Purpose: The purpose of the current study was to provide preliminary evidence for reliability and validity of a new golf performance profiling technique. The technique was designed to assess both ideal need states required for successful performance in competition and present performance states of an athlete. Methods: Two groups of golfers responded to the golf performance profile comprised of important elements of golf skills, physical fitness and psychological skills. An additional group of golfers participated in psychological skills training (PST) sessions. Scores on need state, current state were measured before and after the PST sessions. The number of weeks until the golfers who attained their optimal zone on their performance elements actually showed their personal best performance was monitored. Results: The results from test and retest (1 week and 4 week distance) showed temporal stability across different performance elements. Golfers who participated in PST demonstrated improved scores on the majority of the elements, which could be an evidence of validity. Those reached optimal zones in the performance profile achieved their personal best performance within an average of 17 weeks. This golf performance profiling technique would be a useful tool for motivating athletes’ preparation toward competition and predicting their successful performance.

Purpose: Post-shot routine means cognitive and behavioral procedures executed as usual just after a shot in golf. The post-shot routine through references showed compliment in playing well, or emotion control, deep breath, finding problems and focusing the next play. Researches and bibliographies have been reported internationally, but there was no research yet in Korea. The purpose of the research is to investigate the examples of the post-shot routine used practically in golf. The practical instances of the post-shot routine were examined by a depth interview with eight(8) Korean male and female professional golf players by the inductive analysis of contents. Results: As the result, it showed to compliment, to express self-confidence, and to focus motion in playing well. On the other hand, it showed rage, or changes in action performance as negative post-shot routines. Most of the players who involved in the depth interview recognized the needs of the post-shot. Conclusion: As the research result, the professional golf players can enhance the performance capability by using practically, and developing the post-shot routine.

Purpose: The purpose of this study was to test The relationship between emotion and emotion regulation and performance in archery athletes. Methods: Archery athletes(N=302, male=137, female=165) completed measures of Sports Emotion Scale, Sport Emotion Regulation Scale, and Prize of themselves. Results: It was appeared that the sports performance among archery athletes was increased by positive emotions such as happy and pride, and emotion regulation such as related behavioral regulation. Conclusion: This results suggest that to increase the performance of archery athletes, a variety of programs to increase positive emotion and related emotion regulation need to be developed.

Purpose: The purpose of this research is to verify the effects of developed rational cognition restructuring program for tennis players and to implicate sports field derived cognition restructuring program. Methods: Delphi method to reanalyze 127 questionnaire according to tennis specifications, and 28 questionnaire were removed and 13 questionnaire were added. Group of specialists, conducted binary inductive analysis for categorization based on REBT. Finally, in order to implicate the cognition restructuring program, 12 period consultations were conducted using REBT counselling method as a part of program implication method. To verify the developed rational cognition reconstruction program, psychological examination was conducted before and after the program use through sports psychological examination, TOPS, CSAI-2. To verify the effects of rational cognition reconstruction program, player’s mental state changes were quantified. Results: Average sports psychological skills increased from 3.16 to 3.61, showing 0.55 points, average performance strategy was increased from 3.10 to 3.37, showing 0.65 point increase, and sports competition anxiety was reduced from average 2.21 to 2.10, showing .0.10 point decrease. Lastly, According to qualitative analysis on the consultation, the irrational principles aroused by the player’s mental problems shifted to rational cognition and resulted as heightened focus and confidence in the game. Conclusion: The irrational principles aroused by the player’s mental problems shifted to rational cognition and resulted as heightened focus and confidence in the game. Rational cognition formed positive attitude on players.

Purpose: The purpose of this study is to report a case of psychological support and supervision for a university soccer team. Methods: Psychological support was provided to 32 players in the C university soccer team. 10 or so essential psychological skills including the importance of psychological training, goal setting, strategies to be motivated, enhancing confidence, teamwork, self-regulation, or concentration training were systematized with CAU10 Program, and this was designed properly to the event of soccer. Results: Total 11 sessions were composed of education, practice, and discussion with 80 minutes in each week. To examine the effects of psychological support, SIMS, TEOSQ, and PS test sheets were used. According to the results of the T-Test, it exerted significant effects on the factors of intrinsic motivation (p<.05), confidence (p<.01), and goal setting (p<.05). Conclusion: For field training and supervision, they received training for license grade 2 and then made plans for field training. Submitting an application form for training to Korean Society of Sport Psychology, they got approved. The psychological support team consisted of five trainees and two supervisors. In each team, one or two trainees were arranged, and they were formally appointed as a mental coach by the director, coaching staff, or players. In this case, the soccer team included trainees attending graduate school or having experience to work as a player. Once a week, they were provided with field support, supervision, and irregular field observation and counseling, and also, supervision was done once a week with two grade 1 supervisors. Mainly about preparation for education, ideas to make contents, demonstration for education, or counseling, they were provided with feedback, and this was written as a report for each session. It has been found that field training and supervision have positive effects on grade 2 sport psychology counselor trainees in terms of securing expertise and experience, knowhow, confidence for field support, or contents for psychological support.

Purpose: The purpose of this investigation was to determine the double sided character of faded and increasing feedback on an anticipation timing task. Methods: Thirty-six undergraduate students(male = 36) whose age raged from 19 to 21, with a mean age of 19.8 years participated in this experiment. All participants were recruited from elective physical education activity classes volunteered to be participants. Participants were randomly assigned into one of three experimental conditions: (1) faded, (2) increasing, and (3) control condition. Task was to hit the enter key on a keyboard when the time arrived at 15 seconds on the screen. Participants performed 12 trials of 4 blocks in the acquisition, 12 trials of 2 blocks in the retention and 12 trials in the transfer phases, respectively. Results: Dependent variable were absolute, variable and constant error. The results of this study revealed that faded and increasing feedback schedules are beneficial for performance, learning and transfer on an anticipation timing task. Conclusion: Contrary to our expectation, we found that both faded and increasing feedback schedules have no double-sided character, which means that starting with faded or increased feedback did lead to better performance, learning and transfer.

Purpose: The purpose of the study is to examine the influence of physical fitness on a nonverbal intelligence score and cortical networking. Methods: Participants were twenty four high-fit and twenty one low-fit middle school students. K-CTONI-2 was used to measure nonverbal intelligence less influenced by educational experience and verbal ability. Cortical activation at F3, F4, C3, C4, P3, P4, T3, T4, O1, and O2 has been recorded during intelligence test. Inter-hemispheric and intra-hemispheric coherences were calculated to examine cortico-cortical communication. Results: As the behavioral results, nonverbal intelligence score and accuracy were not significant different according to physical fitness. The result of coherence revealed that coherence at right hemisphere which is related to visual-spatial processing was higher in high-fit but coherence at left hemisphere related to verbal-analytic processing was higher in low-fit group. Conclusion: The results imply the greater neural efficiency during intelligence test in high-fit relative to low-fit group.

Purpose: The purpose of this study was to determine whether yaw head rotational reaction time and premotor time to visual stimuli in central and peripheral visual fields would improve with practice. Method: The task was to make a complete horizontal head rotation regardless of target eccentricity in two response conditions: TOWARD and AWAY conditions. In the TOWARD condition subjects rotated their head in the direction ipsilateral to target appearance for a congruent S-R response. In the AWAY condition subjects rotated their head contralateral to target appearance for an incongruent S-R response. All subjects participated in the following sequence of testing and training: (1) Pre-test, (2) Training (6 days over 2 weeks), and (3) Post-test. Measures associated with yaw head rotations involved with reaction time, premotor time and electromechanical delay. Results: Results revealed shorter yaw head rotation RT in TOWARD and AWAY conditions after 6 days of practice in TOWARD and AWAY conditions. We found the greater observations especially for the centrally placed target. Conclusion: These results suggest greater performance improvements were observed for most subjects when practice and testing were within the same condition, indicating support for the well-known learning specificity phenomena.