effects of 6 weeks psychological skill training on team cohesion, self-confidence & anxiety

194 Pages·2013·1.11 MB·English

EFFECTS OF 6 WEEKS PSYCHOLOGICAL SKILL TRAINING ON TEAM
COHESION, SELF-CONFIDENCE & ANXIETY: A CASE OF YOUTH
BASKETBALL PLAYERS

A THESIS SUBMITTED TO
THE GRADUATE SCHOOL OF SOCIAL SCIENCES
OF
MIDDLE EAST TECHNICAL UNIVERSITY

BY

BÜLENT OKAN MİÇOOĞULLARI

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR
THE DEGREE OF DOCTOR OF PHILOSOPHY
IN
THE DEPARTMENT OF PHYSICAL EDUCATION AND SPORTS

JUNE 2013
Approval of the Graduate School of Social Sciences

___________________________
Prof. Dr. Meliha ALTUNIŞIK
Director

I certify that this thesis satisfies all the requirements as a thesis for the degree of
Doctor of Philosophy.

___________________________
Prof. Dr. M. Settar KOÇAK
Head of Department

This is to certify that we have read this thesis and that in our opinion it is fully
adequate, in scope and quality, as a thesis for the degree of Doctor of
Philosophy.

___________________________ ___________________________
Prof. Dr. F. Hülya AŞÇI Assist. Prof. Dr. Sadettin KİRAZCI
Co-Advisor Supervisor

Examining Committee Members

Prof. Dr. Settar KOÇAK (METU, PES) _____________________
Prof. Dr. Gazanfer DOĞU (AİBÜ, PESHS) _____________________
Assoc. Prof. Dr. M. Levent İNCE (METU, PES) _____________________
Assoc. Prof. Dr. Emine ÇAĞLAR (KÜ, PESHS) _____________________
Assist. Prof. Dr. Sadettin KİRAZCI (METU, PES) _____________________
I hereby declare that all information in this document has been obtained and
presented in accordance with academic rules and ethical conduct. I also declare
that, as required by these rules and conduct, I have fully cited and referenced
all material and results that are not original to this work.

Name, Last Name : B. Okan MİÇOOĞULLARI

Signature :

iii
ABSTRACT

EFFECTS OF 6 WEEKS PSYCHOLOGICAL SKILL TRAINING ON TEAM COHESION,
SELF-CONFIDENCE & ANXIETY: A CASE OF YOUTH BASKETBALL PLAYERS

Miçooğulları, Okan Bülent
Ph.D., Department of Physical Education & Sports
Supervisor: Assist. Prof. Dr. Sadettin KİRAZCI
Co-Supervisor: Prof. Dr. F. Hülya AŞÇI

February 2013, 178 pages

The purpose of this study was to examine the impact of six weeks psychological
skills training program (PST) based on cognitive-behavioral conceptual
framework on the team cohesion, confidence, and anxiety of an intact team.
Participants consisted of two teams of 36 male youth basketball players. The PST
program consisted of team building, goal setting, relaxation, imagery, self-talk,
pep-talk, converting thoughts, autogenic training, and progressive relaxation
techniques. For the quantitative part of the study Group Environment
Questionnaire (GEQ), the Trait Sport-Confidence Inventory (TSCI), and the State-
Trait Anxiety Inventory (STAI) were given during the pre-intervention, post-
intervention, first, second and third follow-up tests. Qualitative process was used
in current study to support validation of implied PST program. Six players and
coach were interviewed with semi-structured questions. A mixed design
MANOVA revealed significant differences over time for team cohesion (F =
[16, 19]
3.25, p < .05). A mixed design ANOVA revealed significant differences over time
for self-confidence (F = 12.05, p < .05) but there was no significant
[4, 31]
differences for anxiety (F = .58, p > .05). Moreover, comparison between
[4, 31]
experimental and control group results indicated that there was a significant
iv
results between those two groups. Overall, it was concluded that the PST
program with experimental team affected athletes’ team cohesion and self-
confidence levels positively but there was no significant affect on athletes’
anxiety levels.

Key words: Psychological skill training program, Team-cohesion, Self-confidence,
Anxiety

v
ÖZ

6 HAFTALIK PSİKOLOJİK BECERİ ANTRENMANI UYGULAMASININ TAKIM
BÜTÜNLÜĞÜ, KENDİNE GÜVEN ve KAYGI DÜZEYLERİ ÜZERİNE ETKİSİ: GENÇ
BASKETBOL OYUNCULARI ÖRNEĞİ

Miçooğulları, Bülent Okan
Doktora, Beden Eğitimi ve Spor Bölümü
Tez Yöneticisi: Yrd. Doç. Dr. Sadettin KİRAZCI
Ortak Tez Yöneticisi: Prof. Dr. F. Hülya AŞÇI

Haziran 2013, 178 sayfa

Bu çalışmanın amacı, zihinsel-davranışçı yaklaşıma dayanan 6 haftalık psikolojik
beceri antrenmanın daha önceden bu yönde herhangi bir eğitim almamış olan bir
basketbol takımı sporcularında ki takım bütünlüğü, kendine güven ve kaygı
düzeylerine olan etkisini incelemektir. Çalışmanın örneklemini 36 erkek
sporcudan oluşan iki basketbol takımı oluşturmaktadır. Psikolojik beceri
antrenmanı programı sporcular için şekillendirilmiş ve program içerisinde takım
yapılandırma, hedef belirleme, imgeleme, kendi kendine konuşma, motive edici
konuşma, düşüncenin yönünün değiştirilmesi, otojenik antrenman ve aşamalı
gevşeme teknikleri kullanılmıştır. Çalışmanın nicel bölümü içerisinde, Grup
Çevresi Anketi, Sürekli Sportif Güven Envanteri ve Durumluk-Sürekli Kaygı
Envanteri sporculara uygulanmıştır. Bu anketler program öncesi, program
sonrası, birinci, ikinci ve üçüncü kalıcılık testinde sporculara doldurulmuştur.
Çalışma içerisinde uygulanan psikolojik beceri antrenmanının geçerliliğini
desteklemek için nitel süreçler uygulanmıştır. Deney grubu içerisinden altı sporcu
ve takımın koçu ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Karışık
dizayn çok yönlü varyans analizi sonuçları, takım bütünlüğü için tüm uygulamalar
vi
sürecinden sonra anlamlı farklılıklar oluştuğunu göstermiştir (F = 3.25, p <
(16, 19)
.05). Karışık dizayn tek yönlü varyans analizi sonuçları incelendiğinde ise sürekli
sportif güven için anlamlı farklılıklara ulaşıldığını (F = 12.05, p < .05) fakat
(4, 31)
sürekli kaygı envanteri için sonuçlarda herhangi anlamlı bir farklılığa
ulaşılmamıştır (F = .58, p > .05). Bunlarla birlikte deney ve kontrol gruplarını
(4, 31)
karşılaştıran analizler incelendiğinde, gruplar arasında anlamlı farklıklar oluştuğu
saptanmıştır. Sonuç olarak, deney grubu basketbol takımına uygulanan psikolojik
beceri antrenmanının sporcuların takım bütünlüğü ve sportif güven becerileri
üzerine beklenen şekilde olumlu katkıları olduğunu fakat sporcuların kaygı
düzeyleri üzerinde herhangi anlamlı bir etkisi olmadığı belirlenmiştir.

Anahtar Kelimeler: Psikolojik beceri antrenmanı, Takım bütünlüğü, Özgüven,
Kaygı

vii
To My Family

viii
ACKNOWLEDGEMENTS

First, I’d like to thank Assist. Prof. Sadettin Kirazcı, my PhD thesis advisor. He was
my graduate supervisor throughout all my years at METU. Next, I’d like to thank
my committee members: Prof. Gazanfer Doğu, Prof. Settar KOÇAK, and Associate
Prof. Mustafa Levent İNCE, and Assoc. Prof. Emine ÇAĞLAR. Thank you for your
insight and advice throughout the PhD defense process.

I owe a debt of gratitude to Prof. F. Hülya AŞÇI for her contributions to prepare
this dissertation. Prof. Aşçı accepted me as a doctoral student and continuously
helped me to do this dissertation. She spent many hours and days to direct me
how to imply the intervention program, properly. I would not have been able to
complete this thesis without her help. Thank you very much for all your time and
effort, it is deeply appreciated!

Moreover, I am really appreciated to my dear friend Barış Sözeri. He gave me a
chance to imply this intervention program on his team. Also, I have to say “Thank
you Guys!” to all athletes in our experimental group. Thanks to all for being my
new brothers !!!

I’d like to thank my dear friends, Selçuk Akpınar, Deniz Hünük, Günay Yıldızer,
and all people in my department at METU. They always supported me
throughout my PhD education. Special thanks also to Prof. Hülya Gökmen, and
Asst. Prof. Dilşad Mirzeoğlu who encouraged me to come to METU.

Last but certainly not least, to my wife Nilgün, my daughter Masal Deniz and my
newborn son Eymen Okan. No one has done more to get me through this stage
than you. You have been my constant support. Thank you from the bottom of my
heart.
ix
TABLE OF CONTENTS

PLAGIARISM ........................................................................................................ iii
ABSTRACT ........................................................................................................... iv
ÖZ ........................................................................................................................ vi
DEDICATION .......................................................................................................viii
ACKNOWLEDGEMENTS....................................................................................... ix
LIST OF TABLES ................................................................................................ xivv
LIST OF FIGURES ……………………………………………………………………………………………xv

CHAPTER
1. INTRODUCTION................................................................................................ 1
1.1 Background of the Study ........................................................................ 1
1.2. Rationale of the Study ........................................................................... 4
1.3 Research Questions ................................................................................ 5
1.4. Purpose of the Study ............................................................................. 5
1.5 Research Hypotheses ............................................................................. 5
1.6 Delimitations .......................................................................................... 6
1.7 Limitations .............................................................................................. 6
1.8 Assumptions ........................................................................................... 6
1.9 Definition and Abbreviation of Terms .................................................... 6
2. LITERATURE REVIEW ........................................................................................ 8
2.1 Psychological Skill Training ..................................................................... 8
2.2 Phases of PsychologicalSkill Training.................................................... 10
x