Award-winning papers published in<i>Temperature</i>in 2014

Romanovsky, Andrej A.

doi:10.1080/23328940.2016.1151295

Cited by 2 publications

(3 citation statements)

References 8 publications

(7 reference statements)

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“…Foundationally, goal setting is considered the core psychological technique within PST (Mellalieu and Hanton, 2009 ; Weinberg and Gould, 2011 ). Research on goal setting in sports has found personal, specific, and short-term goals the most effective in training and competition (Burton, 1989 ). In comparison to long-term goals, specific short-term goals contain the quality of specifically defining what, how and why to carry out one's training on micro level (Burton, 1989 ).…”

Section: Introductionmentioning

confidence: 99%

“…Research on goal setting in sports has found personal, specific, and short-term goals the most effective in training and competition (Burton, 1989 ). In comparison to long-term goals, specific short-term goals contain the quality of specifically defining what, how and why to carry out one's training on micro level (Burton, 1989 ). In their méta analysis, Kyllo and Landers found that specific short-term goals are more effective when hierarchically combined with long-term goals (Kyllo and Landers, 1995 ).…”

Section: Introductionmentioning

confidence: 99%

“…Easy goals are commonly attributed as boring and thus unsatisfying, while very difficult goals seem to be interpreted as unrealistic and thus demoralizing (Locke et al, 1981 ). Moreover, providing aspiring athletes with challenging goals based on realistic achievement levels facilitates athletes' (tentatively musicians') effort and motivation (Burton, 1989 ; Weinberg and Gould, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

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Performing at the Top of One's Musical Game

Hatfield

2016

Front. Psychol.

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The purpose of the present mixed method study was to investigate personal benefits, perceptions, and the effect of a 15-week sport psychological skills training program adapted for musicians. The program was individually tailored for six music performance students with the objective of facilitating the participants' instrumental practice and performance. The participants learnt techniques such as goal setting, attentional focus, arousal regulation, imagery, and acceptance training/self-talk. Zimmerman's (1989) cyclical model of self-regulated learning was applied as a theoretical frame for the intervention. The present study's mixed-method approach (i.e., quan+ QUAL) included effect size, semi-structured interviews, a research log, and practice diaries of the participants (Creswell, 2009). Thematic analysis revealed that participants had little or no experience concerning planning and goal setting in regard to instrumental practice. Concentration, volition, and physical pain were additional issues that the participants struggled with at the time of pre-intervention. The study found that psychological skills training (with special emphasis on planning and goal setting) facilitated cyclical self-regulated learning patterns in the participants. In essence, the intervention was found to facilitate the participants' concentration, self-observation, self-efficacy, and coping in the face of failure. The appliance of practice journals facilitated the participants‘ self-observation, self-evaluation, and awareness of instrumental practice. Finally, the psychological skills intervention reduced participants' worry and anxiety in performance situations. An 8-month follow up interview revealed that the participants were still actively applying psychological skills.

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Section: Introductionmentioning

confidence: 99%