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  • Author: Marc V. Jones x
  • Psychology and Behavior in Sport/Exercise x
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Jamie B. Barker and Marc V. Jones

This study reports the effects of a hypnosis intervention on a professional soccer player who reported low self-efficacy and a negative mood state relative to his soccer performance. Pre- and postintervention data were collected via a Soccer Self-Efficacy Questionnaire (SSEQ) that consisted of 10 items relating to good soccer performance, the Trait Sport Confidence Inventory (TSCI), the Positive and Negative Affect Schedule (PANAS), and a Soccer Performance Measure (SPM). An intervention program consisting of eight hypnosis sessions was conducted. These sessions comprised the presentation of ego-strengthening suggestions. Both visual and statistical analysis revealed substantial increases in trait sport confidence, self-efficacy, positive affect, and soccer performance, as well as a substantial decrease in negative affect over the course of the intervention. The findings of this case study suggest that hypnosis can be used to enhance self-efficacy, affect, and sport performance. A number of practical issues are presented surrounding the use of hypnosis in the context of English soccer and with athletes in general.

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Jamie B. Barker, Marc V. Jones and Iain Greenlees

High levels of self-efficacy have been documented to be associated with optimal levels of sport performance. One technique, which has the potential to foster increased self-efficacy, is hypnosis. Hypnosis is based upon the power of suggestion and, while often shrouded in myth and controversy, has been used in a number of domains including medicine, dentistry, and psychotherapy. In contrast, sport psychology is one domain where the use of hypnosis has yet to be fully explored. The aim of this review is to add to the extant literature and delineate how hypnosis potentially can enhance self-efficacy. By drawing on neodissociation and nonstate theories of hypnosis, a combined theoretical basis is established to explain how hypnosis may be used to influence sport performers’ sources of self-efficacy information. Furthermore, the review examines these theoretical postulations by presenting contemporary research evidence exploring the effects of hypnosis on sport performers’ self-efficacy. The review concludes with future research directions and suggestions for sport psychologists considering the use of hypnosis within their practice.

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Paul J. McCarthy, Marc V. Jones, Chris G. Harwood and Laura Davenport

Positive affect is linked to enhanced motivation, commitment, and performance among youth sport performers; yet, few psychological interventions have specifically attempted to enhance positive affect among these athletes. To address this circumstance, we implemented a single-subject multiple-baseline design to examine the effects of a goal-setting intervention on the positive and negative affective responses of three competitive youth athletes. Statistical analysis coupled with visual inspection criteria revealed a significant overall increase in positive affect for participants 1 and 2. A statistically significant increase in positive affect also emerged for participant 3, yet it was not possible to detect a significant experimental effect using visual inspection criteria. No statistically significant decreases in negative effect emerged for any of the three participants. These results show some support for the hypothesis that goal setting may enhance positive affect among junior multievent athletes.

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Paul J. McCarthy, Marc V. Jones, Chris G. Harwood and Steve Olivier

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 fndings, sport psychologists should consider adapting interventions and psychoeducational programs to match young athletes’ age and developmental level.