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dc.contributor.authorLane, Andrew M
dc.contributor.authorTotterdell, Peter
dc.contributor.authorMacDonald, Ian
dc.contributor.authorDevonport, Tracey J
dc.contributor.authorFriesen, Andrew P
dc.contributor.authorBeedie, Chris
dc.contributor.authorStanley, Damian
dc.contributor.authorNevill, Alan
dc.date.accessioned2016-09-15T11:21:52Z
dc.date.available2016-09-15T11:21:52Z
dc.date.issued2016-03-30
dc.identifier.citationBrief Online Training Enhances Competitive Performance: Findings of the BBC Lab UK Psychological Skills Intervention Study. 2016, 7:413 Front Psychol
dc.identifier.issn1664-1078
dc.identifier.pmid27065904
dc.identifier.doi10.3389/fpsyg.2016.00413
dc.identifier.urihttp://hdl.handle.net/2436/620147
dc.description.abstractIn conjunction with BBC Lab UK, the present study developed 12 brief psychological skill interventions for online delivery. A protocol was designed that captured data via self-report measures, used video recordings to deliver interventions, involved a competitive concentration task against an individually matched computer opponent, and provided feedback on the effects of the interventions. Three psychological skills were used; imagery, self-talk, and if-then planning, with each skill directed to one of four different foci: outcome goal, process goal, instruction, or arousal-control. This resulted in 12 different intervention participant groups (randomly assigned) with a 13th group acting as a control. Participants (n = 44,742) completed a competitive task four times-practice, baseline, following an intervention, and again after repeating the intervention. Results revealed performance improved following practice with incremental effects for imagery-outcome, imagery-process, and self-talk-outcome and self-talk-process over the control group, with the same interventions increasing the intensity of effort invested, arousal and pleasant emotion. Arousal-control interventions associated with pleasant emotions, low arousal, and low effort invested in performance. Instructional interventions were not effective. Results offer support for the utility of online interventions in teaching psychological skills and suggest brief interventions that focus on increasing motivation, increased arousal, effort invested, and pleasant emotions were the most effective.
dc.language.isoen
dc.publisherFrontiers Media
dc.relation.urlhttp://journal.frontiersin.org/article/10.3389/fpsyg.2016.00413/full
dc.subjectIntervention
dc.subjectemotion
dc.subjectmood
dc.subjectself-regulation
dc.subjectperformance
dc.titleBrief Online Training Enhances Competitive Performance: Findings of the BBC Lab UK Psychological Skills Intervention Study.
dc.typeJournal article
dc.identifier.journalFrontiers in Psychology
dc.date.accepted2016-03-08
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUOW150916AL
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by/4.0/
rioxxterms.licenseref.startdate2016-09-15
dc.source.volume7
dc.source.issue413
dc.source.beginpage1
dc.source.endpage14
refterms.versionFCDVoR
refterms.dateFOA2019-06-20T14:07:09Z
html.description.abstractIn conjunction with BBC Lab UK, the present study developed 12 brief psychological skill interventions for online delivery. A protocol was designed that captured data via self-report measures, used video recordings to deliver interventions, involved a competitive concentration task against an individually matched computer opponent, and provided feedback on the effects of the interventions. Three psychological skills were used; imagery, self-talk, and if-then planning, with each skill directed to one of four different foci: outcome goal, process goal, instruction, or arousal-control. This resulted in 12 different intervention participant groups (randomly assigned) with a 13th group acting as a control. Participants (n = 44,742) completed a competitive task four times-practice, baseline, following an intervention, and again after repeating the intervention. Results revealed performance improved following practice with incremental effects for imagery-outcome, imagery-process, and self-talk-outcome and self-talk-process over the control group, with the same interventions increasing the intensity of effort invested, arousal and pleasant emotion. Arousal-control interventions associated with pleasant emotions, low arousal, and low effort invested in performance. Instructional interventions were not effective. Results offer support for the utility of online interventions in teaching psychological skills and suggest brief interventions that focus on increasing motivation, increased arousal, effort invested, and pleasant emotions were the most effective.


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