Competitive Performance Effects of Psychological Skill Training for Youth Swimmers

This study assessed the effect of two different psychological methods of skills training-self-talk and goal setting-on the swimming performance of youth swimmers. We allocated a convenience sample of club and county level youth swimmers ( N  = 49; M age  = 10.8, SD  = 1.25) to one of the three groups: self-talk, goal setting, or a control group engaged in no systematic psychological method of skills training. The groups were balanced in terms of competitive performance ability, age, and gender. Participants in the experimental conditions (self-talk and goal setting) completed a 5-week psychological skills intervention program and were measured on pre- and post-200-m swimming time in competition. After controlling for level of engagement in the program, analysis of covariance revealed a significant omnibus effect ( p  = .006, η p 2  = .20) with post hoc pairwise comparisons using magnitude-based statistics demonstrating that goal setting had a small positive effect compared with self-talk ( η 2 = .40; ± 0.45). Both self-talk ( η 2 = .50; ±0.48) and goal setting ( η 2 = .71; ±0.4) showed a small and moderate positive effect, respectively, relative to the control group. A social validation check confirmed that the swimmers found the intervention to be relevant, beneficial, and meaningful for improving performance. Psychological skills training may be effective in improving youth swimming performance; specific mechanisms underlying these benefits need further exploration

The effect of a client-centered approach on flow states and the performance of three elite golfers

This study examined the effect of a client-centered approach to consultancy on the performance and flow experiences of three elite golfers during golf competitions organized by the European Golf Tour. Interviews were used to explore the experiential knowledge and psychological strategies of each golfer. After gathering this information the first author applied his academic and consultancy expertise to help clients fit their psychological strategies into a preshot routine for putting, driving, iron play, chipping, and sand shots. Their performance and flow state experiences were analyzed using a single-subject, multiple baselines, across subjects design combined with a procedure to monitor clients’ internal experience (Wollman, 1986). The results indicated that all three clients improved their mean stroke average and increased their mean flow scores from baseline to intervention. There were a few overlapping data points between baseline and intervention conditions for the performance scores. The qualitative data provides an insight into how elite golfers use their psychological skills to control psychological states such as flow and enhance performance