不同参与水平橄榄球联盟运动员的运动心理技能水平及相关心理社会因素

J. Potgieter, H. Grobbelaar, M. Andrew
{"title":"不同参与水平橄榄球联盟运动员的运动心理技能水平及相关心理社会因素","authors":"J. Potgieter, H. Grobbelaar, M. Andrew","doi":"10.4314/SAJRS.V29I1.25951","DOIUrl":null,"url":null,"abstract":"Introduction The International Rugby Board repealed the rules on amateurism after the 1995 Rugby World Cup and as a result rugby became a professional sport (Treasure et al., 2000). Shortly after the 1995 World Cup tournament, Cox and Yoo (1995) stated that success in professional sport is not only dependent on the physical and tactical aspects but that psychological skills also need to be addressed. As a result, Garraway et al. (2000) pointed out that similar demands were placed on the rugby players' psychological skill levels, as has been the case in other professional sporting codes. Le Roux and Pienaar (2001) as well as Lyons (2001) further noted that sport psychology plays an important and ever-increasing role in the world of competitive sport. The importance of sport psychology is emphasized by the contention that the knowledge obtained by the study of an athletes' behaviour within a sporting environment could be used to explain, predict and change behaviour (Potgieter, 2003). The identification and development of sport psychological skills have subsequently become of great interest to players, coaches, administrators and sport psychology researchers, due to the relationship that exists between these skills and the development as well as performance of the modern rugby player (Golby & Sheard, 2004). A recent study by Kruger (2003) showed that 67.5% of South African Super 12 rugby players regard sport psychological skills as important performance determinants. Despite this contention, only 2.8% of these players individually consulted a sport psychologist, while only 29.6% perceived their own ability to be psychologically well prepared for competitions as very good. These results suggest a definite need for sport psychological services (67.5% of the players indicated a great need or need for psychological skills training sessions), as it could hold value for performance improvement within the sport. The introduction to sport psychological skills training at the junior and sub-elite levels of sport primarily falls within the responsibility of the coach (Gould et al., 1999). Within the South African context, however, 84% of teachers who coach at the secondary school level have not received any training in sport psychology (Le Roux & Pienaar, 2001), resulting in players who do not possess sound foundational skills required for optimal performance. In addition to this problem, no information exists on the sport psychological skills of junior rugby players in South Africa. In fact, research into the sport psychological skills of rugby union players in general is very limited. Researchers (Maynard & Howe, 1989; Hodge & McKenzie, 2002; Kruger, 2003; Golby & Sheard, 2004; Kruger, 2005) studying the relationship between different sport psychological skills and rugby performance often attempt to describe this relationship by comparing players from different competitive levels or by comparing players from successful teams with players from less successful teams. In this regard Hodge and McKenzie (2002) found higher self-confidence levels in more successful rugby players. Kruger (2003) showed that the top placed South African team in the 2003 Super 12 tournament scored significantly higher (p","PeriodicalId":303794,"journal":{"name":"Journal of Social & Psychological Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"44","resultStr":"{\"title\":\"Sport Psychological Skill Levels and Related Psychosocial Factors That Distinguish between Rugby Union Players of Different Participation Levels\",\"authors\":\"J. Potgieter, H. Grobbelaar, M. Andrew\",\"doi\":\"10.4314/SAJRS.V29I1.25951\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Introduction The International Rugby Board repealed the rules on amateurism after the 1995 Rugby World Cup and as a result rugby became a professional sport (Treasure et al., 2000). Shortly after the 1995 World Cup tournament, Cox and Yoo (1995) stated that success in professional sport is not only dependent on the physical and tactical aspects but that psychological skills also need to be addressed. As a result, Garraway et al. (2000) pointed out that similar demands were placed on the rugby players' psychological skill levels, as has been the case in other professional sporting codes. Le Roux and Pienaar (2001) as well as Lyons (2001) further noted that sport psychology plays an important and ever-increasing role in the world of competitive sport. The importance of sport psychology is emphasized by the contention that the knowledge obtained by the study of an athletes' behaviour within a sporting environment could be used to explain, predict and change behaviour (Potgieter, 2003). The identification and development of sport psychological skills have subsequently become of great interest to players, coaches, administrators and sport psychology researchers, due to the relationship that exists between these skills and the development as well as performance of the modern rugby player (Golby & Sheard, 2004). A recent study by Kruger (2003) showed that 67.5% of South African Super 12 rugby players regard sport psychological skills as important performance determinants. Despite this contention, only 2.8% of these players individually consulted a sport psychologist, while only 29.6% perceived their own ability to be psychologically well prepared for competitions as very good. These results suggest a definite need for sport psychological services (67.5% of the players indicated a great need or need for psychological skills training sessions), as it could hold value for performance improvement within the sport. The introduction to sport psychological skills training at the junior and sub-elite levels of sport primarily falls within the responsibility of the coach (Gould et al., 1999). Within the South African context, however, 84% of teachers who coach at the secondary school level have not received any training in sport psychology (Le Roux & Pienaar, 2001), resulting in players who do not possess sound foundational skills required for optimal performance. In addition to this problem, no information exists on the sport psychological skills of junior rugby players in South Africa. In fact, research into the sport psychological skills of rugby union players in general is very limited. Researchers (Maynard & Howe, 1989; Hodge & McKenzie, 2002; Kruger, 2003; Golby & Sheard, 2004; Kruger, 2005) studying the relationship between different sport psychological skills and rugby performance often attempt to describe this relationship by comparing players from different competitive levels or by comparing players from successful teams with players from less successful teams. In this regard Hodge and McKenzie (2002) found higher self-confidence levels in more successful rugby players. Kruger (2003) showed that the top placed South African team in the 2003 Super 12 tournament scored significantly higher (p\",\"PeriodicalId\":303794,\"journal\":{\"name\":\"Journal of Social & Psychological Sciences\",\"volume\":\"1 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"44\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Social & Psychological Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4314/SAJRS.V29I1.25951\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Social & Psychological Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4314/SAJRS.V29I1.25951","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 44

摘要

1995年橄榄球世界杯后,国际橄榄球委员会废除了业余规则,因此橄榄球成为一项职业运动(Treasure et al., 2000)。1995年世界杯后不久,Cox和Yoo(1995)指出,职业体育的成功不仅取决于身体和战术方面,心理技能也需要解决。因此,Garraway等人(2000)指出,与其他职业体育规范一样,对橄榄球运动员的心理技能水平也提出了类似的要求。Le Roux和Pienaar(2001)以及Lyons(2001)进一步指出,运动心理学在竞技体育世界中发挥着重要且日益重要的作用。运动心理学的重要性被一种观点所强调,即通过研究运动员在运动环境中的行为而获得的知识可以用来解释、预测和改变行为(Potgieter, 2003)。由于这些技能与现代橄榄球运动员的发展和表现之间存在关系,运动心理技能的识别和发展随后成为球员、教练、管理人员和运动心理学研究人员的极大兴趣(Golby & Sheard, 2004)。克鲁格(2003)最近的一项研究表明,67.5%的南非超级12橄榄球运动员认为运动心理技能是重要的表现决定因素。尽管存在这种争论,但这些运动员中只有2.8%的人单独咨询了运动心理学家,而只有29.6%的人认为自己为比赛做好心理准备的能力非常好。这些结果表明对运动心理服务的明确需求(67.5%的运动员表示非常需要或需要心理技能训练课程),因为它可以在运动中提高表现。在初级和次精英水平的运动中引入运动心理技能训练主要属于教练的责任(Gould et al., 1999)。然而,在南非的情况下,84%的中学教练没有接受过任何运动心理学方面的培训(Le Roux & Pienaar, 2001),导致球员不具备最佳表现所需的良好基础技能。除了这个问题之外,南非青少年橄榄球运动员的运动心理技能也没有相关的资料。事实上,对橄榄球联盟球员的运动心理技能的研究总体上非常有限。研究人员(Maynard & Howe, 1989;Hodge & McKenzie, 2002;克鲁格,2003;Golby & Sheard, 2004;克鲁格(Kruger, 2005)研究不同运动心理技能和橄榄球表现之间的关系,通常试图通过比较来自不同竞技水平的球员或比较来自成功球队的球员和来自不太成功球队的球员来描述这种关系。在这方面,Hodge和McKenzie(2002)发现,更成功的橄榄球运动员有更高的自信水平。Kruger(2003)表明,2003年超级12强赛中排名第一的南非队得分明显更高
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Sport Psychological Skill Levels and Related Psychosocial Factors That Distinguish between Rugby Union Players of Different Participation Levels
Introduction The International Rugby Board repealed the rules on amateurism after the 1995 Rugby World Cup and as a result rugby became a professional sport (Treasure et al., 2000). Shortly after the 1995 World Cup tournament, Cox and Yoo (1995) stated that success in professional sport is not only dependent on the physical and tactical aspects but that psychological skills also need to be addressed. As a result, Garraway et al. (2000) pointed out that similar demands were placed on the rugby players' psychological skill levels, as has been the case in other professional sporting codes. Le Roux and Pienaar (2001) as well as Lyons (2001) further noted that sport psychology plays an important and ever-increasing role in the world of competitive sport. The importance of sport psychology is emphasized by the contention that the knowledge obtained by the study of an athletes' behaviour within a sporting environment could be used to explain, predict and change behaviour (Potgieter, 2003). The identification and development of sport psychological skills have subsequently become of great interest to players, coaches, administrators and sport psychology researchers, due to the relationship that exists between these skills and the development as well as performance of the modern rugby player (Golby & Sheard, 2004). A recent study by Kruger (2003) showed that 67.5% of South African Super 12 rugby players regard sport psychological skills as important performance determinants. Despite this contention, only 2.8% of these players individually consulted a sport psychologist, while only 29.6% perceived their own ability to be psychologically well prepared for competitions as very good. These results suggest a definite need for sport psychological services (67.5% of the players indicated a great need or need for psychological skills training sessions), as it could hold value for performance improvement within the sport. The introduction to sport psychological skills training at the junior and sub-elite levels of sport primarily falls within the responsibility of the coach (Gould et al., 1999). Within the South African context, however, 84% of teachers who coach at the secondary school level have not received any training in sport psychology (Le Roux & Pienaar, 2001), resulting in players who do not possess sound foundational skills required for optimal performance. In addition to this problem, no information exists on the sport psychological skills of junior rugby players in South Africa. In fact, research into the sport psychological skills of rugby union players in general is very limited. Researchers (Maynard & Howe, 1989; Hodge & McKenzie, 2002; Kruger, 2003; Golby & Sheard, 2004; Kruger, 2005) studying the relationship between different sport psychological skills and rugby performance often attempt to describe this relationship by comparing players from different competitive levels or by comparing players from successful teams with players from less successful teams. In this regard Hodge and McKenzie (2002) found higher self-confidence levels in more successful rugby players. Kruger (2003) showed that the top placed South African team in the 2003 Super 12 tournament scored significantly higher (p
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信