Mental Links to Excellence

Orlick, Terry; Partington, John T.

doi:10.1123/tsp.2.2.105

Cited by 456 publications

(315 citation statements)

References 5 publications

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“…As mentioned above in Table 2, that includes the mean and standard deviation for the five facets of mindfulness for the pre-test and post-test scores. These findings are supported by researchers who found that Mental-skills training improves psychological well-being such as improving managing anxiety (Mamassis & Doganis, 2004), focus (Orlick & Partington, 1988), managing emotions (Lazarus, 2000), dealing with pressure (Beilock, Afremow, Rabe, & Carr, 2001) and success Frey et al, (2003). Researchers found strong positive correlations between emotional intelligence, self-compassion and Mindfulness.…”

Section: Discussionsupporting

confidence: 71%

“…Mental training of motor skills leads to changes in brain circuitry and behavior, just as physical training (Slager et al, 2011). Research has supported that mental-skills training can prepare athletes for competition and improve psychological well-being such as improving managing anxiety (Mamassis & Doganis, 2004), focus (Orlick & Partington, 1988), managing emotions (Lazarus, 2000), dealing with pressure (Beilock et al, 2001). Frey et al, (2003) found relationships between use of mental skills and perception of success in both environments.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Mental Training Skills Program on Self-Compassion and Mindfulness

Awamleh¹,

Mansi²,

Ermeley³

2014

ASS

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Mental skills and physical skills are important for success; they are blocks of the complete college students that produce outstanding sports performances. The purpose of this study was to examine the effect of mental training skills program on self-compassion and mindfulness. The sample consisted of 32 undergraduate female students from the University of Jordan, their ages (M = 19.2 years, and SD = 0.71). They reported self-compassion scale and mindfulness Questionnaire, after 12 weeks of intervention program.Methods: Self-compassion (SCS) Neff (2003) Scale and Mindfulness Questionnaire FFMQ (Baer et al., 2006). Arabic version was used to assess self-compassion and mindfulness.Results indicated that female students who used mental training program in connection with their gymnastics practice reported significant increases in self-compassion and mindfulness.

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Section: Discussionsupporting

confidence: 71%

Section: Introductionmentioning

confidence: 99%

The Effect of Mental Training Skills Program on Self-Compassion and Mindfulness

Awamleh¹,

Mansi²,

Ermeley³

2014

ASS

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“…We designed a six-item measure of self-efficacy (across conditions, =0.90) related to sport performance (e.g., Gould, Greenleaf, Chung, & Guinan, 2002;Mahoney, Gabriel, & Perkins, 1987;Orlick & Partington, 1988). As self-efficacy is an assessment of perceived capability (Bandura, 1997), items were phrased in terms of could do rather than would do, and references were made to barriers to successful performance or characteristics that generally lead to successful performance.…”

Section: Measurementioning

confidence: 99%

Bouncing back from failure: The interactive impact of perceived controllability and stability on self-efficacy beliefs and future task performance

Coffee

Rees²,

Haslam

2009

Journal of Sports Sciences

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There is limited empirical evidence of the relationship between attributions following failure and subsequent task performance. Two studies manipulated the perceived controllability and stability of causes of initial task failure and explored the impact of these factors on perceptions of self-efficacy and follow-up performance. Consistent with previous attributional and social identity theorising, an induced belief that failure was both beyond control and unlikely to change led to lower self-efficacy and worse performance, relative to conditions in which outcomes were believed to be controllable and/or unstable. These findings point to the resilience of beliefs in personal selfefficacy, but suggest that where opportunities for self-enhancement are precluded personal self-belief will be compromised and performance will suffer.

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“…Based upon this definition, items were developed that reflected components of sport performance reported in the literature (e.g., Gould, Greenleaf, Chung, & Guinan, 2002;Mahoney, Gabriel, & Perkins, 1987;Orlick & Partington, 1988). As self-efficacy is an assessment of perceived capability, items were phrased in terms of can do rather than will do, and references were made to barriers (e.g., stay calm, despite the pressure) to successful performance (see Bandura, 1997) or characteristics (e.g., stay motivated throughout your performance) that generally lead to successful performance (see, e.g., Gould et al, 2002).…”

Section: Main and Interactive Effectsmentioning

confidence: 99%

Main and interactive effects of controllability and generalisability attributions upon self-efficacy

Coffee

Rees

2008

Psychology of Sport and Exercise

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Objectives: This study examined main effects of controllability and interactive effects of controllability and generalisability attributions upon self-efficacy. Design: A cross-sectional study design was employed with pre-competition self-efficacy assessed at least one week prior to attributions and subsequent self-efficacy. Method: Participants (N=360; mean age 21.64, SD=6.96 years) completed measures of pre-competition self-efficacy (1 h prior to competition 1), attributions (1 h after competition 1) and subsequent self-efficacy (at least one week following competition 1 and 1 h prior to competition 2). All measures were completed in reference to sport competitions. Results: Demographic variables and pre-competition self-efficacy were entered as control variables in moderated hierarchical regression analyses. Results demonstrated that individuals who perceived performance as more successful, had higher subsequent self-efficacy when they generalised (ΔR2=.34, p<.01) causes of performance across time (stability: b=.44, p<.01), and/or across situations (globality: b=.47, p<.01), and/or perceived causes to be unique to themselves (universality: b=−.45, p<.01). Individuals who perceived performance as less successful, had higher subsequent self-efficacy when they viewed causes of performance as controllable (ΔR2=.08, b=.23, p<.01); an interaction (ΔR2=.06, p<.05) for controllability and globality (b=.20, p<.01) demonstrated that if causes were perceived to be global, higher levels of controllability were associated with higher levels of subsequent self-efficacy. Conclusion: This study provides evidence, following more successful performances, that attributions to generalisability (stability, globality and universality) affect self-efficacy; following less successful performances, globality (a generalisability dimension) moderates the effect of controllability upon self-efficacy

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Mental Links to Excellence

Cited by 456 publications

References 5 publications

The Effect of Mental Training Skills Program on Self-Compassion and Mindfulness

The Effect of Mental Training Skills Program on Self-Compassion and Mindfulness

Bouncing back from failure: The interactive impact of perceived controllability and stability on self-efficacy beliefs and future task performance

Main and interactive effects of controllability and generalisability attributions upon self-efficacy

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