The present study examined the effects of a mental skills training package on gymnasium triathlon performance. Five participants took part in a single-subject multiple baseline across individuals design, which was used to evaluate an intervention package including goal setting, relaxation, imagery, and selftalk. The results of the study indicated the mental skills package to be effective in enhancing triathlon performance for all five participants. Additionally, all participants increased their usage of mental skills from baseline to intervention phases. Follow-up social validation checks indicated all participants to have perceived the intervention to be successful and enjoyable, and all were satisfied with delivery and content of the package. In conclusion, the findings provide further evidence to suggest mental skills training packages to be effective for endurance performance.
Richard C. Thelwell and Iain A. Greenlees
Richard C. Thelwell and Iain A. Greenlees
The present study examined the effects of a mental skills training package on competitive gymnasium triathlon performance and evaluated the utilization and impacts of the mental skills during performance. Four participants competed against each other on ten occasions in a single-subject multiple baseline across individuals design, which was used to evaluate an intervention package including goal setting, relaxation, imagery, and self-talk. The results indicated the mental skills package to be effective in enhancing all participants’ competitive triathlon performance and usage of mental skills from baseline to intervention phases. Qualitative data revealed that each of the mental skills were employed both prior to and during each triathlon and had varying impacts depending on when they were utilized. Issues regarding mental skill effectiveness and usage within competitive endurance performance are discussed.
Iain A. Greenlees, Ben Hall, Andrew Manley and Richard C. Thelwell
Nelson (2002) proposed that ageism occurs as a result of the negative perceptions individuals have of older adults. This study examined whether information about an older person’s exercise habits would influence such perceptions. Participants (N = 1,230) from 3 age categories (16–25, 26–55, and 56+ yr) read a description of a 65-year-old man or woman describing 1 of 7 exercise statuses. Participants rated their perceptions of 13 aspects of the target’s personality. A 3-way (Target Exercise Status × Target Gender × Participant Age) MANOVA revealed significant main effects for target exercise status. Nonexercisers were perceived less positively than the control target and the exercising targets. The results suggest that there are self-presentational costs associated with being a nonexerciser at an older age, but few self-presentation benefits accrued to older adults who engage in regular exercise.
Beth G. Clarkson, Elwyn Cox and Richard C. Thelwell
Historically, men have dominated the English football workplace; as a result, the number of women in coaching positions has been limited. The aim of the present study was to explore the lived experiences of women head coaches to identify the extent that gender influences the English football workplace. Semi-structured interviews (N = 12) were conducted with women head coaches operating at the (a) youth recreational, (b) talent development, and (c) elite levels of the English football pyramid. An inductive thematic analysis was performed which informed the development of composite vignettes, a form of creative nonfiction. Three vignettes were developed comprising women head coaches’ stories at each pyramid level. Findings from the thematic analysis identified themes of gender stereotyping, proving yourself, and confidence at the youth recreational level; work-life conflicts, limited career mobility, and marginalization at the talent development level; and tokenism, undercurrents of sexism, and apprehensions of future directives at the elite level. The vignette stories demonstrate that gender negatively influences coaches’ interactions and confidence early in their career in youth recreational football; gender bias is embedded within discriminatory organizational practices which limit career mobility for coaches working in talent development; and gender is used to hold elite level women coaches to higher scrutiny levels than male colleagues. Recommendations (e.g., [in]formal mentoring, male advocacy, recruitment transparency) are made to practitioners for a targeted occupational-focused approach regarding support, retention, and career progression of women head coaches in football.
Martin J. Barwood, Jo Corbett, Christopher R.D. Wagstaff, Dan McVeigh and Richard C. Thelwell
Unpleasant physical sensations during maximal exercise may manifest themselves as negative cognitions that impair performance, alter pacing, and are linked to increased rating of perceived exertion (RPE). This study examined whether motivational self-talk (M-ST) could reduce RPE and change pacing strategy, thereby enhancing 10-km time-trial (TT) cycling performance in contrast to neutral self-talk (N-ST).
Fourteen men undertook 4 TTs, TT1–TT4. After TT2, participants were matched into groups based on TT2 completion time and underwent M-ST (n = 7) or N-ST (n = 7) after TT3. Performance, power output, RPE, and oxygen uptake (VO2) were compared across 1-km segments using ANOVA. Confidence intervals (95%CI) were calculated for performance data.
After TT3 (ie, before intervention), completion times were not different between groups (M-ST, 1120 ± 113 s; N-ST, 1150 ± 110 s). After M-ST, TT4 completion time was faster (1078 ± 96 s); the N-ST remained similar (1165 ± 111 s). The M-ST group achieved this through a higher power output and VO2 in TT4 (6th–10th km). RPE was unchanged. CI data indicated the likely true performance effect lay between 13- and 71-s improvement (TT4 vs TT3).
M-ST improved endurance performance and enabled a higher power output, whereas N-ST induced no change. The VO2 response matched the increase in power output, yet RPE was unchanged, thereby inferring a perceptual benefit through M-ST. The valence and content of self-talk are important determinants of the efficacy of this intervention. These findings are primarily discussed in the context of the psychobiological model of pacing.
Richard C. Thelwell, Neil J.V. Weston, Iain A. Greenlees and Nicholas V. Hutchings
The current study examined whether, where, when, and for what purposes coaches use psychological skills. A total of 13 elite-level coaches completed a structured interview using open-ended questions to examine their use of self-talk, imagery, relaxation, and goal-setting skills. Data were analyzed via deductive content analysis and indicated self-talk and imagery to be cited more frequently than relaxation and goal setting throughout the interviews. In addition, some purposes for using each skill were specific to training or competition across each time frame (before, during, and after), whereas there were several purposes consistent across each environment. Although the findings suggest that coaches employ psychological skills, it is imperative that they become aware of what skills they require and what skills they possess if they are to maximize their use across their wide-ranging coaching roles.
Andrew J. Manley, Iain Greenlees, Jan Graydon, Richard Thelwell, William C.D. Filby and Matthew J. Smith
The study aimed to identify the sources of information that athletes perceive as influential during their initial evaluation of coaching ability. University athletes (N = 538) were asked to indicate the influence of 31 informational cues (e.g., gender, body language or gestures, reputation) on the initial impression formed of a coach. Following exploratory factor analysis, a 3-factor model (i.e., static cues, dynamic cues, and third-party reports) was extracted. Mean scores revealed that although static cues (e.g., gender, race or ethnicity) were rated as relatively unimportant during impression formation, dynamic cues (e.g., facial expressions, body language or gestures) and third-party reports (e.g., coaching qualifications, reputation) were viewed by athletes as influential factors in the formation of expectancies about coaches. Such findings have implications for the occurrence of expectancy effects in coach-athlete relationships and the way in which coaches seek to present themselves.