Effect of psychological skills training (pst) program on the vault table performance of the indian gymnasts

1. A peer reviewed research paper
Effect of Psychological Skills Training (PST) Program on the Vault Table Performance of the Indian
Gymnasts
Malika Sharma, Ph.D Research Scholar, Department Of Physical Education And Sports Sciences, University of
Delhi, India.
Dr. Lalit Sharma, Associate Professor,IGIPESS, University of Delhi, Delhi
ABSTRACT
Psychological Skills Training (PST) Program was developed and tested on the vault table performance of the
Artistic Gymnasts, for the purpose a total number of 60 gymnasts were randomly divided into experimental and
controlled group (30 gymnasts in each group) Subjects voluntarily agreed to participate in a training program, at
the end of the training program only 52 subjects completed the entire training schedule. The study was carried out
at Bhoir’s Gymkhana, Dombivali, Mumbai from 16th
August, 2012 to 30th
September, 2012. The data was collected
and statistically analysed by employing the analysis of covariance. The level of significance was set at 0.05.
Findings revealed that there was a significant improvement in the performance of the gymnasts those who
underwent the PST program as compared to the gymnasts in controlled group.
Key Words: Psychological Skills, Goal Setting, Imagery, Attention, Concentration, Relaxation, Self-Talk Vault
Table, Gymnasts, Performance
INTRODUCTION
During the last few decades, coaches and athletes froma wide variety of sports have begun to realize the importance
of the mental side of athletic performance. More specifically, individuals involved with organized sport now
understand that for athletes to perform at their peak level of efficiency, they must possess and use a number of
psychological skills. This is also true within the world of competitive sports and athletes have become interested in
enhancing their athletes' psychological skills (Caudill, Weinberg, & Jackson, 1983; Ungerleider& Golding, 1991).
Many articles have discussed the importance of the mental preparation (e.g., Anderson, 1997; Sing, 1986;
Vernacchia, 1997; Yingbo, 1992).
Although mental training for athletes has been used for a number of years, it is only within the last decade that
comprehensive mental training programs have become popular. These programs are commonly referred to as
psychological skills training (PST) programs. PST programs are comprehensive intervention program designed to
educate and train athletes in mental preparation (Vealey, 1994; Wann, 1997; Weinberg & Gould, 1995). Because
PST programs involve assisting athletes in the improvement of multiple psychological skills, these programs have a
distinct advantage over programs designed to improve an athlete's ability in one area. Therefore, scholar has tested
the self-prepared PST program and its impact on the Vault Table performance of the gymnas ts.
Problem Statement
Can Artistic Gymnasts Performance on vault table be Benefited by Psychological Skills Training Program?
To test the research question following objectives were tested:
o To assess, the effect of PST program on the vault table performance among the gymnasts.
o To compare the experimental and controlled groups performances.
o Does PST training affect differently on male & female gymnasts.
METHODOLOGY
A total of 60 artistic male and female gymnasts, who accepted voluntarily to be the part of the study, were selected
as the subject from Bhoir’s Gymkhana, Dombivali, Mumbai. The age range of the subjects was between 9 to 17
years. The gymnasts were divided randomly into two equal groups i.e Experimental Group, provided with the
Psychological Skills Training along with the regular gymnastics training in which 28 (12 Female and 16 Male)
Gymnasts completed the study whereas, on the other hand controlled Group was not exposed to any treatments
other than the regular gymnastics training in which only 24 (12 Female and 12 Male) gymnasts completed the study
process.
Code of point’s artistic Gymnastics (2009-12) of Federation of International Gymnastics (FIG) was used to assess
the Gymnastics performance of the gymnasts.

2. Preparation of Training Program
Scholar reviewed available literature on PST and discussed with the supervisor. Once the canseses were reached on
the psychological skills, different methods for imparting psychological skills training were discussed and were
chosen considering their advantages over other with regard to feasibility and other aspects. Once the programwas
finalised, PST program in Self-Talk, Concentration, Goal-Setting, Imagery and Confidence was prepared in the form
of Skill Development program of 30-45 minutes session for five days in a week to develop areas / factors limiting
the athlete’s present performance potential.
To achieve the objective of the study Psychological Skill Training Program was prepared in consultation with the
supervisor and other experts. After conforming, Gymnastics performance evaluation of the Subjects was done to
receive the Pre-data before providing them the Psychological Skills Training. Further, after the Pre-Training Test a
six weeks PST program was provided to the gymnasts. Successful Completion of the six weeks training program
was followed by a second assessment i.e Post-training Test of Gymnastics performance evaluation of the Gymnasts.
Gymnastics performance was evaluated by qualified judges including research scholar herself, who is qualified FIG
judge’s clinic.
Administration of the Psychological skills
Before starting the training, initially rapport was developed by the Scholar with the subjects by visiting the Gymnastics
centre for ice breaking by observing the gymnasts in the gymnasium and gymnasts also became familiar with the
scholar. PST was imparted to the gymnasts for six weeks as per the training schedule i.e 30-45 minutes session after
their physical training sessions for five days in a week. The scholar did not disturb their routine of physical training.
Evaluation of the gymnast’s performance was taken at two edges, Pre-data i.e in the beginning before starting the PST
Program and Post-data i.e after the completion of PST Program. Performance on Vault Table was evaluated by the three
national qualified judges on the basis of FIG, code of points 2009-2012.
Collection of Data
Performance Scores
For the purpose of the study, the performance scores of the subjects were taken twice i.e before starting the training
program and after the completion of the training program:
Pre-test Performance: Before starting the PST Program, the selected subjects were judged on the basis of FIG, code of
points, 2009- 12 by three qualified judges, scholar herself being qualified WAG judge of Federation of International
Gymnastics (FIG) was one of the judges. Though, the judging in the gymnastics is subjective in nature but FIG has
formulated and developed the code of points in such a manner that the objectivity is ensured to its optimumlevel while
evaluating the performance.
Post-test Performance: After completion of the PST Program the gymnast’s performance was evaluated by three
qualified judges on the basis of the FIG, code of points, 2009.
Statistical Analysis
For the purpose of the present study data was analysed by employing ANCOVA to test significant difference between
the means of post performances of Experimental and Controlled groups by covariating the pre performance of both the
groups. When an ANCOVA is conducted we look at the overall relationship between the outcome (dependent variable
i.e post vault table performance scores of the gymnasts belonging to the experimental and controlled groups) and the
covariate we fit the regression line to the entire data set, ignoring to which group a person belongs (pre vault table
performance scores of the gymnasts belonging to the experimental and controlled groups) Miller G.A, Chapman, J.P,
(2001).
The findings are presented in Table No. 1.
FINDINGS
Table 1:Descriptive Statisticsof Gymnastics Performance on Vault Table
Group Gender N Mean SD

3. Experimental Girls 12 8.66 5.25
Boys 16 11.15 1.25
Total 28 10.08 3.70
Control Girls 12 2.27 4.16
Boys 12 7.93 3.80
Total 24 5.10 4.85
Total Girls 24 5.46 5.67
Boys 28 9.77 3.06
Total 52 7.78 4.91
The above table reflects the mean value of the performance and number of girls and boys in experimental and
controlled groups, the mean value of all the gymnasts in experimental group is 10.08, whereas , mean of girls (N=12)
is 8.66 ± 5.25 and boys (N=16) is 11.15 ± 1.25.
Homogeneity of the group was tested by computing the levene’s test of equality; the findings are presented in table
No. 2.
Table 2: Levene’s Test of Equality of Error Variances
F df1 df2 Sig.
1.125 3 48 .348
* Design: Intercept + Pre + group + gender + group * gender
Output shows the result of Levene’s test when pre PST training is included in the model as a covariate. The
Levene’s test is insignificant, indicating that the group variances are equal. Hence, the assumption of homogeneity
of variance has been met.
Table 3: Tests of Between-Subjects Effects
Source Type III Sum of
Squares
Df Mean Square F Sig.
Corrected Model 1006.436a 4 251.609 52.053 .000
Intercept 55.864 1 55.864 11.557 .001

4. Pre Perform 450.888 1 450.888 93.279 .000
Group 20.178 1 20.178 4.174 .047
Gender 15.271 1 15.271 3.159 .082
Group * Gender 30.260 1 30.260 6.260 .016
Error 227.186 47 4.834
Total 4384.835 52
Corrected Total 1233.623 51
a. R Squared = .816 (Adjusted R Squared = .800)
b. P < 0.05
The above table shows the ANCOVA table with the covariate included. Looking first at the significance value of
Group it is clear that the result of F-test support the effect after controlling for Pre performance, obtained F = 4.17at
p < 0.05.Table further indicates the interaction of group and gender, the attained f value is 6.26 at the p < 0.05.
Whereas in case of Gender, it can be revealed that p is 0.082 > 0.05, fails to support the assumption of the regression
homogeneity, F = 3.159, p > 0.05.
Further the mean difference between experimental and control group were analysed by computing the data. The
finding is presented in table
Table 4: Table of Mean Difference between Experimental and Control Group
(I) group (J)
group
Mean
Difference
(I-J)
Sig.a
95% Confidence
Interval for
Differencea
Lower
Bound
Upper
Bound
Exp
(8.46)
Control
(7.02)
1.443* .047 .022 2.864
Control
(7.02)
Exp
(8.46)
-1.443* .047 -2.864 -.022
*. The mean difference is significant at the .05 level.
Based on estimated marginal means
a. Adjustment for multiple comparisons: Bonferroni.
The above table exhibits that the mean difference among Experimental and Controlled group is 1.44, which is
significant at p < 0.05.
DISCUSSION OF FINDINGS

5. The result of the current study suggest that Gymnasts who engaged in Psychological Skills Training program
(performance enhancement Techniques) exhibited enhanced performance on Vault Table when compared to
participants in a controlled condition. Improvement in performance is supported by the findings given by Calmels,
C., & Fournier, J.(1999). A number of studies show that athletes who are strongly confident in sport, concentrate
better, have healthier emotions, and demonstrate better game strategies, control over temperaments, have better
performance than less confident athletes (Chi, 1996; Gould, 1981; Mahoney, Gabriel, & Perkin, 1987).
As a combination of several psychological skills namely goal-setting, imagery, attention, self talk, self confidence
and relaxation was developed for the Gymnasts helping in the enhancement of performance and the results supports
the assumptions of the researcher, with the reference to (Calmelsetal. 2003) PST method is the tool that can be used
to improve the PST skill. Much of the early research utilizing prescribed PST programs used single PST methods
and tested their effect on performance (Martin, Moritz & Hall, 1999; Garza &Feltz, 1998). Thelwell and Greenlees
(2001) argue that when implementing a PST program, it is improbable that a single method will be employed by a
sports psychologist. Thelwell and Greenlees (2001) highlight that it is more effective to employ a combination of
mental skills that relate to the specific sport. The performance could elevate as the gymnasts under experimentation
could understand, learn and adapt the Psychological Skills and finally applied that during the training and
competition which helped them to concentrate better, being more focussed, rehearse perfect technique, relaxing
themselves during training or competition, stopped negative thoughts and chanted positive statements etc. In
consideration to a great emphasis has been place on identification of numerous psychological skills and on
instruction of athletes in how to learn and apply them (Orlick, 1990, Nideffer, 1992, Williams, 1093) psychological
skills are related to a number of desired qualities such as commitment to training, confidence and decreased pre
competition anxiety (Williams and Krane, 1992; White, 1993).
The examination of data in the present study reflects that among male and female gymnasts, there was no difference
found in the improvement of performance of Vault Table after the PST program. However, Research findings
references from previous studies, with regard to gender differences in psychological skills are conflicting.
Educational Implication
The current article reviews a PST program for the Indian Gymnasts that was successfully used to improve the
Gymnast's mental skills and performance. Hence, the systematic and tailor-made program will help the gymnasts to
improve their performance on different apparatus.
CONCLUSIONS
1. PST significantly improves the performance of the players when combined with physical training.
2. Physical training alone also improves the vault table performance as shown in case of controlled group.
3. The psychological skills training worked evenly for both male and female gymnasts or in other words they
adapted evenly.
4. Experimental group has significant improvement as compared to controlled group on vault table
performance.
REFRENCE
Calmels, C., & Fournier, J (1999). Assessment of the possibility of enhancing performance and imagery ability with
a mental training program combined with physical training.
Calmels, C. et al. (2003) Competitive strategies among elite female gymnasts: An exploration of the relative
influence of psychological skills training and natural learning experiences. International Journal of Sport &
Exercise Psychology, 1, p. 327-352.
Caudill, D., Weinberg, R. S., & Jackson, A. (1983). Psyching-up and track athletes: A preliminary investigation.
Journal of Sport Psychology, 5, 231- 235.
Chi, L. K. (1996). Stress management of athletes. National Physical Education Quarterly, 25(4), 51–57.
Kolt, G., & Kirby, R. J. (1994).Injury, anxiety and mood in competitive gymnastics. Perceptual and Motor Skills,
78, 955-962.
Martin, K. A., Moritz, S. E., & Hall, C.R. (1999) Imagery use in sport: A literature review and applied model. The
Sports Psychologist, 13, p. 245-268.
Miller G.A, Chapman, J.P, (2001), Misunderstanding analysis of covariance. Journal of Abnormal Psychology.

6. Sing, R. 0. (1986, Summer). Psychological concerns in the throwing events. Track Technique, 96, 3069-3070.
Thelwell, R.C. &Greenlees, I.A. (2001) The effects of a mental skills training package on gymnasium triathlon
performance. The Sports Psychologist, 15, p. 127-141.
Ungerleider, S., & Golding, J. M. (1991).Mental practice among Olympic athletes. Perceptual and Motor Skills, 72,
1007-1017.
Vealey, R. S. (1986). Conceptualization of sport- confidence and competitive orientation;
Preliminary investigation and instrument development. Journal of Sport
Vernacchia,R. A. (1997, Winter). Psychological perspectives on overtraining. Track Coach, 138, 4393-4399,4420.
Yingbo, Z. (1992, Fall). Successful precompetitive preparation for throwers. Track Technique, 121, 3854-3858.
http://www.amsciepub.com/doi/abs/10.2466/pms.2003.97.3f.1289v