Exploring the acquisition, use, and perceived effectiveness of selected psychological techniques

The purpose of this study was to examine factors relevant to the acquisition and practice phases of psychological skills training (PST). This study determined what psychological techniques athletes had been taught and how the techniques and methods were utilized over time. Another aim was to explore whether athletes perceived PST to be effective for enhancing their sport performance. Finally, this study examined if athletes used the techniques learned in PST in nonsport-related aspects of their lives. Participants included 57 male (n = 21) and female (n = 36) National Collegiate Athletic Association (NCAA) Division I (n = 35) and professional (n = 22) athletes who had undergone PST in one or more of the following techniques: (a) imagery, (b) goal setting, (c) arousal regulation, (d) self-talk, and (e) attentional control. Participants were required to be currently competing and to have competed in at least one season since their initial PST. Participants completed a 64-question survey that was developed for this study. Descriptive statistics provided evidence that arousal regulation and imagery were the most frequently taught techniques and that PST is perceived as being effective and useful for improving performance. Nearly every participant continued to use all of the techniques they had been taught to improve their performance both in and outside of sport. The amount of time spent utilizing psychological techniques increased over time, and the techniques were used more before competition than at any other time. A three-way analysis of variance was run to determine if currently meeting with a sport psychology consultant (SPC) sport level, or gender had an effect on the participants' current use of psychological techniques. An additional two-way analysis of variance determined that males spent significantly more time than females using psychological techniques and methods. NCAA athletes used the techniques they were taught significantly less than professional athletes. The majority of athletes preferred to meet with SPCs in an individual setting. Females spent a higher percentage of their time in individual sessions than males, and professionals spent a higher percentage of their time in individual sessions compared with NCAA athletes. Overall, the results of this study provided evidence that athletes continue to use the techniques and methods they learned in PST long after their initial training in order to improve their athletic performance.