Effects of Psychological Training on Mental Skills with Female Basketball Pla...IOSR Journals
Abstract: The purpose of this study was to examine the effect of a psychological skills training program on
psychological skills of female basketball players. These psychological skills consisted of imagery, relaxation,
focusing, refocusing, goal setting, competition planning, fear control, and stress reactions. The sample
consisted of 12 semi-elite female basketball players from Nasr team in Tehran city that purposely were
selected in 2014 (with the mean age of 23/58± 1/67 years old). All Subjects completed the OMSAT-3
questionnaire that has been confirmed by SanatyMonfared& et al. (2006) in Iran. After giving pre-test, the
subjects divided in two experimental and control group, and then 12-weeks interventions (including,
imagery, relaxation, goal setting, self-talk, and focus training) were done. After 12 weeks, the subjects of two
groups completed the OMSAT-3 questionnaire for post-test. Then, the data were analyzed with descriptive and
inferential statistics methods. The result of dependent t-test for comparing the pre-test and post-test scores
showed that there is a significant difference between scores of pre- and post-test of experimental group (t=
4/98, p<0/01). As a result, it is concluded that, these interventions have positive effects on subscales of
foundation skills, psycho-somatic skills, and cognitive skills from pre-test to post-test for experimental
group versus control group.
Key words: Psychological skills, Mental training, Imagery, Goal setting, OMSAT-3 Questionnaire, Basketball
The Application of Self Confidence/Efficacy, Motivation and Interpersonal Ski...Carl Page
Weiner’s Attribution Model Social Learning Theory (Bandura, 1977) Model of self-confidence (adapted from Feltz, 1984) Need to Achieve (NACH) and Need to Avoid Failure (NAF) SMARTER acronym Emotional Intelligence Interpersonal Skills Self-Confidence/Efficacy
Social challenge and threat predict performance and cardiovascular responses ...Maciej Behnke
Individuals tend to compare themselves with others, and the results of these self-evaluations influence subsequent performance. When individuals perceive an
advantage over their rivals (challenge-type response), they achieve higher levels of performance. According to the biopsychosocial model of challenge and threat,
benefits of favourable appraisals are partly mediated by cardiovascular efficiency, which is increased by challenge and decreased by threat evaluations. In this study,
we tested whether the biopsychosocial model can be extended to predict behavioural outcomes in esports. We expected that challenge-type evaluations would increase performance compared to threat-type evaluations. Eighty-two men were assigned to a challenge or threat group and completed three rounds of Counter-
Strike: Global Offensive – a video game popular in esports. Individuals with the highest scores were awarded cash prizes. Cardiovascular markers of challenge and threat, cognitive appraisals, and game scores were recorded. We manipulated the social challenge and social threat evaluation by informing participants that their
performance in the initial round was superior (challenge) or inferior (threat) compared with other gamers. We found that individuals with more gaming experience,
believed they were better than other gamers, had higher heart rate and, in turn, achieved higher scores. These effects were related to initial situational appraisal at
the baseline and were not boosted by feedback provided during the actual performance. These results are the first to document that social comparisons among gamers
are accurate in the prediction of future physiological and behavioural outcomes. Furthermore, these findings emphasize that physiological responses mediate
relationships between action-related cognitions and performance.
Effects of Psychological Training on Mental Skills with Female Basketball Pla...IOSR Journals
Abstract: The purpose of this study was to examine the effect of a psychological skills training program on
psychological skills of female basketball players. These psychological skills consisted of imagery, relaxation,
focusing, refocusing, goal setting, competition planning, fear control, and stress reactions. The sample
consisted of 12 semi-elite female basketball players from Nasr team in Tehran city that purposely were
selected in 2014 (with the mean age of 23/58± 1/67 years old). All Subjects completed the OMSAT-3
questionnaire that has been confirmed by SanatyMonfared& et al. (2006) in Iran. After giving pre-test, the
subjects divided in two experimental and control group, and then 12-weeks interventions (including,
imagery, relaxation, goal setting, self-talk, and focus training) were done. After 12 weeks, the subjects of two
groups completed the OMSAT-3 questionnaire for post-test. Then, the data were analyzed with descriptive and
inferential statistics methods. The result of dependent t-test for comparing the pre-test and post-test scores
showed that there is a significant difference between scores of pre- and post-test of experimental group (t=
4/98, p<0/01). As a result, it is concluded that, these interventions have positive effects on subscales of
foundation skills, psycho-somatic skills, and cognitive skills from pre-test to post-test for experimental
group versus control group.
Key words: Psychological skills, Mental training, Imagery, Goal setting, OMSAT-3 Questionnaire, Basketball
The Application of Self Confidence/Efficacy, Motivation and Interpersonal Ski...Carl Page
Weiner’s Attribution Model Social Learning Theory (Bandura, 1977) Model of self-confidence (adapted from Feltz, 1984) Need to Achieve (NACH) and Need to Avoid Failure (NAF) SMARTER acronym Emotional Intelligence Interpersonal Skills Self-Confidence/Efficacy
Social challenge and threat predict performance and cardiovascular responses ...Maciej Behnke
Individuals tend to compare themselves with others, and the results of these self-evaluations influence subsequent performance. When individuals perceive an
advantage over their rivals (challenge-type response), they achieve higher levels of performance. According to the biopsychosocial model of challenge and threat,
benefits of favourable appraisals are partly mediated by cardiovascular efficiency, which is increased by challenge and decreased by threat evaluations. In this study,
we tested whether the biopsychosocial model can be extended to predict behavioural outcomes in esports. We expected that challenge-type evaluations would increase performance compared to threat-type evaluations. Eighty-two men were assigned to a challenge or threat group and completed three rounds of Counter-
Strike: Global Offensive – a video game popular in esports. Individuals with the highest scores were awarded cash prizes. Cardiovascular markers of challenge and threat, cognitive appraisals, and game scores were recorded. We manipulated the social challenge and social threat evaluation by informing participants that their
performance in the initial round was superior (challenge) or inferior (threat) compared with other gamers. We found that individuals with more gaming experience,
believed they were better than other gamers, had higher heart rate and, in turn, achieved higher scores. These effects were related to initial situational appraisal at
the baseline and were not boosted by feedback provided during the actual performance. These results are the first to document that social comparisons among gamers
are accurate in the prediction of future physiological and behavioural outcomes. Furthermore, these findings emphasize that physiological responses mediate
relationships between action-related cognitions and performance.
Many athletes and coaches are confused about the role of sports psychology in improving athletic performance. Sports psychology is part of the larger field of sport science and studies human behavior in the sport environment and the benefits of mental training on enhancing sports performance. The goal of sports psychology is to help athletes and teams perform their best by improving the necessary mental skills to excel in a sporting endeavor. Sports Psychology is not about working with problem athletes or abnormal behavior.
The Role of Emotions in Esports PerformanceMaciej Behnke
Emotions that differ on the approach-avoidance dimension are thought to have different functions. Based
on the motivational dimensional model of affect, we expected high-approach tendency (and not valence)
to facilitate sports performance in a gaming context. Moreover, we expected the influence of high-
approach emotions on performance to be mediated by higher levels of cognitive and physiological
challenge as an approach-related response. To test these hypotheses, 241 men completed 5 matches of a
soccer video game FIFA 19. Before each match, approach tendencies and valence were experimentally
manipulated by showing films that elicit amusement, enthusiasm, sadness, anger, and neutral states.
Approach tendency, challenge/threat evaluations, cardiovascular responses, and game scores were
recorded. After watching enthusiastic and amusing videos, gamers displayed stronger approach tenden-
cies, and, in turn, improved performance, compared to negative emotions and neutral conditions.
Moreover, enthusiasm produced a stronger approach tendency and promoted better performance than
amusement. Elicitation of unpleasant emotions (anger and sadness) had no effect on approach tendencies
or gaming-outcomes relative to the neutral conditions. Across all conditions, gamers with higher levels
of cognitive and cardiovascular challenge achieved higher scores. These findings indicate that in a
gaming context performance is enhanced by pleasant emotions with high-approach tendencies.
A Study of Competitive Sport Anxiety in Young Soccer PlayersIOSR Journals
Abstract : Competitive sport anxiety, is common in young soccer players, It is the state of uneasiness and
apprehension, about competitive sport events. Competitive sport anxiety is a distrustful response that takes
place when a player undermines his or her capability in dealing with demanding circumstances. Competitive
sport anxiety affects player’s ability to perform effectively in any sport competition. The purpose of the current
research is to evaluate the competitive sport anxiety difference between Fijian and I-Taukei young soccer
players. Participants consisted of sixty young soccer players ranging from ages 14 – 19 years who participated
in district youth soccer competition. A t-test was applied to measure the significance level between district level
young\ soccer players. The result of the study revealed that there is a significant difference between Fijian and
the i-Taukei players. The Fijian players had higher mean anxiety scores than the I-Taukei players. Findings
may assist coaches’ understanding of the degree to which competitive sports anxiety exists in sports.
Keywords: Soccer, Young Players, Sports Anxiety, Level of competition.
The Effects of a Psychological Skills Training Program on Mental Toughness of...QUESTJOURNAL
ABSTRACT: The present study aims to investigate the effects of a Psychological Skills Training(PST) program on mental toughness of skillful female volleyball players. The statistical population used in the study consists of two league 1 female teams in Tehran province, Iran with total members of 22 individuals. From them, 11 individuals were selected randomly for each control group and experimental group. The data related to mental toughness were collected using Sport Mental Toughness Questionnaire of Sheard and Golby (2009). The subjectsof the experimental group performed psychological practices for 8 weeks, 2 sessionsa week or total of 15 sessions such that each session included 30 minutes of the program. No program for psychological skills was delivered to control group. After the 15th session, an after-test was taken through SMTQ from experimental group based on the pre-test. Statistical methods in two descriptive and inferential levels and Kolmogorov– Smirnov statistical tests and T-test were used for analyzing data. The obtained results indicated that volleyball players who participated in Psychological Skills Training program have earned meaningfully higher scores in all subscales compared to the control group. Finally, it can be concluded that a course on Psychological Skills training has a meaningful effect on mental toughness of female volleyball players.
Blunted cardiovascular reactivity may serve as an index of psychological task...Maciej Behnke
Challenge and threat models predict that once individuals become engaged with performance, their evaluations and cardiovascular response determine further outcomes. Although the role of challenge and threat in predicting performance has been extensively tested, few studies have focused on task engagement. We aimed to investigate task engagement in performance at the psychological and physiological levels. We accounted for physiological task engagement by examining blunted cardiovascular reactivity, the third possible cardiovascular response to performance, in addition to the challenge/threat responses. We expected that low psychological task engagement would be related to blunted cardiovascular reactivity during the performance. Gamers ( N = 241) completed five matches of the soccer video game FIFA 19. We recorded psychological task engagement, heart rate reactivity, and the difference between goals scored and conceded. Lower psychological task engagement was related to blunted heart rate reactivity during the performance. Furthermore, poorer performance in the previous game was related to increased task engagement in the subsequent match. The findings extend existing literature by providing initial evidence that blunted cardiovascular reactivity may serve as the index of low task engagement.
I made this presentation for my psychology course. My chosen topic was "Effects of Psychology on Sports & Exercise"
Institution: North South University, Bangladesh
Course: Introduction to Psychology
Course code: PSY 101
Instructor: Sarah Fardeen (FDN)
This slide explains what sports psychology is, sports psychology aspect, and benefits of sports psychology. For more details you can visit it on my website.
Comparative Study of Competitive Anxiety, Aggression, Achievement Motivation ...Tapan Dutta
The purpose of the study was to find out comparison of competitive anxiety, aggression, achievement motivation and self concept among volleyball players of different level of achievement. A Total of 75 Male volleyball players were selected as subjects for the purpose of the study i.e., 25 players each from District, State and National level. The age of the subjects was ranged between 20 to 30 years. The criterion measures chosen to test the hypothesis were: The Anxiety score of the volleyball players were obtained by using sports competition anxiety questionnaire – A form developed by Renier Martin. The Aggression scores were obtained by using Aggression Inventory Developed by Anand Kumar and Prem Shankar Shukla. The Achievement Motivation scores were obtained by using Achievement Motivation test questionnaire developed by V. P. Bhargava. The Self Concept was obtained by using self concept questionnaire developed by Raj Kumar Saraswat. To compare the anxiety, aggression, achievement motivation and self concept of volleyball players of district, state and national level achievements one way analysis of variance, in order to determine the difference if any, among the volleyball players of different level of achievement. When the difference was found significant, the LSD Post-hoc test was applied to assess the significant differences among the group means. The level of significance was set at 0.05 level of confidence. The result of study showed that in all the selected psychological parameters such as competitive anxiety, aggression, achievement motivation and self concept significant difference was found among the means of three selected level of volley ball players.
Sport psychology is an interdisciplinary science that draws on knowledge from many related fields including biomechanics, physiology, kinesiology and psychology. It involves the study of how psychological factors affect performance and how participation in sport and exercise affect psychological and physical factors. In addition to instruction and training of psychological skills for performance improvement, applied sport psychology may include work with athletes, coaches, and parents regarding injury, rehabilitation, communication, team building, and career transitions.
Many athletes and coaches are confused about the role of sports psychology in improving athletic performance. Sports psychology is part of the larger field of sport science and studies human behavior in the sport environment and the benefits of mental training on enhancing sports performance. The goal of sports psychology is to help athletes and teams perform their best by improving the necessary mental skills to excel in a sporting endeavor. Sports Psychology is not about working with problem athletes or abnormal behavior.
The Role of Emotions in Esports PerformanceMaciej Behnke
Emotions that differ on the approach-avoidance dimension are thought to have different functions. Based
on the motivational dimensional model of affect, we expected high-approach tendency (and not valence)
to facilitate sports performance in a gaming context. Moreover, we expected the influence of high-
approach emotions on performance to be mediated by higher levels of cognitive and physiological
challenge as an approach-related response. To test these hypotheses, 241 men completed 5 matches of a
soccer video game FIFA 19. Before each match, approach tendencies and valence were experimentally
manipulated by showing films that elicit amusement, enthusiasm, sadness, anger, and neutral states.
Approach tendency, challenge/threat evaluations, cardiovascular responses, and game scores were
recorded. After watching enthusiastic and amusing videos, gamers displayed stronger approach tenden-
cies, and, in turn, improved performance, compared to negative emotions and neutral conditions.
Moreover, enthusiasm produced a stronger approach tendency and promoted better performance than
amusement. Elicitation of unpleasant emotions (anger and sadness) had no effect on approach tendencies
or gaming-outcomes relative to the neutral conditions. Across all conditions, gamers with higher levels
of cognitive and cardiovascular challenge achieved higher scores. These findings indicate that in a
gaming context performance is enhanced by pleasant emotions with high-approach tendencies.
A Study of Competitive Sport Anxiety in Young Soccer PlayersIOSR Journals
Abstract : Competitive sport anxiety, is common in young soccer players, It is the state of uneasiness and
apprehension, about competitive sport events. Competitive sport anxiety is a distrustful response that takes
place when a player undermines his or her capability in dealing with demanding circumstances. Competitive
sport anxiety affects player’s ability to perform effectively in any sport competition. The purpose of the current
research is to evaluate the competitive sport anxiety difference between Fijian and I-Taukei young soccer
players. Participants consisted of sixty young soccer players ranging from ages 14 – 19 years who participated
in district youth soccer competition. A t-test was applied to measure the significance level between district level
young\ soccer players. The result of the study revealed that there is a significant difference between Fijian and
the i-Taukei players. The Fijian players had higher mean anxiety scores than the I-Taukei players. Findings
may assist coaches’ understanding of the degree to which competitive sports anxiety exists in sports.
Keywords: Soccer, Young Players, Sports Anxiety, Level of competition.
The Effects of a Psychological Skills Training Program on Mental Toughness of...QUESTJOURNAL
ABSTRACT: The present study aims to investigate the effects of a Psychological Skills Training(PST) program on mental toughness of skillful female volleyball players. The statistical population used in the study consists of two league 1 female teams in Tehran province, Iran with total members of 22 individuals. From them, 11 individuals were selected randomly for each control group and experimental group. The data related to mental toughness were collected using Sport Mental Toughness Questionnaire of Sheard and Golby (2009). The subjectsof the experimental group performed psychological practices for 8 weeks, 2 sessionsa week or total of 15 sessions such that each session included 30 minutes of the program. No program for psychological skills was delivered to control group. After the 15th session, an after-test was taken through SMTQ from experimental group based on the pre-test. Statistical methods in two descriptive and inferential levels and Kolmogorov– Smirnov statistical tests and T-test were used for analyzing data. The obtained results indicated that volleyball players who participated in Psychological Skills Training program have earned meaningfully higher scores in all subscales compared to the control group. Finally, it can be concluded that a course on Psychological Skills training has a meaningful effect on mental toughness of female volleyball players.
Blunted cardiovascular reactivity may serve as an index of psychological task...Maciej Behnke
Challenge and threat models predict that once individuals become engaged with performance, their evaluations and cardiovascular response determine further outcomes. Although the role of challenge and threat in predicting performance has been extensively tested, few studies have focused on task engagement. We aimed to investigate task engagement in performance at the psychological and physiological levels. We accounted for physiological task engagement by examining blunted cardiovascular reactivity, the third possible cardiovascular response to performance, in addition to the challenge/threat responses. We expected that low psychological task engagement would be related to blunted cardiovascular reactivity during the performance. Gamers ( N = 241) completed five matches of the soccer video game FIFA 19. We recorded psychological task engagement, heart rate reactivity, and the difference between goals scored and conceded. Lower psychological task engagement was related to blunted heart rate reactivity during the performance. Furthermore, poorer performance in the previous game was related to increased task engagement in the subsequent match. The findings extend existing literature by providing initial evidence that blunted cardiovascular reactivity may serve as the index of low task engagement.
I made this presentation for my psychology course. My chosen topic was "Effects of Psychology on Sports & Exercise"
Institution: North South University, Bangladesh
Course: Introduction to Psychology
Course code: PSY 101
Instructor: Sarah Fardeen (FDN)
This slide explains what sports psychology is, sports psychology aspect, and benefits of sports psychology. For more details you can visit it on my website.
Comparative Study of Competitive Anxiety, Aggression, Achievement Motivation ...Tapan Dutta
The purpose of the study was to find out comparison of competitive anxiety, aggression, achievement motivation and self concept among volleyball players of different level of achievement. A Total of 75 Male volleyball players were selected as subjects for the purpose of the study i.e., 25 players each from District, State and National level. The age of the subjects was ranged between 20 to 30 years. The criterion measures chosen to test the hypothesis were: The Anxiety score of the volleyball players were obtained by using sports competition anxiety questionnaire – A form developed by Renier Martin. The Aggression scores were obtained by using Aggression Inventory Developed by Anand Kumar and Prem Shankar Shukla. The Achievement Motivation scores were obtained by using Achievement Motivation test questionnaire developed by V. P. Bhargava. The Self Concept was obtained by using self concept questionnaire developed by Raj Kumar Saraswat. To compare the anxiety, aggression, achievement motivation and self concept of volleyball players of district, state and national level achievements one way analysis of variance, in order to determine the difference if any, among the volleyball players of different level of achievement. When the difference was found significant, the LSD Post-hoc test was applied to assess the significant differences among the group means. The level of significance was set at 0.05 level of confidence. The result of study showed that in all the selected psychological parameters such as competitive anxiety, aggression, achievement motivation and self concept significant difference was found among the means of three selected level of volley ball players.
Sport psychology is an interdisciplinary science that draws on knowledge from many related fields including biomechanics, physiology, kinesiology and psychology. It involves the study of how psychological factors affect performance and how participation in sport and exercise affect psychological and physical factors. In addition to instruction and training of psychological skills for performance improvement, applied sport psychology may include work with athletes, coaches, and parents regarding injury, rehabilitation, communication, team building, and career transitions.
College Athletes: MH relation to SP
BRADSHAW
1
College Athletes: Mental Health in Relations to Sports Psychologists
Research Topic Selection Assignment
Tia Bradshaw
Florida Agricultural and Mechanical University
PSY6064: PRO SEMINAR ADV PSY
Fall 2021
Tuesday, September 28, 2021
College Athletes: MH relation to SP
BRADSHAW
2
My Research/ Interests
My research involves the relationship between sports psychology counseling and how it
effects athletic performance. I aim to identify how effective sports psychology can be among a
college athletes’ mental health in terms of stress, depression, and anxiety and how that correlates
with their performance in their respective fields. Also, this study will examine how negative
internal factors such as anxiety, depression, and stress can be improved through a sports
psychologist, leading to possible higher levels of performance.
Research Questions
1. What is sports psychology and the benefits it has on college athletes?
2. How many college athletes are effected by negative mental health factors such as stress,
anxiety, and depression and what are the causes of them? (Can be assessed through self
surveys, interviews, etc.)
3. Do levels of performance differ depending on higher or lower levels of anxiety,
depression, and stress assessed?
List of Variables
1. Independent Variable
a. Sports Psychologist- College athlete relation
2. Dependent Variables
a. Progression of mental health factors (anxiety, depression, and stress)
b. Enhancement of performance levels
Methodological Approach
College Athletes: MH relation to SP
BRADSHAW
3
This study will rely on mixed methods that combine both qualitative and quantitative
data. This will allow a combination of interviews and statistics used in the study for the best
possible results.
Outline
Introduction
Sports Psychology (Section 1)
Sports Psychology: What is Sports Psychology? This section will discuss what sports psychology
is, how it can help athletes, and some reasons more individuals do not attend a sports
psychologist.
Foundational knowledge. Discuss the importance of sports psychology. What are positives
to it? What are negatives to not having a sports psychologist? Also how it can affect athletes
mentally as well.
• Look up statistics about the % of College athletes (overall from all levels of competition)
that have been to a sports psychologist vs. not going.
Athletes that Suffer from Mental Health Issues (Section 2)
Discuss an overall review of positive and negative levels of mental wellness in college athletes.
Anxiety, Depression, and Stress. This section will examine what may cause a college
athlete anxiety, depression, or stress and causes of them.
• Discuss feelings of athletes
• Examine why they continue to play or finish their sport
• Review statistics of college athletes that suffer from menta ...
COMPARATIVE STUDY OF ACHIVEMENT MOTIVATION AND SELF CONCEPT AMONG VOLLEYBALL ...Tapan Dutta
The purpose of the study was to find out comparison of achievement motivation and self concept among volleyball players of different level of achievement. A Total of 75 Male volleyball players were selected as subjects for the purpose of the study i.e., 25 players each from District, State and National level. The age of the subjects was ranged between 20 to 30 years. The criterion measures chosen to test the hypothesis were: Achievement Motivation test questionnaire developed by V. P. Bhargava and self concept questionnaire developed by Raj Kumar Saraswat. To compare the achievement motivation and self concept of volleyball players, One way analysis of variance, was used to determine the difference if any, among the volleyball players of different level of achievement. When the difference was found significant, the LSD Post-hoc test was applied to assess the significant differences among the group means. The level of significance was set at 0.05 level of significance. The result of study showed that in all the selected psychological parameters such as achievement motivation and self concept significant difference was found among the means of three selected level of volley ball players.
A Study of Leadership Behavior Psychological Characteristics Male and Female ...paperpublications3
Abstract: The purpose of this study was to investigate and compare the leadership preferences for the set of five dimensions of leader behaviour i.e. training and instruction, democratic behaviour, autocratic behaviour, social support and positive feedback of State level competition Basketball players. Present Study , the following conclusions are enumerated state level male and female Basket ball players exhibited different preferences on five dimensions of leader behaviour.Sixty Two (62) Male =35 & female=27 Basketball players representing their respective distt. in State level Basketball competition held at janjgir (chanmpa) 2013-14, who volunteered to participate in this study, were selected to serve as subjects for this study. The subjects were in age ranged from 19 above years. To find out the significance of difference between means of preferences on leader behaviour dimension of State level competition Basketball players, t-ratio was computed. The Basketball players expressed significantly different preferences on training and instruction (8.29), social support (2.52) and autocratic behaviour (9.38) dimension. They had similar preferences on positive feedback (0.30), and democratic behavior (0.53) dimensions.
A comparative study of problem solving skills in elite and sub-elite playersSports Journal
The objective of the present study was to compare problem solving ability of elite and sub-elite players.
To conduct the study, 50 elite male players from various sports (Ave. age 26.50 years) were selected as
sample. The selection of elite male players were done from only those sportspersons who took part in
national level individual and team events as well as who came in first four positions in these event. To
fulfil the objectives of the study, 50 intercollegiate male sportspersons (Average age 21.09 years) from
various sports events were also selected as sample and termed as sub-elite players. Purposive sampling
was used for selection of subjects. Hindi version of problem solving ability scale prepared by Sharmila
and Naga Subramani (2011) was used to assess problem solving ability of elite and sub-elite male
players. Results indicate that problem solving ability in elite male players was found to be significantly
superior as compared to sub elite male players. It was concluded that elite players are more adept at
solving on and off the court problem as compared to sub-elite players.
Available online at www.scholarsresearchlibrary.com .docxrock73
Available online at www.scholarsresearchlibrary.com
Scholars Research Library
Annals of Biological Research, 2011, 2 (4) :469-475
(http://scholarsresearchlibrary.com/archive.html)
ISSN 0976-1233
CODEN (USA): ABRNBW
469
Scholars Research Library
Relationship between Emotional Intelligence and Coaching Efficacy
in Coaches
Esmaeel AFKHAMI
1*
, Poone MOKHTARI
2
, Farshad TOJJARI
3
, Mahdi BASHIRI
4
and
Mir Hamid SALEHIAN
5
1, 4, 5
Department of Physical Education, Tabriz branch, Islamic Azad University, Tabriz, Iran
2, 3
Department of Physical Education, Central Tehran branch, Islamic Azad university, Tehran, Iran
______________________________________________________________________________
ABSTRACT
The purpose of this study was to determine the relationship between emotional intelligence and
coaching efficacy of university coaches. Therefore, 120 coaches (60 male and 60 female) were
selected randomly and completed emotional intelligence (Syberyashring, 1986) and the coaching
efficacy questionnaires. Data were analyzed by descriptive statistics and inferential (Pierson
correlation, and single-variable and multivariate regression) with SPSS 16 software (P<0.05).
Suggested hypothesis showed that the scale and subscales of coaches’ emotional intelligence are
associated with the scale and subscales of coaching efficacy. The coaches’ emotional
intelligence was considered as a good predict of coaching efficacy. Generally speaking, there is
a significance relationship between emotional intelligence as a variable affecting the coaching
efficacy.
Key words: Emotional intelligence, coaching efficacy, coach.
______________________________________________________________________________
INTRODUCTION
Nowadays, it is known that the most important necessary condition in training top sportsmen and
sportswomen depends on excellent coaches. Huge investments in the field of coaching as well as
employing effective and efficient coaches for the clubs represent the necessity of great attention
in choosing efficient coaches. An efficient coach should have several characteristics. Coaching
efficacy consists of four main subscales that is creating incentive game strategy, effective
technique and processes in character developing. By creating incentives coaching can influence
their players’ skill and mental states [1]. The game strategy is related to the coaches ability in
guiding their players during the contest toward success [2, 3]. Eventually, the process of
Esmaeel AFKHAMI
et al Annals of Biological Research, 2011, 2 (4):469-475
_____________________________________________________________________________
470
Scholars Research Library
character development is related to the coaches beliefs whether he will be able to influence his
player character development as well as to alter view of people toward sport [4, 5]. According to
Chase at al., coachi ...
Term paper for my Psychology 101 course at the College of Southern Nevada
(This SlideShare is exactly what the final product of my Psychology 101 sports psychology term paper looked like when I submitted it as a hard copy to my professor at the College of Southern Nevada, except for one thing: the Word document, which this SlideShare was downloaded from, contains the final draft of my psychology term paper which was last saved on November 28, 2011, the day before I submitted the paper as a final draft in hard copy format to my psychology professor. The difference between this SlideShare and the Word document that contains the final draft of my sports psychology term paper, compared to the final draft of my sports psychology term paper that I submitted to my professor in hard copy format is: the SlideShare and the Word document are both missing a title page, whereas, the final draft of my psychology term paper that I submitted to my professor contained a title page with my name, my professor's name, the name of the institution I wrote the paper for, the course and the section number I had written the paper for, and the date and term at the time my paper was written. I am unable to retrieve the title page that I created and saved in Word in 2011 when I was taking Psychology 101:017 at the College of Southern Nevada. Hopefully, I can eventually correct this problem and resubmit my psychology term paper on SlideShare in the exact form that it was originally like in November of 2011.)
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A comparative study on selective psychological variables among the team game and individual game athletes
1. A Comparative Study on Selective Psychological Variables among the Team
Game and Individual Game Athletes
Rajshree Pandey1, Inderpreet Kaur Nanda2, Malika Sharma3, Dr. Sarita Tyagi4
1Ph.D Research Scholar, Department of Physical Education & Sports Sciences
University of Delhi, Delhi-110058
rajshree2pandey@gmail.com
2 Assistant Professor, S.G.T.B. Khalsa College
University of Delhi, Delhi-110007
preet.ashi@gmail.com
3 Ph.D Research Scholar, Department of Physical Education & Sports Sciences
University of Delhi, Delhi -110058
malikasharma1635@gmail.com
4 Associate Professor, Indira Gandhi Institute of Physical Education & Sports Sciences
University of Delhi,Delhi-110058
sarita.igipess@gmail.com
Abstract
There are certain moments during competition that appear to carry great psychological
significance, when the momentum starts to shift in one direction or another. These situations
require athletes to remain completely focused and calm in the face of difficult circumstances. In
concept mental toughness and anxiety play most important role in competition and these are
most important part of competition. The purpose of the study was to compare psychological
differences between team game players & individual game players. The data was collected on
selected psychological parameter namely Anxiety (somatic state anxiety, cognitive state anxiety,
self confidence) and Mental toughness (self confidence, motivation, attention control, goal
setting, visual & imaginary, attitude control). For the purpose of this study a total of 80 players
who have played at the inter college level of University of Delhi categorized as Team Game and
Individual Game (40 in each continuum). The subjects were further sub-categorized as Male and
Female. The data pertaining to psychological difference was collected by administering the
competitive state Anxiety Inventory-2(CSAI - 2) for measuring cognitive anxiety, somatic
anxiety, self confidence, and Mental Toughness Questionnaire for measuring mental toughness
along with the sub variables, self confidence, motivation, attention control, goal setting, visual &
imaginary, attitude control. Psychological variables and sub-variables were analyzed statistically
by using Descriptive statistics (mean, standard deviation) and two-way ANOVA. Within the
limitations of the study it was found that there was No significance difference was found in the
variables of Mental Toughness and anxiety between Team and Individual Games.
Keywords: Mental Toughness, Anxiety, Team Game, Individual Game
2. INTRODUCTION
A sport is an over expanding avenue of human life. From very simple beginning it has evolved a
highly organized activity of human society. The success and failure of an athlete is dependent on
the blending of physical ability, conditioning, training, mental preparation and the ability to
perform well under pressure. Competitive sports demand a high level physical ability, and at the
same time, they require a sharp mental focus. In a world where many athletes are physically,
technically and tactically increasingly similar, it is the mind which offers perhaps the greatest
scope for a competitive advantage.
Player are subject to performance evaluation by coaches, manager, fellow team-mates, spectators
, press & media which occur before, during and post-performance player are expected to make a
split second judgment and accurate movement or reaction to the opponent’s move, often under
immense pressure and tough situation, which can have far reaching effects with sports at all
levels. Anxiety is one of the deferent’s to good performance. At worst the effect of anxiety gets
the athlete so tied up in knots that he is frozen in fear. In the best, anxiety subtly impairs
Performance by distracting the attention. The anxiety is basically of two types: state anxiety and
trait anxiety refers to an existing or immediate emotional state characterterized by apprehension,
fear, and tension and increase in physiological arousal. Mental toughness term is commonly
used by coaches, sports psychologist, sports commentator, and leaders-generally describes a
collection of attributes that allow a person to persevere through difficult circumstances (such as
difficult training or difficult competitive situation in games) and emerge without losing
confidence. Mental toughness surface to an individual an inner drive to succeed particularly
when going in challenging. It explains when it is possible to place two individual in to the same
working environment and see that one find it difficult to cope with pressure and one thrives
Mental toughness also illustrates a strong link between stress management & peak performance
development where the letter can’t be achieved without performer.
OBJECTIVES
There is a dearth of research exploring the factors that impact the development and performance
of sports; few consider psychological factors are of more importance to examine the behavior of
players during or after the competitions. Thus, the aim of the present study was to compare and
study selective psychological variables among the team game and individual game athletes.
PROCEDURE & METHODOLOGY
A total of 80 players belonging to various colleges of Delhi University who played at the inter
college level in session 2011-2012 and were categorized under Team Games and Individual
Games (40 in each continuum). The subjects were further sub-categorized as Male and Female.
A demographic questionnaire was created by the authors to gather information about age, grade
level, sport, and years participating in sport. The anxiety performance relationship is what is
being measured in the CSAI – II (from D). To evaluate the mental toughness among player
selected from various sports groups mental toughness questionnaire in sports developed by
Tiwari, Sharma, and Solanki was employed. This mental toughness test was scientifically
authenticated by the authority by establishing its reliability, Validity along with developing
norms and was developed on subject of Indian origin. The 48 statement questionnaire have been
3. categorized into seven sub-scale namely confidence, Motivation control, attention control, Goal
setting, Visual and imaginary, Attitude control. The index of reliability of the questionnaire that
is the validity of the questionnaire stated was 0.98. The data was analyzed with the help of
descriptive statistics (mean & standard deviation) and 2-way ANOVA for comparison of selected
psychological variables among team game and individual game. For testing the significant
differences on the various psychological parameters i.e., Mental Toughness and Anxiety among
Team and Individual Game respectively, the level of significance chosen was 0.05 levels.
RESULTS & DISSCUSSION
After analyzing the data, the findings pertaining to different questions have been presented as
follows:
MENTAL TOUGHNESS
Table No. 1
Descriptive Analysis on various variables of Mental Toughness for Team and Individual Game
Variables Game Gender Mean Std. Deviation N
Self Confidence Team Male 28.28 4.138 25
Female 27.20 4.246 15
Total 27.87 4.158 40
Individual Male 28.70 3.022 23
Female 27.47 3.590 17
Total 28.17 3.289 40
Total Male 28.48 3.614 48
Female 27.34 3.849 32
Total 28.02 3.728 80
Motivation Team Male 34.48 5.157 25
Female 32.47 6.368 15
Total 33.72 5.648 40
Individual Male 34.52 3.812 23
Female 34.12 3.982 17
Total 34.35 3.840 40
4. Total Male 34.50 4.515 48
Female 33.34 5.215 32
Total 34.04 4.809 80
Attention Team Male 35.04 6.804 25
Female 32.87 3.833 15
Total 34.22 5.907 40
Individual Male 35.74 4.191 23
Female 32.59 3.954 17
Total 34.40 4.337 40
Total Male 35.38 5.655 48
Female 32.72 3.837 32
Total 34.31 5.150 80
Goal Setting Team Male 33.04 8.044 25
Female 30.47 6.885 15
Total 32.08 7.644 40
Individual Male 31.26 3.646 23
Female 27.12 4.859 17
Total 29.50 4.635 40
Total Male 32.19 6.330 48
Female 28.69 6.040 32
Total 30.79 6.413 80
Visual n imagery Team Male 21.96 3.007 25
Female 19.93 3.150 15
Total 21.20 3.180 40
Individual Male 23.65 3.084 23
Female 20.82 4.261 17
Total 22.45 3.849 40
Total Male 22.77 3.130 48
5. Female 20.41 3.749 32
Total 21.82 3.564 80
Attitude Control Team Male 21.24 4.034 25
Female 21.80 2.651 15
Total 21.45 3.551 40
Individual Male 22.00 2.541 23
Female 20.29 3.619 17
Total 21.28 3.121 40
Total Male 21.60 3.388 48
Female 21.00 3.243 32
Total 21.36 3.323 80
Table 2
Overview of Sample Means and Standard Deviations for Mental Toughness
Variables Mean S.D N
Self Confidence
28.02 3.728 80
Motivation 34.04 4.809 80
Attention 34.31 5.150 80
Goal Setting 30.79 6.413 80
Visual Imagery 21.82 3.564 80
Attitude Control 21.36 3.323 80
Table 2 presents an overview of sample means and standard deviations for the variables of Mental Toughness under
consideration in this study. The means are located between 21.36 and 34.31 whereas mean and standard deviation
for Self Confidence is 28.02 ± 3.728, Motivation is 34.04 ± 4.809, Attention is 34.31 ± 5.150, Goal setting is 30.79
± 6.413, Visual imagery is 21.82 ± 3.564, and Attitude Control is 21.36 ± 3.323 respectively for all the selected
subjects for the study.
Table 3
Overview of Means and Standard Deviations for Mental Toughness between Team and Individual game
Variables Team Individual
Mean S.D N Mean S.D N
Self Confidence 27.87 4.158 40 28.17 3.289 40
Motivation 33.72 5.648 40 34.35 3.840 40
Attention 34.22 5.907 40 34.40 4.337 40
Goal Setting 32.08 7.644 40 29.50 4.635 40
6. Visual Imagery 21.20 3.180 40 22.45 3.849 40
Attitude Control 21.45 3.551 40 21.28 3.121 40
Table 3 presents an overview of Team and Individual game means and standard deviations for the variables of
Mental Toughness under consideration in this study. In case of Teamgame the means are located between 21.20 and
34.22 whereas mean for Self Confidence is 27.87, Motivation is 33.72, Attention is 34.22, Goal setting is 32.08,
Visual imagery is 21.20, and Attitude Control is 21.45 respectively. Most of the standard deviations fall between
3.180 and 7.644 and S.D. for Self Confidence is 4.158, Motivation is 5.648, Attention is 5.907, Goal setting is
7.644, Visual imagery is 3.180, and Attitude Control is 3.551 respectively among Team game Intercollegiate
players. In case of Individual game the means are located between 21.28 and 34.40 whereas mean for Self
Confidence is 28.17, Motivation is 34.35, Attention is 34.40, Goal setting is 29.50, Visual imagery is 22.45, and
Attitude Control is 21.28 respectively. Most of the standard deviations fall between 3.121 and 4.635 and S.D. for
Self Confidence is 3.289, Motivation is 3.840, Attention is 4.337, Goal setting is 4.635, Visual imagery is 3.849, and
Attitude Control is 3.121 respectively among Individual game Intercollegiate players.
To find out significant difference between for Team and Individual players Two Way ANOVA was employed which
shown in the next table.
Table 4
Two way ANOVA of Game and Gender in Male and Female Team Game and Individual Game Players
Source Dependent
Variable
Type III Sum
of Squares
df Mean Square F Sig.
Game Self confidence 2.254 1 2.254 .160 .690
Motivation 13.712 1 13.712 .586 .446
Attention .847 1 .847 .033 .856
Goal setting 125.846 1 125.846 3.313 .073
Visual and
Imagery
31.912 1 31.912 2.835 .096
Attitude Control 2.662 1 2.662 .241 .625
Gender Self Confidence 25.426 1 25.426 1.805 .183
Motivation 27.966 1 27.966 1.194 .278
Attention 135.654 1 135.654 5.278 .024
Goal Setting 215.880 1 215.880 5.683 .020
Visual and
Imagery
112.812 1 112.812 10.021 .002
Attitude Control 6.283 1 6.283 .568 .453
*Significant at .05 level *f.05 (2.81) = 3.07
Table 4 presents an overview of the Test of between-Subjects Effects for Game and Gender for the variables of
Mental Toughness under consideration in this study. There came out to be no significant difference for the Test of
Between-Subjects Effects for the Game as the calculated value for each variable of Mental Toughness were, Self-
Confidence = 0.160; Motivation=0.568; Attention= 0.033; Goal Setting= 3.313; Visual and Imagery= 2.835;
7. Attitude Control=0.241, for which the values computed at 0.05 level were found out to be insignificant between the
Team Game and Individual Game. There came out to be significant difference in the variables Attention, Goal
Setting and Motivation where as it was found out to be insignificant for the variables Self Confidence, Motivation
and Attitude Control for the Test of Between-Subjects Effects for the Gender. The calculated value for each variable
of Mental Toughness were Self Confidence = 1.805; Motivation = 1.194; Attitude Control = 0.563, computed at
0.05 level of significance were found out to be insignificant, where as, the values for Attention= 5.278; Goal
Setting= 5.683; Visual and Imagery= 10.021, computed were found significant at 0.05 level of significance.
Table 5
Post-Hoc Test for selected variables of Mental Toughness (Pair wise Comparison)
Dependent
Variable
(I)
Gender
(J)
Gender
Mean
Difference (I-J) Std. Error Sig.a
95% Confidence Interval for
Differencea
Lower Bound Upper Bound
selfconfidence male female 1.153 .858 .183 -.556 2.861
female male -1.153 .858 .183 -2.861 .556
motivation male female 1.209 1.106 .278 -.994 3.411
female male -1.209 1.106 .278 -3.411 .994
attention male female 2.662* 1.159 .024 .354 4.970
female male -2.662* 1.159 .024 -4.970 -.354
goalsetting male female 3.358* 1.409 .020 .553 6.164
female male -3.358* 1.409 .020 -6.164 -.553
visualnimagery male female 2.428* .767 .002 .900 3.955
female male -2.428* .767 .002 -3.955 -.900
attitudecontrol male female .573 .760 .453 -.941 2.087
female male -.573 .760 .453 -2.087 .941
*. The mean difference is significant at the .05 level.
To find out which specific group i.e. Team and Individual actually differ, it is essential to find out multiple
comparisons through Post hoc test. Fromresults of the above table it could be reflected that there were no significant
difference between the groups of Self Control as well as Total Mental Toughness. From the above table we found
there was significant difference between the Attention Control Team and Individual (P= 0.024), Goal Setting Team
and Individual (P= 0.020) and Visual & Imagery Team and Individual (P= 0.002) which is below 0.05 level.
8. ANXIETY
Table 6
Descriptive Analysis on various variables of Anxiety for Team and Individual Game
GAME GENDER Mean Std. Deviation N
COGINATIVE team male 23.60 4.830 25
female 22.87 3.777 15
Total 23.32 4.428 40
individual male 22.70 3.843 23
female 22.82 3.522 17
Total 22.75 3.664 40
Total male 23.17 4.363 48
female 22.84 3.584 32
Total 23.04 4.049 80
SOMATIC team male 19.64 4.508 25
female 19.47 2.503 15
Total 19.58 3.842 40
individual male 17.43 4.460 23
female 19.24 4.191 17
Total 18.20 4.386 40
Total male 18.58 4.575 48
female 19.34 3.451 32
Total 18.89 4.155 80
SELF-
CONFIDENCE
team male
30.20 4.233 25
female 27.20 4.057 15
Total 29.07 4.370 40
individual male 29.35 4.228 23
female 24.29 3.996 17
9. Total 27.20 4.800 40
Total male 29.79 4.207 48
female 25.66 4.224 32
Total 28.14 4.657 80
Table 7
An Overview of Sample Means and Standard Deviations for Anxiety
Variables Mean S.D N
Cognitive
23.04 4.049 80
Somatic 18.89 4.155 80
Self Confidence 28.14 4.657 80
Table 7 presents an overview of sample means and standard deviations of the overall data for the selected variables
of Anxiety under consideration in this study. The means and standard deviation for Cognitive is 23.04 ± 4.049,
Somatic is 18.89 ± 4.155 and Self Confidence is 28.14 ± 4.657 respectively among Individual and Team game
intercollegiate players respectively among Individual and Team game intercollegiate players.
Table 8
Overview of Means and Standard Deviations for Anxiety of Team and Individual game
Variables Team Individual
Mean S.D N Mean S.D N
Cognitive 23.32 4.428 40 22.75 3.664 40
Somatic 19.58 3.842 40 18.20 4.386 40
Self Confidence 29.07 4.370 40 27.20 4.800 40
Table 8 presents an overview of Team and Individual game means and standard deviations for the variables of
Anxiety under consideration in this study. In case of Team game mean for Cognitive is 23.32 ± 4.428, Somatic is
19.58 ± 3.842 and Self Confidence is 29.07 ± 4.370 respectively for the intercollegiate players respectively among
team games. In case of Individual game the mean and standard deviation Cognitive is 22.75 ± 3.664, Somatic is
18.20 ± 4.386 and Self Confidence is 27.20 ± 4.800 respectively among Individual game intercollegiate players.
Table 9
Two way ANOVA of Game and Gender in Male and Female Team Game and Individual Game Players for
selected variables of Anxiety
Source
Dependent
Variable
Type III Sum of
Squares df Mean Square F Sig.
GAME COG 4.296 1 4.296 .254 .615
SOM 28.411 1 28.411 1.668 .200
SC 67.584 1 67.584 3.923 .051
GENDER COG 1.754 1 1.754 .104 .748
10. SOM 12.670 1 12.670 .744 .391
SC 310.392 1 310.392 18.019 .000
Table 9 presents an overview of the Test of between-Subjects Effects for Game, Gender and Game*Gender
interaction for the variables of Anxiety under consideration in this study. There came out to be no significant
difference for Test Between-Subjects Effects for the Game as calculated value for each variable of Anxiety were
Cognitive = 0.254; Somatic = 1.668; Self Confidence = 3.923, for which the values computed at 0.05 level were
found out to be insignificant between the Team Game and Individual Game.There came out to be significant
difference in the variable Self Confidence where as it was found out to be insignificant for the variables Cognitive
and Somatic Control for the Test of Between-Subjects Effects for the Gender. The calculated value for the variables
Cognitive=0.104; Somatic= 0.744, computed at 0.05 level of significance were found out to be insignificant, where
as, the value for the variable Self Confidence = 18.019, computed were found significant at 0.05 level of
significance.
Table 10
Post-Hoc Test for selected variables of Anxiety (Pair Wise Comparisons)
Dependent
Variable
(I)
GENDER
(J)
GENDER
Mean
Difference (I-J) Std. Error Sig.a
95% Confidence Interval for
Differencea
Lower Bound Upper Bound
COG male female .303 .939 .748 -1.568 2.173
female male -.303 .939 .748 -2.173 1.568
SOM male female -.814 .943 .391 -2.692 1.065
female male .814 .943 .391 -1.065 2.692
SC male female 4.027* .949 .000 2.137 5.916
female male -4.027* .949 .000 -5.916 -2.137
To find out which specific group i.e. Male or Female actually differ, it is essential to find out multiple comparisons
through Post hoc test. From results of the above table it could be reflected that there were no significant difference
between the groups of Cognitive and Somatic for Anxiety. From the above table we found there was significant
difference between the Self
Confidence for Male and Female (P= 0.000), which is below 0.05 level.
CONCLUSIONS
Within the limitations of the study following conclusions were drawn:
Mental Toughness
No significance difference was found in the variables of Mental Toughness between
Team and Individual Games.
The variable of attention, goal setting, and visual imaginary was found to be significant in
context of Gender i.e., between male and female players in team and individual game
viz., the values for Attention= 5.278; Goal Setting= 5.683; Visual and Imagery= 10.021,
11. computed were found significant at 0.05 level of significance. And other variables were
insignificant at the .05 level of significance.
There was an insignificant difference between gender and games at the .05 level of
significance.
Anxiety
No significant difference between team games and individual games was found in the
variables of Anxiety.
The self confidence calculated was P=0.000 which was significant between male and
female players at 0.05 level of significance but the other variables i.e., Cognitive and
Somatic, were found out to be insignificant.
There were insignificant differences between the gender and games (Team games &
Individual games).
REFERENCES
1. Encyc/sports-psychology-and mental toughness-14
2. http://www noaxiety .com/anxiety-and-stress/trait-state-anxiety
3. http://en.wikipedia.org/wiki/Mental toughness
4. Lalit Sharma, “attribution in physical Education”. Delhi sport publication, 1998, p.-1.
5. M.L.Kamlesh , “Psychology in physical education and sports” (3rd Ed) 1998, p.2-3.
6. www.performingmind.co.za/index,php/the-sports-psychologist.