A Qualitative Evaluation of the Effectiveness of a Mental Skills Training Program for Youth Athletes

Sharp, Lee-Ann; Woodcock, Charlotte; Holland, Mark J. G.; Cumming, Jennifer; Duda, Joan L.

doi:10.1123/tsp.27.3.219

Cited by 29 publications

(24 citation statements)

References 41 publications

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“…Providing youth athletes with specific coping skills through mental training seems promising,137 and goal setting can have a positive effect in reducing fear of failure among young elite athletes 138. Coping effectiveness specific to the competitive level and the demands of the sport can also be directly related to athletic achievement 139 140.…”

Section: Challenges To Health Well-being and Performancementioning

confidence: 99%

International Olympic Committee consensus statement on youth athletic development

et al. 2015

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The health, fitness and other advantages of youth sports participation are well recognised. However, there are considerable challenges for all stakeholders involvedespecially youth athletes-in trying to maintain inclusive, sustainable and enjoyable participation and success for all levels of individual athletic achievement. In an effort to advance a more unified, evidence-informed approach to youth athlete development, the IOC critically evaluated the current state of science and practice of youth athlete development and presented recommendations for developing healthy, resilient and capable youth athletes, while providing opportunities for all levels of sport participation and success. The IOC further challenges all youth and other sport governing bodies to embrace and implement these recommended guiding principles.

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Section: Challenges To Health Well-being and Performancementioning

confidence: 99%

International Olympic Committee consensus statement on youth athletic development

et al. 2015

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“…It is also important to involve athletes, coaches, service providers and parents in the evaluation of the effectiveness of such programs. However, the attitudes, views and experiences of significant others with whom the athlete or facilitator interacts (e.g., coaches, parents) are often neglected (Sharp, Woodstock, Holland, Cumming, & Duda, 2013). Such process evaluation research is essential to identify the aspects of the programme that are leading to effective change; the so-called 'active ingredients' of the programme that lead to salient outcomes (Hagger, 2010(Hagger, , 2014Hagger, Wood, Stiff, & Chatzisarantis, 2010).…”

Section: Introductionmentioning

confidence: 98%

Exploring the perceived effectiveness of a life skills development program for high-performance athletes

Hardcastle

Tye

Glassey

et al. 2015

Psychology of Sport and Exercise

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a b s t r a c tThe purpose of this study was to explore attitudes towards, experiences of, and perceived effectiveness of a life-skills programme for high-performance young athletes from multiple perspectives, including the athletes, coaches, parents, programme facilitators, and sport administrators. Six focus groups were conducted with 54 high-performance athletes from six sports: squash, softball, baseball, netball, triathlon, and surfing. Three focus groups were conducted with parents (n ¼ 8) of athletes and a further eight semi-structured interviews were conducted with coaches (n ¼ 4) and lead facilitators (n ¼ 4) of the life-skills programme. Four semi-structured interviews were also held with representatives from State Sporting Associations (SSAs) from the sports involved. Thematic content analysis revealed seven main themes: achieving balance and managing stress, time management, goal setting, confidence and control, information overload and repetition, credible role-models, coach reinforcement and follow-up. The programme was perceived to be moderately successful in developing adaptive behaviours and motives including better engagement in training and in adopting time management and planning skills in contexts outside of sport such as homework and academic study. The programme also fostered the development of skills, attitudes, and motives important for sport success such as goal setting and having confidence to succeed. To improve the effectiveness of such programmes, more emphasis should be placed on the practice of, and engagement with, applied techniques to develop skills with less emphasis on information giving and theory. Facilitators of programmes should also be more pro-active in involving parents and coaches as a way to improve continuity and provide post-program reinforcement and support.

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“…Recently, a growing number of studies have started to investigate the effects of MST on elite youth athletes (e.g., Fortes et al, 2018;Fournier, Calmels, Durand-Bush, & Salmela, 2005;Ong & Griva, 2017;Sharp, Woodcock, Holland, Cumming, & Duda, 2013). For example, Fournier et al (2005) evaluated the effects of a 10-month MST program on the performance of 10 nationally ranked youth female gymnasts (Mage = 12).…”

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confidence: 99%

“…In addition to performance improvements, MST with elite youth athletes can also enhance athletes' knowledge of and ability to use psychological skills. For instance, Sharp et al (2013) conducted a MST program with 21 Scottish elite male rugby players (Mage = 15). The program consisted of nine one-hour sessions that were delivered over a six-month period and taught players psychological skills such as goal setting, self-talk, arousal control, imagery, and pre-competition routines.…”

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confidence: 99%

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

Dohme

Bloom

Piggott

et al. 2019

Journal of Applied Sport Psychology

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Informed by athletes' psychological needs, the current qualitative study developed, implemented, and evaluated a 15-month mental skills training (MST) program for elite youth athletes. The MST was divided into three phases that included a nine-month pre-intervention, a two-month intervention, and a four-month evaluation phase. The intervention consisted of three interactive workshops which were delivered to 11 competitive British youth tennis players (aged 8 to 15 years) and their coach (age = 34). The intervention was informed by data that was collected throughout a nine-month pre-intervention phase including longitudinal observations, field notes, and semi-structured interviews. The intervention was evaluated over a four-month period through observations, field notes, athlete-workshop data, and a semi-structured interview with the coach. Results reinforced the value of the longitudinal pre-intervention phase by highlighting that the establishment of rapport between the researcher and athletes enhanced the meaningfulness and content of the MST program. Additionally, an increase in athletes' use and regulation of PSCs was identified as a result of athletes' improved understanding of psychological skills (i.e., self-talk, imagery, performance routines) and characteristics (i.e., focus, emotional control) (PSCs). Finally, the MST program fostered a shared subject specific language between athletes and their coach, enhancing the openness and frequency with which PSCs were talked about. Practical guidelines for future sport psychology interventions with youth athletes and their coaches are provided. Lay Summary: A 15-month mental skills training program was conducted with youth tennis players to enhance their ability to regulate their focus and emotional control. Practical guidelines for future interventions with youth athletes and their coaches are provided.

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A Qualitative Evaluation of the Effectiveness of a Mental Skills Training Program for Youth Athletes

Cited by 29 publications

References 41 publications

International Olympic Committee consensus statement on youth athletic development

International Olympic Committee consensus statement on youth athletic development

Exploring the perceived effectiveness of a life skills development program for high-performance athletes

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

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