Purpose: The purpose of this study is to examine the double-mediating effect of the attribution of wining and losing on athletes’ flow through emotion and observation learning. Methods: To test this, a survey was conducted on 165 athletes (men=132) in 11 disciplines (wrestling, badminton, bowling, boxing, shooting, cycling, swimming, archery, taekwondo, tennis, squash) in Seoul and Gyeonggi Province. Results: After an important game victory, the pride increased as the cause was perceived internally, which induces observational learning behavior and has a positive effect on the flow experience. In contrast, in terms of stability and control, there was no double mediating effect such as attribution dimension → expectation or shame → observational learning → commitment. Conclusion: After victory, the internal attribution (or the external attribution in defeat) played an important role in predicting future performance. Of the three attribution dimension, the causal locus seems to have the greatest influence on the flow experience.

Purpose: The purpose of this study was to examine the structural relations among personality(conscientiousness and perfectionism), self-regulated motivation, and training engagement in sport(TES). Methods: Tow-hundred and ninety five college and high school athletes completed instruments assessing conscientiousness and perfectionism, self-regulated motivation(intrinsic regulation and integrated regulation), training engagement. Results: Structural analysis showed that both of conscientiousness and perfectionism contributed positively to intrinsic regulation and integrated regulation, intrinsic regulation and integrated regulation in turn contributed positively to training engagement. Test for mediation showed that self-regulated motivation mediated the direct effect conscientiousness and perfectionism had on training engagement. Conclusions: These results explain how personality traits such as conscientiousness and perfectionism effect training engagement fostering motivational processes such as intrinsic regulation and integrated regulation. These findings discuss the value of personality research in sport psychology and also its utilization in follow-up research.

Purpose: The mechanism in which different types of psychological skills training affect the psychological and motivational systems of athletes in stressful competitive situations was examined using a neurophysiological approach. Methods: Thirty college soccer male players were randomly divided into a physiological training group (8), cognitive training group (8), and control group (14). A psychological skills training program of three group training sessions and three individual counseling sessions for six weeks was conducted. The participants’ psychological states and Frontal EEG Asymmetry Score(FAS) were measured in stress conditions; pre-post values were compared. Results: Anxiety and stress measured in the stress conditions decreased after the training in both training groups; no difference was observed in the control group. Analysis of frontal asymmetry revealed that the FAS of the physiological training group decreased in the negative (-) direction due to reduced Fp2 activation, while the FAS of the cognitive training group increased in the positive (+) direction resulting from decreased Fp2 activation after training. To induce ideal psychological states in a stress situation, the physiological training group activated the withdrawal motivational system to avoid the stress situation. Rather, the cognitive training group employed more active coping strategy by reducing the withdrawal motivational system. Conclusion: While physiological training appears to induce the withdrawal motivation system so as to avoid stressful situations, cognitive training employs a more active approach by reducing withdrawal motivation.

Purpose: The aim of this study was to investigate the effects of faded and increased feedback in a temporal timing learning. Methods: College students (N=30) were assigned to one of two feedback types randomly, which differed in feedback type (faded vs. increased). The experimental task was to depress the keys on the keyboard for producing the goal pattern as closely as possible. This experiment consisted of pre-test, acquisition stage, retention test, and transfer test. The relative timing error and the absolute timing error as dependent variables were acquired for all trials. Results: Pre-test showed that the faded and increased group had a similar temporal timing performance before doing acquisition session. At acquisition session, the analysis on relative timing error and absolute timing error indicated main effects of block. The analysis, however, on only relative timing error showed main effect of group. The analysis of retention or transfer test didn’t indicate main effects of group. However, the analysis of absolute timing error on transfer test indicated main effect of block. Conclusion: This results showed a change in the relative timing performance on the faded or the increased feedback, but temporal timing learning produced a similar result. Thus, learning strategies, which utilize faded or increased feedback effectively, might be required depending on the learning circumstances and the goal of task.

Purpose: The purpose of this study was to analyze the effects of horizontal-vertical illusions on perception-action and to identify the differences between visually perceived results and perception in motor performance. Methods: The participants were 16 professional golfers and performed two experimental tasks. The first task was to check the length of the line visually, then walk in a blinded state and stop walking in a judged length. horizontal-vertical illusions were presented in three lengths (200 cm, 400 cm, 600 cm). The task was carried out 30 trials, 10 trials in both horizontal and vertical directions. The second task was golf putting that went on under three length conditions, such as walking. Performances on both tasks were analyzed through constant error (CE) of tasks according to horizontal-vertical and illusion line length conditions. Data were analyzed with Two-way ANOVA with factorial design by 2 (horizontal-vertical illusion) x 3 (line length). Results: Perceptual judgment tasks and golf putting according to the horizontal-Vertical illusion and line length were shown to be affected by the illusion. Conclusion: As the illusion occurred, the vertical direction was perceived to be longer than the horizontal and the action was performed longer than the actual length.

Purpose: The purpose of this study is to verify that the peripheral vision, which is not considered as visual information in previous studies, is the main intervention factor that can change the effect of attentional focus. Methods: Novice college students (n=36) were selected as subjects. The subjects were randomly assigned to 4 groups (IFA, EFA, PV-IFA, PV-EFA) and the putting accuracy was evaluated at 3 task distance (2m, 3m and 5m) according to the experimental procedure. Results: As a result of the experiment, the availability of the peripheral vision did not affect the attentional focus effect. As a result of failing to support the constrained action hypothesis, the putter performance (MRE and BVE) using the internal focus (IFA and PV-IFA) was more effective for the beginner. Conclusion: The results of this study confirm that the induction of attention focus to beginners can increase the effect of performance. The state guidelines presented in the form an internal focus of attention (IFA) are more consistent with the behavioral control methods required at the early stages of learning, It is considered that it enables effective motion control in complex task such as increase and change of task distance.