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The purpose of the present study was to evaluate the effect of mindfulness and psychological skills training on Saudi Arabian athletes' athletic performance via psychological aspects. Using a convenient sampling technique, applied cross-sectional study, quantitative research approach, and structural equation modeling, a sample of 350 athletes participated (SEM). According to the survey, mindfulness and psychology skills training significantly and favorably improved athletic performance via psychological aspects. In particular, mindfulness skills training considerably enhanced psychological variables such as attention, concentration, and emotional regulation, whereas psychological skills training greatly enhanced psychological factors. This research has significant implications for athletes, coaches, and sports psychologists in Saudi Arabia, stressing the significance of incorporating mindfulness and psychological skills training into sports psychology to improve athletic performance. Future studies should investigate the impact of mindfulness and psychological skills training on sports performance in various cultural contexts using more significant sample numbers and control groups. [ABSTRACT FROM AUTHOR]

Objective. This paper brings to the fore appropriate ways to initiate psychological skills that can determine in a relatively short time the transition from the age of initiation in athletics to novice athletes through theoretical knowledge at a higher level of practicing a sport. of performance. The various techniques that can be incorporated in the activity of a high-performance coach that makes distinct reference to the activity of a high-performance coaching can represent role models in this part of sports psychology that can be successfully applied to novice athletes. [ABSTRACT FROM AUTHOR]

The essential aim of this research study is to measure the effect of virtual reality and augmented reality on sport psychology. This research study based on the quantitative research and data based on primary data analysis. For this purpose, generate different questions related to the variables the virtual reality and augmented reality both are consider as independent variable the sport psychology is main dependent variable. This research study employed smart PLS software to run distinct outcomes connected to the indicators and it was based on primary data analysis. The R square, composite reliability, discriminant validity, the indicator correlation, the total effect analysis and smart PLS Algorithm model present the overall research study. The virtual reality and augmented reality both are play a vital role in sport psychology. According to the result the overall research founded that there are positive and significant impact of virtual reality and augmented reality on the sport psychology. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Brasileira de Medicina do Esporte is the property of Redprint Editora Ltda. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this consultant and its effect on job performance of all employees related to the athletes' firms. This research study is based on primary data analysis which measures the sport psychology consultant effect on job performance. To data collection, the study uses specific questions related to sports psychology and job performance of athletes' firms. For further analysis for the data, the author uses smart PLS software wherein the summary effect among the factors is calculated using regression analysis. Based on extracted correlation coefficients and normalised regression coefficients, the study examines 85 effect sizes in 100 plus samples selected from studies of sports organisation staff and members. Both, South Korean sport psychology and effectiveness are used as independent variables. The job performance of employees of athletes' firm is the dependent variable of the study. Results found that South Korean sport psychology shows inverse relation between job performances of athletes' firms. The effectiveness shows a positive effect on the job performance of employees. [ABSTRACT FROM AUTHOR]

The current study examined how two high-level coaches in fencing and football perceived the challenges that emerged during a three-month coach education programme aimed at them delivering psychological skills training to athletes. We used action research as the study design and collected data using observations, six semi-structured interviews, and one focus group. We analysed the data using a thematic content analysis. Our findings showed that the coaches struggled with role clarity. The psychological impact was that coaches struggled with identifying the borders between delivering psychological skills training as a part of their coaching and when to refer athletes to sport psychology experts. The coaches also suggested that gaining more knowledge in sport psychology allowed them to analyse the athletes. However, the coaches viewed this as a potential area for abusing trust in the coach-athlete relationship. We suggest that coach education programmes should include content on ethical dilemmas to safeguard against potential abuse of the coach-athlete relationship. [ABSTRACT FROM AUTHOR]

This study examined the variation of student-athletes' identity and motivation across Portuguese and Brazilian universities, accounting for variation in gender, student-athletes' training hours per week, sports level, student-athletes status within each university, and university type. We initially established the validity of the Baller Identity Measurement Scale questionnaire and the Student-Athletes' Motivation toward Sports and Academics Questionnaire-based observations among 441 Brazilian and Portuguese student-athletes. Then, the validated version of the questionnaires was applied to a total sample of 765 student-athletes from Brazil (n= 568) and Portugal (n = 197). We further considered individual (hours of training and student-athlete status) and contextual characteristics (university type and country). Multilevel regression and poststratification were used to estimate each student-athlete identity and motivation as a function of his or her individual and contextual characteristics. Overall, the predictions showed that cultural (country), academic (type of university), and athletic (training hours) context likely have a substantial influence on student-athletes' identity and motivation. [ABSTRACT FROM AUTHOR]

In specialist sports coaching, the type and manner of augmented information that the coach chooses to use in communicating and training with individual athletes can have a significant impact on skill development and performance. Informed by insights from psychology, pedagogy, and sport science, this position paper presents a practitioner-based approach in response to the overarching question: When, why, and how could coaches provide information to athletes during coaching interventions? In an ecological dynamics rationale, practice is seen as a search for functional performance solutions, and augmented feedback is outlined as instructional constraints to guide athletes' self-regulation of action in practice. Using the exemplar of team sports, we present a Skill Training Communication Model for practical application in the context of the role of a specialist coach, using a constraints-led approach (CLA). Further based on principles of a non-linear pedagogy and using the recently introduced Periodization of Skill Training (PoST) framework, the proposed model aims to support practitioners' understanding of the pedagogical constraints of feedback and instruction during practice. In detail, the PoST framework's three skill development and training stages work to (1) directly impact constraint manipulations in practice designs and (2) indirectly affect coaches' choices of external (coach-induced) information. In turn, these guide practitioners on how and when to apply different verbal instruction methodologies and aim to support the design of effective skill learning environments. Finally, several practical guidelines in regard to sports coaches' feedback and instruction processes are proposed. [ABSTRACT FROM AUTHOR]

The purpose of the present study is to review the effects of warming up with music on moods and training motivation among Kurdistan province's female handball players0 for this purpose, 24 handball players of premier league of Kurdistan province were selected as the research subjects through a random sampling method. In this study a pretest-posttest design is applied by which 12 subjects have been selected as control group and 12 as experimental group. The latter group performed warm ups free from music. For the purpose of estimation of motivation of subjects, the questionnaire of sports motivation was made use of. In addition, for investigation of the moods variable, the questionnaire of athletes' moods was used. Research results using the statistical test of Mann-Whitney showed that no significant difference existed between the experimental and control groups' motivation and moods after performance of the warming up program (P: 0.124). This was while there was a statistically significant difference between the experimental and control groups' moods prior and post to execution of Training program (P= 0.003). In general, it may be concluded that playing music doesn't have any significant effects on athletes' motivation while their moods can undergo significant changes through listening to music during warming up. [ABSTRACT FROM AUTHOR]

Biofeedback and neurofeedback training procedures are often different for athletes than for clinical patients. Athletes come to improve performance whereas patients come to reduce symptoms. This article outlines factors that distinguish work with athletes from work with clinical patients. The differences in training include the purpose of training, the nature of the participant in training, session design, and covert factors underlying the training. Unlike clients, athletes often do intensive transfer of learning training, between 2 and 6  hours of daily sport practice across days, weeks, and months. Although biofeedback and neurofeedback are important factors for enhancing peak performance, there are many covert and overt factors producing performance success such as motivation, intensity of training, ''A-ha'' experiences, experimental expectancy, behavioral consequences, and mastery learning. The training process with athletes is illustrated through a case example of a young tennis player who mastered control of his anger. [ABSTRACT FROM AUTHOR]

The potential for the occurrence of multiple-role relationships is increased when professors also consult with athletic teams on their campuses. Such multiple-role relationships have potential ethical implications that are unclear and largely unexplored, and consultants may find multiple-role relationships both difficult to deal with and unavoidable. Therefore, the purpose of this study was to explore the nature of teacher–practitioner multiple-role relationships. Participants ( = 35) were recruited from Association for the Advancement of Applied Sport Psychology (AAASP) certified consultants (CCs) who were also affiliated with a university ( = 68). All participants completed a 28-item survey exploring the incidence and relevant issues pertaining to multiple-role relationships. Chi-square analyses revealed that licensed mental health practitioners (i.e., psychologists and counselors) were more likely than nonlicensed AAASP CCs to believe that multiple-role relationships were never appropriate in sport psychology, χ2(1, = 30) = 12.80, < .001, and to have never taken part in a multiple-role relationship, χ2(1, = 33) = 12.44, < .001. Independent samples tests revealed that mental health practitioners also reported that they would have higher levels of concern for both the practitioner, (30) = –2.77, = .009, and the client, (30) = –2.50, = .018, in such a relationship. [ABSTRACT FROM AUTHOR]