Enhancing Competitive Performance of Ice Hockey Goaltenders Using Centering and Self-Talk

Abstract

The purpose of this study was to examine the effectiveness of two mental skills on the performance of ice hockey goaltenders during league games. The mental skills utilized were relaxation, in the form of centering, and self-talk. The participants were five male junior A hockey goaltenders. A single-subject multiple baseline across individuals design was employed to evaluate the use of the mental skills. The results demonstrated that the mental skills training was effective in producing improvements in the save percentage of the goaltenders. The social validation results indicated that the participants enjoyed using the mental skills and were satisfied with the results obtained. Furthermore, the coaches were very satisfied with the results and felt that the mental skills training was an important ingredient for improving performance, in particular performance consistency.     

The effects of a goal-setting package on the performance of speed skaters

Abstract

The purpose of the study was to assess the effectiveness of a goal-setting package on objective and subjective measures of speed skating performance. Participants were four female skaters ranging in age from 12–17 years. A single-subject design, the multiple baseline across individuals, was used to evaluate the intervention package. One participant remained at baseline for the duration of the study to control for training effects. The results provide support for utilizing a goal-setting package in an athletic setting. During practices, laps and drills completed increased, while off-task behaviors decreased. Racing times obtained in practice and competitions improved for all three experimental participants. A social validity assessment provided further support for the effectiveness of the intervention.     

The effects of competition and social reinforcement upon perceptual motor performance

Junior high school boys (n=180) performed 40 trials on the ball roll-up task in order to determine whether competition, initial ability level, and social reinforcement interact to influence performance. A 3 x 2 x 3 x 8 factorial design, with repeated measures on the last factor (initial ability level x competition x social reinforcement x blocks of trials) was used. The analysis of the data demonstrated that: (a) competition, initial ability level, and social reinforcement factors did not interact with one another; (b) social reinforcement (reproof) facilitated performance, while competition had no effect; and (c) the competition group had a greater tonic heart rate (increase from basal) than the noncompetitive group. Although it was not entirely clear why changes in the performance of the experimental groups did not accompany the changes in the groups' tonic heart rate, it was concluded that competition was an incentive.