Teaching Sport Psychology for Now and the Future? The Psychological UNIFORM with High School Varsity Athletes

in The Sport Psychologist

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Jenelle N. GilbertCalifornia State University, Fresno

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Stephanie D. Moore-ReedCalifornia State University, Fresno

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Alexandra M. CliftonCalifornia State University, Fresno

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Adolescent athletes can use psychological skills immediately after being taught, but a dearth of empirical evidence exists regarding whether these skills are maintained over time. A 12-week curriculum (i.e., UNIFORM; Gilbert, 2011) was taught to a high school varsity soccer team with three data collection points: pretest, posttest, 4-week follow-up. Use of several skills was significantly greater posttest compared with pretest as measured by the Test of Performance Strategies (Thomas, Murphy, & Hardy, 1999). Follow-up results were also salient. Relaxation, imagery, and self-talk use in practice was significantly greater than pretest at follow-up; relaxation, imagery, goal setting, and self-talk in competition showed similar results. Descriptive statistics and qualitative data triangulate these results. The UNIFORM curriculum enabled the athletes to use the skills more consistently. This study makes a contribution by measuring the skills at follow-up and providing evidence of their continued use four weeks after the curriculum’s conclusion.

The authors are with the Dept. of Kinesiology, California State University, Fresno, Fresno, CA.

Address author correspondence to Jenelle N. Gilbert at jgilbert@csufresno.edu.
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