Kinesiologyhttp://hdl.handle.net/10211.3/56722024-03-29T13:32:24Z2024-03-29T13:32:24ZCoupling Imagery with Physical Practice on a Basketball Free Throw Shooting TaskAlvarez, Alia Mariehttp://hdl.handle.net/10211.3/2111122020-04-20T23:09:31Z2019-05-01T00:00:00ZCoupling Imagery with Physical Practice on a Basketball Free Throw Shooting Task
Alvarez, Alia Marie
Imagery is the ability to use one’s senses to create or re-create an experience in
one’s mind (Vealey & Greenleaf, 2001) and has been shown to improve performance
(Smith, Wright, Allsopp, & Westhead, 2007; Wright & Smith, 2009). The purpose of the
present study was to examine the effectiveness of different imagery conditions on a free
throw performance task and imagery ability with male collegiate basketball players.
Three teams from the California Community College Athletic Association completed a 6
week imagery intervention. One team served as the Traditional imagery combined with
physical practice group (i.e., Traditional). A second team served as the PETTLEP
imagery combined with physical practice group (i.e., PETTLEP). The third team served
as the control. It was hypothesized that coupling imagery with physical practice would
improve free throw performance compared to physical practice alone. A second
hypothesis was that athletes who engage in PETTLEP imagery/physical practice will
improve their MIQ-R scores more than athletes who engage in Traditional
imagery/physical practice and practice alone. One-Way ANOVAs revealed no significant
differences in free throw performance (p=.08) and imagery ability scores (p=.06).
Qualitative data collected from athlete journals and researcher’s field notes revealed six
key themes, suggesting that the athletes did receive some benefits from participating in
the imagery interventions. Results will assist those who work with community college
athletes by providing insight into intervention design and the practicality of researching
in this dynamic environment.
2019-05-01T00:00:00ZRelationship Between Coaches' Expectancies of Athletes' Abilities and Athletes' Mental Toughness in a High School Sport SettingPerez, Anthony Moiseshttp://hdl.handle.net/10211.3/2030352020-04-20T23:09:31Z2018-05-01T00:00:00ZRelationship Between Coaches' Expectancies of Athletes' Abilities and Athletes' Mental Toughness in a High School Sport Setting
Perez, Anthony Moises
There is evidence to suggest that coaches’ expectancies of their athletes’ abilities can influence athletes’ confidence and performance. The purpose of the present study was to explore a potential link between coaches’ expectancies of their athletes’ abilities and athletes’ mental toughness in a high school sport setting. A secondary aim of the study was to assess whether or not coaches’ expectancies of their athletes and athletes’ mental toughness change across a competitive sport season. Lastly, the present study examined differences in athletes’ mental toughness between multiple sport and single sport athletes. An Expectancy Rating Scale (Solomon, 2008) was completed by high school coaches in Central California. Additionally, the Sport Mental Toughness Questionnaire (Sheard, Golby, & van Wersch, 2009) was completed by the coaches’ student- athletes. Findings showed a significant positive relationship between coaches’ expectancies and athletes’ mental toughness. In addition, coaches’ expectancies of their athletes remained fixed across a competitive season. These findings can help coaches better understand their role in athlete development, especially how performance expectations may influence development of athlete mental toughness.
2018-05-01T00:00:00ZThe Effect of a Mindful Meditation Intervention on Self-Confidence and Readiness in Baseball PlayersCostalupes, Blakehttp://hdl.handle.net/10211.3/2030342020-04-20T23:09:31Z2018-05-01T00:00:00ZThe Effect of a Mindful Meditation Intervention on Self-Confidence and Readiness in Baseball Players
Costalupes, Blake
The purpose of the case study was to implement a 2-week Mindfulness-based Intervention (MBI) that emphasized self-confidence and readiness to compete. Participants included baseball players (ages 14-17 years) from one central California travel team, and participated in a mindful meditation intervention. The Sport-Confidence Inventory (SCI; Vealey & Knight, 2002) was administered to measure changes in confidence. T-test analysis showed no significant changes in levels of self-confidence. Participants were interviewed to gain additional insight into their perceptions of mindful meditation, levels of self-confidence and readiness, and on the MBI itself. Although most participants reported a high level of self-confidence at the onset of the study, one athlete reporting low self-confidence perceived the intervention to be beneficial and helped him improve in this area. Mental skills techniques, such as imagery and self-talk have been used extensively to help athletes prepare for competition (Coelho et al., 2012; Kanniyan, 2015; Shweta & Deepak, 2015;), but MBIs present a promising alternative. Recent sport MBIs range from 4 to 10 weeks, and include rigorous coursework (Gardner & Moore, 2004; Kaufman, Glass, & Arnkoff, 2009). However, increases in mindfulness and other performance-related aspects have been found within the first few weeks (Baer, Baer, Carmody, & Hunsinger, 2012; Stankovic, 2015). The current study provides a glimpse into the effectiveness of a more convenient means of practicing mindful meditation.
2018-05-01T00:00:00ZInvestigating gratitude through coach-athlete relationships and student-athlete burnoutRuser, Jeffrey Bernardhttp://hdl.handle.net/10211.3/2030362020-04-20T23:09:31Z2018-05-01T00:00:00ZInvestigating gratitude through coach-athlete relationships and student-athlete burnout
Ruser, Jeffrey Bernard
The purpose of the present study was to investigate the relationships between coach-athlete relationships, athlete burnout, and gratitude among NCAA student-athletes. Participants (N=596) from NCAA Divisions I (n=305), II (n=202), and III (n=89) institutions completed a survey comprised of six questionnaires. Correlational analysis revealed significant correlations (p<0.001) between the following variables. Coach-athlete relationships and sport-specific state gratitude (r=0.500) were moderately correlated. Athlete burnout and sport-specific state gratitude (r=-0.667) were negatively correlated with moderately high strength. Trait gratitude and general state gratitude (r=0.422) were moderately correlated while trait gratitude and sport-specific state gratitude (r=0.324) had a low strength correlation. The relationship between athlete burnout and trait gratitude was low (r=-0.234), revealing a slightly stronger relationship than previous findings (Gabana, Steinfeldt, Wong, & Chung, 2017). Results are consistent with previous research on burnout and gratitude in sports (Chen & Kee, 2008; Gabana et al., 2017). This study is the first to examine coach-athlete relationships and gratitude, as well as adapt the Gratitude Adjective Checklist (McCullough et al., 2002) for use in a sport-specific context. Results suggest that gratitude may serve as a buffer against athlete burnout, and that strong coach-athlete relationships may increase athlete gratitude. Further research is needed to determine best practices for gratitude interventions and coach-athlete relationship development.
2018-05-01T00:00:00Z