the effect of self-talk as an anxiety regulation intervention on coincident anticipation timing and

148 Pages·2017·2.14 MB·English

by  Rochel Newell

THE EFFECT OF SELF-TALK AS AN
ANXIETY REGULATION INTERVENTION
ON
COINCIDENT ANTICIPATION TIMING
AND BATTING PERFORMANCE IN
CRICKET
By
Rochel Seymour Hall
Thesis presented in fulfilment of the requirements for the degree of Master of Arts
(Psychology) in the Faculty of Arts at Stellenbosch University.
Supervisor: Dr. J. Bantjes
Co-supervisor: Prof. E.S. Bressan
December 2017
Stellenbosch University https://scholar.sun.ac.za
Declaration
By submitting this thesis electronically, I declare that the entirety of the work contained therein is
my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise
stated), that reproduction and publication thereof by Stellenbosch University will not infringe any
third party rights and that I have not previously in its entirety or in part submitted it for obtaining
any qualification.
December 2017
Copyright © 2017 Stellenbosch University
All rights reserved
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Abstract
Ways, in which anxiety levels can be managed, in order to achieve optimal performance, has
constantly been given attention in the sport psychology literature. Theories, hypotheses and
explanations on how anxiety can be managed, using different strategies, are proposed, but little
scientific research has tested these strategies. Previous research in the field of sports psychology
suggests that the topic of anxiety has been a particularly strong focus of research. Little is however
known about the use of self-talk as an anxiety regulation strategy. Therefore the intervention
programme in this study focused on piloting the implementation and use of self-talk as an anxiety
regulation strategy to improve coincident anticipation timing and batting performance in cricket
The sample used in this study included fifteen cricket players, who played at an intermediate
level, who were randomly divided into a control group (n= 8) and an experimental group (n=7).
They performed in the pre-test, post-test and retention test, which consisted of a coincident
anticipation timing test (CAT) and a batting performance test (BPT). The BPT tested the batsmen in
shot accuracy and their quality of interception. At each testing stage the batsmen were required to
fill out a revised version of the Competitive State Anxiety Questionnaire (CSAI-2R) and the Self-
Talk Questionnaire (STQ). Only the experimental group received the 3 week intervention
programme.
Results indicated that although the performance of both groups improved during the study,
in the CAT and BPT tests, no significant improvements were seen as a result of the Self-Talk
Anxiety Regulation Strategy. The experimental group showed a decrease in anxiety levels.
However, the results were not significant.
From this study, it can be concluded that self-talk as an anxiety regulation intervention, did
not have a significant effect on the coincident anticipation timing or batting performance (shot
accuracy or quality of interception) of cricket batsmen. Self-talk as an Anxiety Regulation Strategy
did not have a significant reduction on the anxiety levels of cricket batsmen.
The implication of these findings suggests that self-talk may not an effective anxiety
regulation strategy for cricket batsmen. However, more research needs to be done specifically on
the implementation and use of self-talk as an anxiety regulation strategy, on an individual basis and
how it can be used effectively in order to achieve optimal performance.

Key words: anxiety, cricket batting, self-talk, coincident anticipation timing, batting performance
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Opsomming
Die maniere waarop angsvlakke bestuur kan word om optimale prestasie te bevorder geniet amper
konstante aandag in die sportsielkunde-literatuur. Teorieë, hipoteses en verduidelikings oor die
maniere waarop angs, deur middel van verskeie strategieë, bestuur kan word, word voorgestel, maar
daar is min wetenskaplike navorsing wat hierdie strategieë toets. Vorige navorsing op die terrein
van sportsielkunde wys daarop dat angs, as navorsingsfokus, baie aandag geniet. Min is egter
bekend oor die gebruik van selfspraak as ‘n angs-reguleringstrategie. Die intervensieprogram in
hierdie studie het dus op die loods, implementering en gebruik van selfspraak as ‘n angs-
reguleringstrategie gefokus om gelyktydige antisiperende tydsberekening en kolfprestasie in krieket
te verbeter.
In hierdie studie is gebruik gemaak van vyftien krieketkolwers wat lede was van die Maties
Krieketklub van die Universiteit van Stellenbosch. Al die kolwers moes ‘n hersiene weergawe van
die “Competitive State Anxiety Questionnaire (CSAI-2R)” en die “Self-Talk Questionnaire (STQ)”
invul. Daarna moes hulle aan die voortoets deelneem, wat bestaan het uit ‘n gelyktydige
antisiperende tydsberekeningstoets en ‘n kolfprestasietoets. In laasgenoemde toets is die
akkuraatheid van kolwers se houe en die kwaliteit van balintersepsie getoets.
Daarna is die kolwers ewekansig in ‘n kontrolegroep en ‘n eksperimentele groep verdeel. Slegs die
eksperimentele groep het toe die intervensie ontvang. Dit het bestaan uit ‘n program wat drie weke
lank geduur het, en het ingesluit twee krieketoefeninge waarin hulle geleer is hoe om die
selfspraakstrategieë te gebruik en te implementeer. Albei groepe moes toe weer die “Competitive
State Anxiety Questionnaire (CSAI-2R)” en die “Self-Talk Questionnaire (STQ)” invul. Al vyftien
kolwers moes toe deelneem aan die na-toets en twee weke later ook aan die retensietoets, wat in
albei gevalle weer die invul van die vraelyste ingesluit het, sowel as die gelyktydige antisiperende
tydsberekeningstoets en die kolfprestasietoets. Nadat die na-toets en retensietoetse plaasgevind het,
is die selfspraakprogram aan die kontrolegroep gebied.
Die resultate het aangedui dat beide groepe se prestasie in die gelyktydige antisiperende
tydsberekeningstoets en die kolfprestasietoets tydens die studie verbeter het. Geen beduidende
verbetering het plaasgevind as gevolg van die selfspraakprogram nie. Alhowel die eksperimentele
groep ‘n afname in angsvlakke getoon het, was dit nie statisties beduidend nie.

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Die resultate van hierdie studie het dus aangetoon dat selfspraak as ‘n angsregulerende intervensie
nie ‘n beduidende uitwerking gehad het op die gelyktydige antisiperende tydsberekening en die
kolfprestasie (akkuraatheid van houe en kwaliteit van balintersepsie) van kolwers nie. Daar was ook
geen beduidende afname in die angsvlakke of selfvertroue van kolwers as gevolg van die
selfspraak as angsregulerende intervensie nie.
Sleutelwoorde: angs, krieketkolfwerk, selfspraak, gelyktydige antisiperende tydsberekening,
kolfprestasie

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Acknowledgements

 Dr J. R. Bantjes for giving me the opportunity to work with him and for his insight and
encouragement throughout the study
 Mr. H. Steel for his guidance throughout this study
 Professor E.S Bressan, for her guidance and assistance in the study
 Mr. G. Van Velden, for his patience, professionalism and positive attitude
 The University Cricket Club and the participants who gave of their time to take part in this
study
 Department of Psychology, Stellenbosch University
 Department of Sport Science, Stellenbosch University
 Innovation Centre at the SUSPI Gym, Stellenbosch University
 My family and friends, for their continued support of this thesis
 My dad, for always supporting me and encouraging me to persevere
 My husband, for his love, continuing encouragement and support

Opinions expressed and conclusions arrived at, are those of the author and do not necessarily
reflect those of the above institutions.
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Table of Contents
Declaration .................................................................................................................................. ii
Abstract ...................................................................................................................................... iii
Opsomming ............................................................................................................................... iv
Acknowledgements ................................................................................................................... vi
Table of Contents...................................................................................................................... vii
List of Figures .......................................................................................................................... xiii
List of Tables ........................................................................................................................... xiv
List of Abbreviations Used ....................................................................................................... xv

CHAPTER ONE INTRODUCTION ........................................................................................... 1
1.1. Background and Context of the Study .............................................................................. 1
1.2. Rationale ........................................................................................................................... 2
1.3. Anxiety and Sports Performance ...................................................................................... 3
1.4. Anxiety and Performance in Cricket Batting .................................................................... 4
1.5. Anxiety, Self-talk, Self-Confidence and Attention ........................................................... 6
1.6. Research Aim, Objectives and Hypotheses ...................................................................... 6
1.6.1. Aim....................................................................................................................... 6
1.6.2. Objectives............................................................................................................. 6
1.6.3. Hypotheses ........................................................................................................... 7
1.6.3.1. Effect of Intervention on Anxiety Levels and Self-Confidence of
Cricketers ..................................................................................................... 7
1.6.3.2. Effect of Intervention on Batting Performance of Cricketers ...................... 7
1.6.3.3. Effect of Intervention of Coincident Anticipation Timing of Cricketers ..... 8
1.7. Significance of Research ................................................................................................... 8
1.8. Assumptions ...................................................................................................................... 9
1.9. Brief Chapter Overview .................................................................................................. 10

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CHAPTER 2 LITERATURE REVIEW ..................................................................................... 11
2.1. Introduction ..................................................................................................................... 11
2.2. Approaches to Understanding Anxiety in Psychology ................................................... 11
2.2.1. Psychoanalytic Theories .................................................................................... 11
2.2.2. Learning and Behavioural Theories ................................................................... 12
2.2.3. Physiological Theories ....................................................................................... 12
2.2.4. Phenomenological/existential Theories ............................................................. 12
2.2.5. Uncertainty Theories .......................................................................................... 13
2.2.6. Cognitive Theories ............................................................................................. 13
2.3. Difference between Anxiety and Arousal, Stress and Pressure ...................................... 13
2.4. Types of Anxiety ............................................................................................................. 15
2.5. Anxiety in Sport .............................................................................................................. 16
2.5.1. Operationalization and Measurement of Anxiety .............................................. 16
2.5.2. Models of Anxiety Regulation and Performance in Sport ................................. 17
2.5.2.1. Arousal Based Models of Anxiety ............................................................. 17
2.5.2.2. General Anxiety Based Models of Anxiety ............................................... 18
2.5.2.3. Multidimensional Anxiety Based Models .................................................. 18
2.6. Psychological Aspects and Anxiety in Cricket ............................................................... 21
2.6.1. Batting Performance .......................................................................................... 22
2.6.1.1. Introduction ................................................................................................ 22
2.6.1.2. Measuring Batting Performance ................................................................. 22
2.6.1.3. Batting Performance and Psychological aspects ........................................ 23
2.6.1.4. Batting Performance and Physiological aspects ......................................... 25
2.6.1.5. Batting performance, Visual Attention and Anxiety .................................. 26
2.6.1.6. Batting Performance and Perceptual Decision-Making ............................. 28
2.6.1.7. Coincident Anticipation Timing ................................................................. 29
2.6.1.8. Coincident Anticipation Timing and Anxiety ............................................ 31

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2.7. Anxiety Regulation and Management in Sport ............................................................... 32
2.7.1. Psychological Skills, Techniques and Strategies ............................................... 33
2.7.2. Anxiety Regulation Management Strategies ...................................................... 34
2.7.2.1. Combined-fashion Strategies ..................................................................... 34
2.7.2.2. Strategies Used As Mental Preparation Routines....................................... 35
2.7.2.3. Use of Technology to Manage Anxiety ..................................................... 37
2.7.2.4. Self-talk as an Anxiety Management Strategy ........................................... 37
2.8. Conclusion....................................................................................................................... 42

CHAPTER 3 THEORETICAL FRAMEWORK AND DESCRIPTION OF THE
INTERVENTION ....................................................................................................................... 43
3.1. Theoretical Framework ................................................................................................... 43
3.1.1. Introduction ........................................................................................................ 43
3.1.2. Anxiety and Attention Control Theory .............................................................. 45
3.1.3. Anxiety and Self-Confidence ............................................................................. 46
3.1.4. Conclusion ......................................................................................................... 47
3.2. Description of the Intervention ....................................................................................... 47
3.2.2. Purpose of the Intervention ................................................................................ 47
3.2.3. Targeted clients .................................................................................................. 48
3.2.4. Space needed ...................................................................................................... 48
3.2.5. Equipment needed .............................................................................................. 48
3.2.6. Additional Personnel .......................................................................................... 48
3.2.7. Details of the Intervention.................................................................................. 48
3.2.7.1. Introduction Phase ...................................................................................... 49
3.2.7.2. Training, Development and Implementation Phase ................................... 50
3.3. Conclusion....................................................................................................................... 53

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CHAPTER 4 RESEARCH METHODOLOGY ......................................................................... 54
4.1. Research Participants and Selection ................................................................................ 54
4.2. Research Design .............................................................................................................. 56
4.3. Measuring Instruments and Materials ............................................................................. 57
4.3.1. Assessment of Anxiety....................................................................................... 57
4.3.2. Assessment of Self-Talk .................................................................................... 58
4.3.3. Batting Performance Test................................................................................... 60
4.3.4. Coincident Anticipation Timing Test ................................................................ 63
4.4. Research Procedure ......................................................................................................... 65
4.4.1. Data Collection .................................................................................................. 65
4.4.2. Pre-test Administration ...................................................................................... 70
4.4.3. Post-test Administration ..................................................................................... 70
4.4.4. Retention test Administration ............................................................................ 70
4.5. Data analysis ................................................................................................................... 70
4.6. Ethical Considerations .................................................................................................... 71

CHAPTER 5 RESULTS AND DISCUSSION ........................................................................... 72
5.1. Introduction ..................................................................................................................... 72
5.2. The Effect of Self-Talk As an Anxiety Regulation Intervention on the Anxiety Levels
and Self-Confidence of Cricket Players ................................................................................... 74
5.2.1. Anxiety Levels and Self-Confidence in the Batting Performance Test and
the Coincident Anticipation Timing Testing .................................................... 75
5.2.1.1. Mean and Standard Deviation Scores for Anxiety Levels and Self-
Confidence for the Batting Performance Test and the Coincident
Anticipation Timing Test ........................................................................... 75
5.2.1.2. Results for the Degrees of Freedom, F-Value and P-Value in the
Batting Performance Test and the Coincident Anticipation Timing
Test ............................................................................................................. 76
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