This study investigated the effects of an imagery rehearsal, relaxation, and self-talk package on the performance of a specific defensive basketball skill during competition. Subjects were four female intercollegiate basketball players. A single-subject multiple-baseline-across-individuals design was employed to evaluate the intervention package. The intervention was clearly effective in enhancing a basketball skill during games, and social validity measures were very positive. The need for further research in this area is discussed.
Gail Kendall, Dennis Hrycaiko, Garry L. Martin, and Tom Kendall
K. Michelle Hume, Garry L. Martin, Patricia Gonzalez, Clayton Cracklen, and Sheldon Genthon
Behavioral coaching techniques consisting of instructions, a self-monitoring checklist, and coach feedback were examined at freestyle practice sessions with three female prenovice figure skaters. These techniques were compared to normal coaching procedures for their effects on the frequency of jumps and spins performed, the number of times a skater practiced a routine to music, and the amount of time spent engaging in off-task behaviors during 45-min free-skating sessions. Within a reversal-replication design, the behavioral coaching techniques produced considerable improvement on all dependent measures. Social validation measures indicated that the procedures improved quality of skating and were rated positively by the coach and by two of the three skaters.
Melanie J. Gregg, Dennis Hrycaiko, Jennifer B. Mactavish, and Garry L. Martin
The purpose in this study was to replicate and extend the mental skills training (MST) package of Wanlin, Hrycaiko, Martin, and Mahon (1997) to Special Olympics track and field athletes with intellectual disabilities. Three participants ranged in age from 21 to 23 years. A multiple baseline design across individuals was used to assess the effects of the intervention on off-task behaviors and athletic performance (i.e., work output and competition results). The results were clearly beneficial for two participants, decreasing the frequency and duraton of off-task behaviors and increasing the percentage of laps completed for the third participant. A social validity assessment provided further support for the effectiveness of the intervention.