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Please use this identifier to cite or link to this item: http://hdl.handle.net/10373/512

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Title: What do young athletes implicitly understand about psychological skills?
Authors: McCarthy, Paul J.
Jones, Marc V.
Harwood, Chris G.
Olivier, Steve
Affiliation: University of Abertay Dundee. School of Social and Health Sciences
Keywords: Sports psychology
Teenage athletes
Child athletes
Issue Date: Jun-2010
Publisher: Human Kinetics
Type: Journal Article
Refereed: peer-reviewed
Rights: Published version (c)2010 Human Kinetics, Inc.
Citation: McCarthy, P.J., et al. 2010. What do young athletes implicitly understand about psychological skills? Journal of Clinical Sport Psychology. 4(2): pp: 158-172. Available from: http://hk.humankinetics.com/JCSP/journalAbout.cfm
Abstract: One reason sport psychologists teach psychological skills is to enhance performance in sport; but the value of psychological skills for young athletes is questionable because of the qualitative and quantitative differences between children and adults in their understanding of abstract concepts such as mental skills. To teach these skills effectively to young athletes, sport psychologists need to appreciate what young athletes implicitly understand about such skills because maturational (e.g., cognitive, social) and environmental (e.g., coaches) factors can influence the progressive development of children and youth. In the present qualitative study, we explored young athletes’ (aged 10–15 years) understanding of four basic psychological skills: goal setting, mental imagery, self-talk, and relaxation. Young athletes (n = 118: 75 males and 43 females) completed an open-ended questionnaire to report their understanding of these four basic psychological skills. Compared with the older youth athletes, the younger youth athletes were less able to explain the meaning of each psychological skill. Goal setting and mental imagery were better understood than self-talk and relaxation. Based on these findings, sport psychologists should consider adapting interventions and psychoeducational programs to match young athletes’ age and developmental level.
URI: http://hdl.handle.net/10373/512
ISSN: 1932-9261
Appears in Collections:Social & Health Sciences Collection

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