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Development of a Positive Psychology Program That Combines Noncontact Psychological Skills Training for Student Athletes

이호성|신정택|송주빈
글로벌문화예술교육연구소|2024.04|Research in Dance and Physical Activity|제8권 제1호|pp. 57-71|DOI 10.26584/RDPA.2024.8.1.71

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키워드

NoncontactStudent athletesPositive psychology programPsychological skills training
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초록

The purpose of this study is to develop a positive psychology program combining noncontact psychological skills training that is effective in reducing the psychological difficulties of student athletes and improving psychological skills training and athletic performance through cultivating positive thinking. The participants of this study consisted of 16 badminton student athletes from D University. A needs survey was conducted on the participants of this study. Previous research examined psychological skills training, positive psychology programs, and noncontact psychological support. A preliminary program was developed through a meeting of experts based on data obtained through analysis of research participants' needs and review of previous research. Based on the results of the preliminary program developed first, the final program was developed secondarily through a professional consultant. The final noncontact psychological skills training combination positive psychology program developed secondarily consists of direction, goal setting, discovery of strengths, savoring, gratitude, relaxation/imagination, self-talk, attention, concentration routine, refocus routine, and finishing. (Total 11 sessions). The application time of the positive psychology program combining noncontact psychological skills training developed in this study was conducted within 40 minutes per session, considering the concentration of research participants as it is a noncontact program. The total program lasted approximately 3 months. And in each session, tension was lowered through a brief explanation of the next session. As an action strategy to increase the program participation rate, before the start of each session, information related to the session topic of the day was provided and time was provided to think about it. At the end of each session, practice tasks were assigned to encourage self-training.

Abstract

The purpose of this study is to develop a positive psychology program combining noncontact psychological skills training that is effective in reducing the psychological difficulties of student athletes and improving psychological skills training and athletic performance through cultivating positive thinking. The participants of this study consisted of 16 badminton student athletes from D University. A needs survey was conducted on the participants of this study. Previous research examined psychological skills training, positive psychology programs, and noncontact psychological support. A preliminary program was developed through a meeting of experts based on data obtained through analysis of research participants' needs and review of previous research. Based on the results of the preliminary program developed first, the final program was developed secondarily through a professional consultant. The final noncontact psychological skills training combination positive psychology program developed secondarily consists of direction, goal setting, discovery of strengths, savoring, gratitude, relaxation/imagination, self-talk, attention, concentration routine, refocus routine, and finishing. (Total 11 sessions). The application time of the positive psychology program combining noncontact psychological skills training developed in this study was conducted within 40 minutes per session, considering the concentration of research participants as it is a noncontact program. The total program lasted approximately 3 months. And in each session, tension was lowered through a brief explanation of the next session. As an action strategy to increase the program participation rate, before the start of each session, information related to the session topic of the day was provided and time was provided to think about it. At the end of each session, practice tasks were assigned to encourage self-training.

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