The Knowledge Map of Sport and Exercise Psychology: An Integrative Perspective

Effects of "Mindfulness Acceptance Insight Commitment" Training on Flow State and Mental Health of College Swimmers: A Randomized Controlled Experimental Study

This research explores the intervention effect of the mindfulness acceptance insight commitment (MAIC) training program on the mindfulness level, flow state, and mental health of college swimmers. A sample of 47 college swimmers from a regular university was recruited and randomly divided into two groups before the intervention. Independent variables between groups are psychological training mode (MAIC training/no training), and the independent variable within group was time (pre-test, post-test, and continuity test). The dependent variables are mindfulness level, flow state, and mental health (anxiety, depression, training, and competition satisfaction). Results show that after the intervention of MAIC training, the mindfulness level of athletes' flow state has been significantly improved, whereas anxiety and depression significantly decreased. In addition, the satisfaction with training and competition significantly improved. In the continuous stage after the intervention, the mindfulness level, flow state, and mental health of athletes are still significantly higher than those in the pre-test. The comparison of the post-test and continuity test show no significant differences in the mindfulness level, flow state, depression, and training and competition satisfaction of athletes. Still, the anxiety level shows an upward trend with a significant difference. This study demonstrates that the MAIC mindfulness training program can significantly improve the mindfulness level, flow state, anxiety, depression, and training and competition satisfaction of college swimmers with a good continuity effect. Thus, the athletes' sports experience can be improved, and good psychological benefits can be attained.

Strategic Self-Talk Assists Basketball Free Throw Performance Under Conditions of Physical Exertion

The purpose of the present study was to examine the effects of a strategic self-talk intervention on basketball free throw performance under conditions of physical exertion. Forty-one male basketball players (Mage = 23.19 years) participated in the study. Following a baseline assessment, a 3-week intervention was implemented. During this period participants of the two groups practiced the same number of free throws in their training sessions; participants of the experimental group practiced using self-talk and developed personal free throw self-talk plans. In the final assessment, the participants repeated the free throw test following a typical shuttle run task causing increased physical exertion. The results showed that in the final assessment the self-talk group performed significantly better than the control group. Overall, the findings indicate that self-talk can be an effective strategy for basketball players when performing free throw under conditions of physical exertion, which is a typical situation in basketball games.

The Relationship Between Motivation, Goal Orientation, and Perceived Autonomy Support From the Coach in Young Norwegian Elite Hockey Players

This study investigates the relationship between motivation, goal orientation, and perceived autonomy support from the coach among junior elite hockey players. The study is based upon the theory of self-determination and the goal orientation theory. The first aim of the study was to investigate whether high scores on task involvement and perceived autonomy support from the coach may explain the intrinsic motivation of the players. Secondly, we sought to discover whether the most autonomous extrinsic motives may be explained by high scores on task involvement and perceived autonomy support from the coach. Lastly, we investigated whether the most controlling extrinsic motives may be explained by greater ego involvement or by both ego and task involvement and less perceived autonomy support from the coach. A total of 401 players aged 14–18 took part in the survey. The results show that intrinsic motivation can be explained by high scores on both task and ego involvement. The two most autonomous extrinsic motives—integrated and identified regulation—were both explained by task and ego involvement and perceived autonomy support from the coach. The two most controlled motives—introjected and external regulation—were both explained by high scores on task and ego involvement.