, relaxation ability. Key words: Psychological skills training, mental toughness, state anxiety, target shooting.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".