{"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The International Rugby Board repealed the rules on amateurism after the 1995 Rugby World Cup and as a result rugby became a professional sport (Treasure et al., 2000).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}
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