東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Bridging the Gap Between Research an...

University of Windsor (Canada)., HUMAN KINETICS.

Linked to FindBook

Google Book

Amazon

博客來

Bridging the Gap Between Research and Practice: Description, Implementation, and Evaluation of Online Psychological Skills Training for Para-Athletes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Bridging the Gap Between Research and Practice: Description, Implementation, and Evaluation of Online Psychological Skills Training for Para-Athletes./
Author:	Ely, Frank O.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	199 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30686693
ISBN:	9798380393584

Bridging the Gap Between Research and Practice: Description, Implementation, and Evaluation of Online Psychological Skills Training for Para-Athletes.
Ely, Frank O.

Bridging the Gap Between Research and Practice: Description, Implementation, and Evaluation of Online Psychological Skills Training for Para-Athletes. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 199 p.

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ph.D.)--University of Windsor (Canada), 2023.

This item must not be sold to any third party vendors.

Psychological skills training (PST) is the deliberate and systematic practice of psychological skills (e.g., goal setting, imagery). Athletes' use of psychological skills can lead to increased sport performance, enhanced enjoyment, and elevated satisfaction in sport (e.g., Barker et al., 2020; Munroe-Chandler & Hall, 2021). There is growing interest in delivering PST programs through online modalities (Price et al., 2022), such as learning modules that are asynchronous, interactive, and self-paced (e.g., Barak & Grohol, 2011). In fact, para-athletes may find a module-based program especially useful given its potential to overcome traditional barriers to PST (e.g., cost, geographic location; Bastos et al., 2020; Martin, 2018). Given that PST interventions with para-athletes are limited (Martin, 2019), a module-based PST program could advance empirical knowledge and in turn address a practical need of para-athletes (Christina, 1989; Graham et al., 2006). Therefore, the overall aim of this dissertation was to describe module-based PST programs available online and implement and evaluate an online PST program for para-athletes. These aims were accomplished through three research studies (i.e., Chapters 2-4). In Chapter 2, a systematic review methodology for conducting an internet search (Rew et al., 2018) was employed to identify how many PST programs were available online and describe the characteristics of these programs. Across the 18 module-based PST programs that were identified, it seemed these programs were generally framed for athletes of all competitive levels, varied considerably in how they were delivered, and offered content on a variety of psychological skills. Moreover, Chapter 3 involved the implementation of an online PST program designed for para-athletes (Ely et al., 2023a). The aim of this study was to examine if para-athletes' use of psychological skills increased following their involvement in the eight-month intervention. This intervention featured eight online learning modules, each on a different{A0}psychological skill: (1) goal setting, (2) imagery, (3) self-talk, (4) routines, (5) concentration (i.e., attentional control), (6) managing emotions (i.e., emotional control), (7) psyching up (i.e., activation), and (8) relaxation. While 36 para-athletes enrolled in the program, only seven participants completed the full program, while 14 completed the first four modules. It was found that participants' use of many psychological skills increased over the course of the intervention. The aim of Chapter 4 was to interview para-athletes who had participated in the online PST program. Specifically, nine para-athletes were interviewed to explore their perceptions of, and experiences with, the online PST program. Participants reported having positive experiences with the program and that it facilitated their use of psychological skills. However, participants also highlighted areas where the program could be improved. This dissertation offers a glimpse into the potential of online PST for (para-)athletes, while advancing future directions for both research and practice.

ISBN: 9798380393584Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Intervention

Bridging the Gap Between Research and Practice: Description, Implementation, and Evaluation of Online Psychological Skills Training for Para-Athletes.
LDR:04471nmm a2200409 4500 001 2395265
005 20240517100414.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380393584
035 $a (MiAaPQ)AAI30686693
035 $a AAI30686693
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ely, Frank O. $3 3764767
245 1 0 $a Bridging the Gap Between Research and Practice: Description, Implementation, and Evaluation of Online Psychological Skills Training for Para-Athletes.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 199 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
500 $a Advisor: Munroe-Chandler, Krista.
502 $a Thesis (Ph.D.)--University of Windsor (Canada), 2023.
506 $a This item must not be sold to any third party vendors.
520 $a Psychological skills training (PST) is the deliberate and systematic practice of psychological skills (e.g., goal setting, imagery). Athletes' use of psychological skills can lead to increased sport performance, enhanced enjoyment, and elevated satisfaction in sport (e.g., Barker et al., 2020; Munroe-Chandler & Hall, 2021). There is growing interest in delivering PST programs through online modalities (Price et al., 2022), such as learning modules that are asynchronous, interactive, and self-paced (e.g., Barak & Grohol, 2011). In fact, para-athletes may find a module-based program especially useful given its potential to overcome traditional barriers to PST (e.g., cost, geographic location; Bastos et al., 2020; Martin, 2018). Given that PST interventions with para-athletes are limited (Martin, 2019), a module-based PST program could advance empirical knowledge and in turn address a practical need of para-athletes (Christina, 1989; Graham et al., 2006). Therefore, the overall aim of this dissertation was to describe module-based PST programs available online and implement and evaluate an online PST program for para-athletes. These aims were accomplished through three research studies (i.e., Chapters 2-4). In Chapter 2, a systematic review methodology for conducting an internet search (Rew et al., 2018) was employed to identify how many PST programs were available online and describe the characteristics of these programs. Across the 18 module-based PST programs that were identified, it seemed these programs were generally framed for athletes of all competitive levels, varied considerably in how they were delivered, and offered content on a variety of psychological skills. Moreover, Chapter 3 involved the implementation of an online PST program designed for para-athletes (Ely et al., 2023a). The aim of this study was to examine if para-athletes' use of psychological skills increased following their involvement in the eight-month intervention. This intervention featured eight online learning modules, each on a different{A0}psychological skill: (1) goal setting, (2) imagery, (3) self-talk, (4) routines, (5) concentration (i.e., attentional control), (6) managing emotions (i.e., emotional control), (7) psyching up (i.e., activation), and (8) relaxation. While 36 para-athletes enrolled in the program, only seven participants completed the full program, while 14 completed the first four modules. It was found that participants' use of many psychological skills increased over the course of the intervention. The aim of Chapter 4 was to interview para-athletes who had participated in the online PST program. Specifically, nine para-athletes were interviewed to explore their perceptions of, and experiences with, the online PST program. Participants reported having positive experiences with the program and that it facilitated their use of psychological skills. However, participants also highlighted areas where the program could be improved. This dissertation offers a glimpse into the potential of online PST for (para-)athletes, while advancing future directions for both research and practice.
590 $a School code: 0115.
650 4 $a Psychology. $3 519075
650 4 $a Physical education. $3 635343
650 4 $a Disability studies. $3 543687
653 $a Intervention
653 $a Knowledge translation
653 $a Learning modules
653 $a Mental skills
653 $a Para sport
653 $a Sport psychology
690 $a 0621
690 $a 0201
690 $a 0523
710 2 $a University of Windsor (Canada). $b HUMAN KINETICS. $3 2097371
773 0 $t Dissertations Abstracts International $g 85-03A.
790 $a 0115
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30686693