The development and assessment of a mental training program with young female figure skaters.

Abstract

The present investigation had two purposes. First, to examine whether a group of young competitive figure skaters could effectively learn and use mental training skills taught to them during a mental training program intervention. Second, to examine to what extent the skaters could learn and use the three primary mental training skill components from Orlick's heuristic model of personal excellence (i.e., imagery, focusing, and refocusing). A group of 17 female competitive figure skaters (mean age 13.6 years) were divided into two groups--experimental 1 and experimental 2. Measures used to assess mental skills and trait anxiety were taken on three occasions--pre-test, post-simulation, and follow-up. The measures included both qualitative (short-answer and interview responses) and quantitative (Sport Competition Anxiety Test, Commitment to Sport and Self-Control Scales) methods of assessment. The pre-test measures were taken prior to any subjects receiving the mental training program. The post-simulation measures were taken after a simulated competition when only the experimental group 1 skaters had completed the mental training program. Follow-up measures were taken several months after all skaters (both experimental 1 and experimental 2) had received the mental training. Comparisons done between pre-test and post-simulation measures, and pre-test and follow-up measures were used to assess the effectiveness of the mental training program. Results from the pre-test--post-simulation comparisons showed virtually no change following the experimental group 1 training. Comparisons of the pre-test--follow-up measures did show improvements in the skaters' imagery, focusing and refocusing skills. The discussion examines factors which contributed to the mental training program success, aspects of the program found most useful by the skaters, and gives suggestions for future research in this area.