Cakrawala Pendidikan, Vol. 38, No. 1, February 2019 doi: 10.21831/cp.v38i1.23206

THE EFFECTIVENESS OF PSYCHOLOGICAL SKILLS TRAINING PROGRAM ON NETBALL SHOOTING PERFORMANCE

Jamatul Shahidah Shaari1, Lim Boon Hooi2*, and Siswantoyo3 1, 2 Centre for Sport and Exercise Sciences, University of Malaya, Malaysia 3Sport Science Faculty, Yogyakarta State University, Indonesia *e-mail: [email protected]

Abstract: The study was aimed to investigate the effect of Psychological Skills Training Program on netball shooting performance. The experimental method was used on three groups of an 8-week intervention: combination of diaphragmatic breathing and imagery, plus physical practice (G1); combination of DB and self-talk, plus physical practice (G2); and control group which have physical practice only (G3). A SPANOVA was conducted to assess the impact of all groups on shooting performance across the two time periods. The main effect comparing the two treatments and a control group was significant, p < .001. Post hoc Tukey test differ significantly at p < .05. However, the G2 was not significantly different from the G3. The results indicated that netballers of different skill used of PST, either G1 or G2 were found to improve the netball shooting performance. It was also showed that G1 has better netball shooting performance rather than G2 and G3. As to highlighting, that the principles and practical applications of these most basic psychological skills can be taught in easier ways and probably in a relative short period of time among youth athletes.

Keywords: psychological skills training, imagery, self-talk, diaphragmatic breathing, netball shooting

EFEKTIVITAS PROGRAM PSYCHOLOGICAL SKILL TRAINING PADA KETERAMPILAN TEMBAKAN NETBALL Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh Program Psychological Skills Training (PST) terhadap keterampilan tembakan netball. Metode eksperimental digunakan pada tiga kelompok intervensi 8 minggu: kombinasi pernapasan diafragma dan imageri ditambah latihan fisik (G1); kombinasi pernapasan diafragma dan self-talk ditambah latihan fisik (G2); dan kelompok kawalan yang hanya menjalani latihan fisik (G3). SPANOVA dilakukan untuk menilai dampak dari semua kelompok terhadap keterampilan tembakan selama dua kali. Efek utama membandingkan dua perlakuan dan kelompok kontrol adalah signifikan, p < .001. Post hoc Tukey test juga mengalami perbedaan yang signifikan pada p < .05. Namun, G2 tidak jauh berbeda dari G3. Hasil menunjukkan bahwa terdapat perbedaan keterampilan dari pemain netball dengan latihan PST, baik G1 atau G2 ditemukan peningkatkan keterampilan tembakan netball. Selain hal tersebut, hasil menunjukkan bahwa G1 lebih baik kemampuan tembajan netball dari pada G2 dan G3. Sebagai hasil yang paling disoroti adalah bahwa prinsip-prinsip dan aplikasi praktis dari keterampilan psikologis tersebut dapat diajarkan dengan cara yang lebih mudah dan mungkin dalam waktu yang relatif singkat kepada para atlet remaja. Kata Kunci: psychological skills training, imagery, self-talk, pernapasan diafragma, tembakan netball

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INTRODUCTION training (Weinberg & Gould, 2014). The As all other ball games, scoring is argument is whether those mental the most important characteristic for the preparation strategies could be effectively competitive success of a netball team works, either single or a combination of (Navin, 2012). A netball team consists of techniques (Weinberg, Chan, & Jackson, seven players on the court at one time. 1983). Each position has different court One general definition describes the restrictions and roles within match play, mental preparation strategy known also as which is demanding the shooting psychological skills training (PST), as the performance of the two players called —systematic and consistent practice of Goal Shooter and Goal Attack in defining mental or psychological skills for the the goal (Davidson & Trewartha, 2008). purpose of enhancing performance, Open skill such as netball shooting occur increasing enjoyment, or achieving greater in a changing, and predictable sport and physical activity self- environment such need to regularly move satisfaction“ (Weinberg & Gould, 2014). and adapt with different shooting distance In other words, psychological skills are aiming to the basket (Stoker et al., 2017). developmental targets that are addressed As a player, she tended to demonstrate few through training of psychological repetitions of movement activities and techniques (Vealey, 1988). Gardner (2009) demonstrated least time walking, jogging added that PST is used to ensure that and running, and greatest percentage of individuals attain high-level performance time standing (Davidson & Trewartha, in sports through honing and applying 2008). Therefore, training should be necessary psychological skills. A calm tailored to suit the needs and capabilities mental state, the rhythm of preparation, of particular players (Fox, Spittle, Otago, training, and lack of pressure were the & Saunders, 2013). Various performance major factors contributing to the ability to indicators have been used to try to maintain control or successful self- understand the psychological demand of regulation (Sun & Wu, 2011). training (Hegazy, Sherif, & Houta, 2015). Weinberg and Gould (2014) Psychological aspects may influence responded that the PST program was the results, for example anxiety prior to effective to improve athletic performance competition (Fernández-Fernández, and success. It was either with one single Boullosa, Sanz-Rivas, Abreu, Filaire, & skills like self-talk training program such Mendez-Villanueva, 2015) or during daily soccer skills (Johnson, Hrycaiko, Johnson, event (Garza & Ford, 2009) could cause & Halas, 2004), swimming backstroke rise in heart rate; or the visualization and (Zetou, Nikolaos, & Evaggelos, 2014), concentration-attention control during the cycling time trial (Barwood, Corbett, task completion could cause the Wagstaff, McVeigh, & Thelwell, 2015), or performance of motor skills (Hegazy et al., imagery training program such netball 2015); or the relaxation exercise was used shooting (Fowler, 2010; Halim & Ismail, to gain a relaxed state so that the 2016; Wakefield & Smith, 2009), soccer affirmation statements could be used in passing (Seif-Barghi, Kordi, Memari, conjunction with relaxation during the Mansournia, & Jalali-Ghomi, 2012), preparation phase of a physical activity soccer free kick accuracy (Hallsson, 2013), (Rogerson & Hrycaiko, 2002); or could be volleyball serve (Velentzas, Heinen, & used during the activity itself (Fraser, Schack, 2011), basketball free throw Steffen, & Elfessi, 2001). Thus, it is very shooting (Samis-Smith, 2015) proven common that the main emphasize is to interesting significant results towards develop one‘s performance through mental athletes performance, or the use of

The Effectiveness of Psychological Skills Training Program … 176 package approach - imagery, goal setting, trouble learning a new skill, taking a few and variations of self-talk used in minutes out to relax such practicing the Blakeslee & Goff (2007), Wolframm & diaphragmatic breathing in combination Micklewright (2011), Kerkez, Kulak, & with imagery œ will be more productive Aktas (2012) and Montgomery, Ross, than repeating the skill over and over when Perry, & Hansen (2017). Interestingly, one is tense, fatigued, or not concentrating even with large numbers of interventions (Harris & Harris, 1984). provide by the researchers, there is still As one of the cognitive strategy that lack of information on the comparison been combine with imagery by several study between different combinations of researchers is self-talk as self-give mental strategy based on the assessment instructions; reinforce or interpret on the same task-performance. thoughts, feeling or actions; or carry on an When athletes have too much energy internal dialogue within oneself. Whilst or anxiety, relaxation strategies are often there is evidence in the use of imagery and helpful (Pineschi & Di Pietro, 2013) and self-talk independently of one another, it one of key skill and happens quickly is might be possible that they also cause diaphragmatic breathing (Fraser et al., preferences for the use of one strategy 2001). When athletes are too low in rather than the other to be formed. For energy, they often feel tired and flat and example, previous research has revealed may suffer a —let down“ (Loehr, 1994). that athletes tend to place more emphasis Therefore, it enables increase the ability to on the use of imagery as a pre-competitive concentrate largely in combination with strategy (Munroe, Giacobbi, Hall, & concentration, imagery or self-talk prior to Weinberg, 2000; Weinberg, 2003) and practice (Harris & Harris, 1984). Vealey self-talk as a strategy to be used during and Forlenza (2015) describe imagery as competition (Gammage, Hardy, & Hall, —using one‘s sense to create or re-create an 2001; Hardy, Hall, & Hardy, 2005). experience in the mind“. This technique Moreover, it has been suggested that self- can be used by athlete with any cognitive talk may lend itself better to use during strategy such as to use it effectively. Few competition than imagery, as it is a quicker of the literature is on using imagery in and easier strategy to employ (Hardy et al., mental skill training with few controlled 2005). studies that get at how imagery works However, as to make a comparison (Glynn, Gilbert, & Lewis, 2013; Smith, there were findings suggested the Wright, Allsopp, & Westhead, 2007) and combination of imagery with relaxation what might make imagery more effective and/or self-talk could also produce the (Hallsson, 2013). positive result in enhancing performance The relaxation techniques are skills (Cumming, Nordin, Horton, & Reynolds, that can be learned while some of these 2006; Vealey, 1986). In addition, a number techniques work better for one athlete than of research studies have demonstrated that another. The most important contribution imagery combined with relaxation is more that relaxation presents is how to regulate effective than imagery alone (Hallsson, arousal such that the athlete does not over- 2013; Weinberg, Seabourne, & Jackson, charge his or her system. For example, 1981). It make a great sense since it is sometimes during practice, instead of usually suggested that relaxation enhances trying harder, the athlete need only relax the clarity of the athlete's imaging (Harris and just let the situation naturally unfold. & Harris, 1984). Accordingly, self-talk Putting too much effort into skill execution was hypothesized can help the athlete is almost always counterproductive. increase the self-confidence when Frequently, when a player is having combining with imagery. However,

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Cumming et al. (2006) revealed that program in shooting-task performance on combination of these two had no effect on netball shooters. self-confident but the self-talk may helping on cues while imagine. While, past METHODS research has demonstrated the positive Participants effects of single used of focus self-talk for Forty-six netball athletes‘ age improving performance such in basketball between 13 to 16 years old from Kuala (Chroni, Perkos, & Theodorakis, 2007), Lumpur Sports School participated in the tennis (Van Raalte, Cornelius, Brewer, & present study. The subjects were recruited Petitpas, 2006) and throwing-and-jumping as not to be involved in official events (Goudas, 2006) performance. competitions such as Malaysia Sport For some reason the literature (SUKMA) or Malaysia School Sports indicates that many coaches exclude Council Sport (MSSM) during the psychological skills training (PST) from intervention period. The athletes not an the training and preparation of their elite standard and none of them reported athletes (Freitas, Dias, & Fonseca, 2013a; having any experience of formal PST Grobbelaar, 2007) and a lack of program. The study was performed after knowledge about PST (Freitas, Dias, & approvals of the University‘s Research Fonseca, 2013b; Grobbelaar, 2007). Ethics Committee was obtained, and However, there have been possible followed by having the sanctions from explanations from athletes‘ point of view Ministry of Education Malaysia (MOE) for the need of development and and Kuala Lumpur Federal Territory implementation of PST including the Education Department. As the subjects awareness to improve poor psychological were under 18 years of age, subjects along preparation for competitions (van Den with their parents and coaches were Heever, Grobbelaar, & Potgieter, 2007). provided information about the study. Another possible explanation reported that more than 50% of the youth athletes Procedures claimed that they —never heard or do not The subjects were recruited to three know“ about meditation, autogenic groups: Group 1 œ combination of training, progressive muscular relaxation, diaphragmatic breathing and imagery, plus concentration training and imagery (Ong, physical practice (DB and IM, + PP) with 2004). All of these feedbacks illustrate the n = 16; Group 2 œ combination of importance of mental strategies in helping diaphragmatic breathing and self-talk, plus athletes improve their performance in their physical practice (DB and ST, + PP) with respective sports. To date, countless n = 15; Group 3 œ physical practice (PP) studies have proven the effectiveness of with n = 15. The subjects who achieved a psychological strategies to improve criterion of equal to or less than 36 of the athletes‘ performance and yet the number Vividness of Movement Imagery of research involved in netball and Questionnaire-2 (VMIQ-2) subscales were Malaysia contexts is still small. Such a recruited as Group 1 members. The first 16 trend has created a general concern of out of 46 subjects were therefore recruited whether the huge number of PST programs into the Group 1, while, the remaining 30 been designed has any way could be subjects were equally divided randomly applied to assess shooting-task into the Group 2 and Group 3. The performance among netball shooters. intervention groups œ Group 1 and Group Thus, the aim of this study was to 2 performed three times per week with 30 determine the effectiveness of PST minutes of PST and followed by 30 minutes of PP per session at different days

The Effectiveness of Psychological Skills Training Program … 178 for eight weeks that in total was 24 subjects were reminded that they should sessions for each group. Except, the enable to fell the relaxation after they control group œ Group 3 which only did finished with the breathing exercise. The for 30 minutes of PP in a session. No subjects were then asked to continue lay- information about the purpose of the study down and continue with the instructional was given to the subjects until they imagery script that was read out to them completed the experiment. for another 20 minutes. As short as possible, remind the subjects how exactly The Intervention Schedule the technique can incorporated into their In familiarization phase, the subjects PP later. in Group 1 and Group 2 had a session in which they received instruction and DB and ST training training on how to perform the PST The purpose of performing DB interventions, respectively. The subjects before conducting ST training is the same were familiarized with what will be done, as in conducting for Group 1. The subjects and what is expected from them could participated in the DB while lying in a become grateful assistance to subject who quiet and comfortable room and lasted has never practiced shooting even though approximately 10 minutes. While the they are netball players. The protocol of researcher led the session and read the physical practice (PP) session also was script of relaxation the research assistance explained and the subjects received was utilized to monitored the subjects. The instruction on how to perform shooting subjects were then asked to continue lay- during the sessions scheduled for them. down and continue with the self-talk script Due to varying levels of shooting that was read out to them for another 20 experience and their ability, the subjects minutes. The steps are simplify by address performance considering only after they each or more than one steps in making a were familiarize with the expected tasks to successful shooting to four components maintain consistency in the following 8 which can gives a single cue word œ weeks intervention period. The duration of ”check‘, ”aim‘, ”flick‘ and ”follow- each session for both intervention groups through‘ to instruct where they had to was lasted for 30 minutes session œ 10 focus their attention for shooting. The self- minutes with DB training and 20 minutes talk phrases and self-talk instruction cues with either IM training or ST training. As that need to be self-generated by the the subjects are considered new to subject should be recite just before they pyschological skills techniques, training is continue with their PP afterwards. carried out as they lie down because it will be very relaxing and can help them more Physical Practice (PP) fully focus on their breathing, images or The basic part of this shooting task phrases that are required. After completing in allowing a subject to perform a shooting the 30 minutes PST session, the subjects was refer to the technical parts were continued with 30 minutes of PP. recommended by Navin (2012). The subject had performed 20 trials in the first DB and IM training round at a distance of 1.5 meters and 3.0 The subjects participated in the DB meters from the post and be given a break while lying in a quiet and comfortable for 3 minutes before continuing 20 trials in room. The researcher lead the session and the second round for the other distance. read the relaxation script in about 10 The subjects must perform according to minutes, while the research assistance was the rules of the game, in which they are utilized to monitored the subjects. The allowed to hold the ball for only 3 seconds

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(before shooting) and shall obey the style was selected for this study (Lim, Footwork Rule. After each attempt made Choo, Safee, & Tan, 2011; Shakespear & by the subject whether it is successful or Caldow, 2009). Two assessors recorded unsuccessful, the rebound ball is taken by each attempt using the scoring scale which the feeder (research assistant). Right after 1 point if the ball goes directly into net and that, the feeder is within a distance of 0.9 0 point if the ball do not goes into net. meters acting as a defender by raising both Shooting task performance was measured hands. by summing the scores for 40 attempts. The summation scores range from 0 to 40 Measures points. This study was an experimental design involved three phases: RESULTS AND DISCUSSION Phase 1: A baseline phase that the Results researcher needs to indicate the imagery Kolmogorov-Smirnov and the ability of the subjects. Then, the subjects Levene‘s test showed that the assumption were divided into three groups. The data of normality was met within each group. was collected during pretest activity. The Levene‘s test and Box‘s Test of Phase 2: The intervention phase, lasting Equality of covariance matrices were not for eight weeks for the intervention groups significant value (p > .05) and thus, œ Group 1 and Group 2, and no parametric tests can be applied. During intervention was provided to the control pretest, Group 1 (i.e. DB and IM, + PP) group œ Group 3. had the same mean score with Group 2 Phase 3: The post-intervention phase, the (i.e. DB and ST, + PP) (mean = 4.00). data was collected on the last session. Group 3 as control group (mean = 3.20) has the lowest mean score. However, for Vividness of Movement Imagery the post-test, the mean score for Group 1 Questionnaire-2 (VMIQ-2) (mean = 13.94) was higher than Group 2 The athletes were asked to answered (mean = 6.87). The mean score for control VMIQ-2 to indicate their imagery ability group was remain the lowest (mean = (Roberts, Callow, Hardy, Markland, & 4.40). The graph of the profile plot Bringer, 2008). The subjects who achieved illustrated in Figure 1 clearly indicated that a criterion of equal to or less than 36 of the the shooting performance for the treatment VMIQ-2 subscales were recruited as groups increase over time. However, the Group 1 members (i.e. DB and IM, + PP). mean value of Group 1 outperformed the The criterion indicated that their imagery Group 2 during the posttest. Group 2 ability was at least moderately clear and showed marginal increase of mean value vivid (Lawrence, Callow, & Roberts, during the posttest. For the control group, 2013; Roberts et al., 2008). Whereas, the the mean value was increase over time; remaining thirty subjects were equally however, the increasing of the mean value divided randomly into the experimental of treatment groups was much better than Group 2 (i.e. DB and ST, + PP) and Group the control group. 3 (i.e. PP only). A split-plot analysis of variance (SPANOVA) was conducted to assess the Netball Shooting Task impact of two different treatments and a Even though there was several control group on athletes‘ shooting shooting style across the world, but the performance score, across the two time preferred technique has changes from a periods of pre-post intervention. There was two-handed shot to the one-handed high a significant interaction between groups release shot known as Australian shooting and time (Wilks Lambda = .612, F(2,43) =

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13.61, p < .001). There was also a groups showing an increment in shooting substantial main effect for time, (Wilks performance score across the two time Lambda = .515, F(1,43) = 40.507, p < periods (Table 1). .001, partial eta squared = .485) with all

Figure 1. Profile Plots to Indicate the Pre-Test and Post-Test for Shooting Performance Means of the Three Groups Based on the Time Table 1. Multivariate Tests

Partial Eta Effect Value F Hypothesis df Error df Sig. Squared Pillai's Trace .485 40.507 1.000 43.000 .000 .485 Wilks' Lambda .515 40.507 1.000 43.000 .000 .485 time Hotelling's Trace .942 40.507 1.000 43.000 .000 .485 Roy's Largest Root .942 40.507 1.000 43.000 .000 .485 Pillai's Trace .388 13.606 2.000 43.000 .000 .388 time * Wilks' Lambda .612 13.606 2.000 43.000 .000 .388 group Hotelling's Trace .633 13.606 2.000 43.000 .000 .388 Roy's Largest Root .633 13.606 2.000 43.000 .000 .388

Table 2. Table of Tests of Between-Subjects Contrasts

Type III Sum of Partial Eta Source df Mean Square F Sig. Squares Squared Intercept 3383.651 1 3383.651 183.445 .000 .810 group 435.299 2 217.650 11.800 .000 .354 TheError result in Table793.135 2 showed that43 the 18.445 main effect comparing the two treatments

Table 3. Post Hoc Tests: Multiple Comparisons

Mean 95% Confidence Level Group Sig. Difference Lower bound Upper bound G1 (DB & IM, + PP) and 3.5354 .002 1.3343 5.7365 G2 (DB & ST, + PP) G1 (DB & IM + PP) and 5.1688 .000 2.9677 7.3698 G3 (PP only) G2 (DB & ST, + PP) and 1.6333 .148 -.6030 3.8697 G3 (PP only)

Cakrawala Pendidikan, Vol. 38, No. 1, February 2019 doi: 10.21831/cp.v38i1.23206 181 and a control groups was significant, pressure which accompanying them during F(1,43) = 11.800, p < .001, with partial eta the practices by having either, IM or ST. squared = .354. Post hoc Tukey test Some findings revealed on the indicated that the Group 1 and Group 2 effectiveness of PST program among adult differ significantly at p < .05 and the athletes which contain almost similar Group 1 and Group 3 differ significantly at program with these studies (Fowler, 2010; p < .05. However, the Group 2 was not Peluso, Ross, Gfeller, & LaVoie, 2005; significantly different from the Group 3. Thelwell, Weston, & Greenlees, 2010). The summarization of mean difference Nevertheless, Capranica and Millard- showed that the subjects of different Stafford (2011) had investigate the effect treatment from Group 1 and Group 2 were of PST with young athletes, which found found effectively in increasing shooting positive results for its effects on performance. It was also showed that the performance. Interestingly, most of them Group 1 has better shooting performance started training and participating in rather than Group 2 and the Group 3 competitions early in their childhood. For (Table 3). example, this perspective was supported by Frick, Daum, Wilson and Wilkening Discussion (2009) which the finding proved that the The purpose of this study was to effectiveness of IM training in adult investigate the influence of Group 1, athletes cannot be transferred one-to-one Group 2 and Group 3, specifically to young athletes because there is a expecting result from the intervention difference with respect to motor skills. groups on the improvement of the netball Some more, this is reinforced with insight shooting-task performance. The athletes of that the association between motor different treatment from Group 1 and imagery ability and motor performance Group 2 were found effectively in may get stronger with age (Caeyenberghs, increasing shooting performance. It was Tsoupas, Wilson, & Smits-Engelsman, also showed that the Group 1 has better 2009). This study may promote shooting performance rather than Group 2 comprehensive PST program on future and the Group 3. Given the goal as to study promoting motor learning in young increase the performance, some findings athletes from different kind of sports and claimed that without the use of other may consider on under some conditions mental strategy and follow by PP, IM or such as kinesthetic experiences to the ST alone could also fulfill the goal judgement task. (Boubouki & Perkos, 2014; Fowler, 2010; The practical part in this study was Kolovelonis, Goudas, & Dermitzaki, 2011; provided basic knowledge from the Wakefield & Smith, 2009). Fortunately, practices of IM and ST (cognitive strategy) this study, Aghdasi and Touba (2012), and in separate intervention with each of them Hemayattalab and Movahedi (2010) was used just after DB (somatic strategy). revealed that the combination of PP leads Subjects were thought three easier PST to better result than separate practice. This techniques to use during their practices. may explained by the fact that young Reason for that might be that these are athlete may feel that their body well by more interesting PST techniques for having the PP and they understand the younger athletes. In this study, it was importance of focusing on the PST expected that athletes may had some techniques that they been taught. Probably, difficulties to find out right state of mind they may felt the improvement on the and make it work but after few repetitions, relaxation mode that can gain in shorter they were able to use ST than the IM. period of time, or able to lessen the Similarly, as the subjects considered as a

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—beginner“ in practicing the self-talk, they made to conclude in a clear and concise are prompted to think and memorize the fashion the efficacy of a practical PST self-talk instruction cues to get a sense of program that might provide readily useable how to perform the shooting task. Hence, information for coaches, athletes and the subjects were asked to consolidate the researchers. acquired skill from the trigger cue words The program could be tested with into their physical practices along the athletes of different levels including intervention phase with a steady, college athletes. It is also important to note spontaneous and deliberate pace. Even that the age of the athlete could impact his though, imagery was easier too but it may or her understanding of the intervention needs more time to feel comfortable for techniques, as he or she may have different practices than self-talk. This was levels of mental capacity. Hence, future supported by Peluso et al. (2005) that who work should assess the effect of age in engaged in less than ten hours of athletic intervention implementation. As to activities per week preferred self-talk highlighting, that the principles and strategy. practical applications of the most basic However, this study reported that the psychological skills can be taught in easier DB and IM group was better than DB and ways and probably in a relative short ST group though the subjects were period of time among youth athletes. In engaged in three hours-per-week summary, athletes should work with the programs, equally for both techniques. It strategy that they are most comfortable was probably because of the recruitment with. This is to ensure that their experience basic on DB and IM group was based on in applying the strategy will be as pleasant the average criteria on their imagery as possible. Therefore, coaches should be ability (Lawrence et al., 2013; Roberts et extra careful when administering the PST al., 2008). Specifically, It could be claim program on their athletes, as the athletes that the Group 1 intervention can be might not be using the combination of potentially use and should be replicate by strategies as effectively as other strategy other researcher since the result of this combinations. study proven was not interfere by the imagery ability of the athletes. REFERENCES Aghdasi, M. T., & Touba, N. (2012). The CONCLUSION effects of instructional self-talk on Key findings included that either the girl's performance, retention and athletes may use both type of intervention transfer of dart throwing in late the combination of DB and IM, or DB and childhood and adolescence. Journal of ST probably with the reason of using Physical Education and Sport, 12(3), breathing technique as a strategy to 391-397. doi: overcome stress and getting calmer and 10.7752/jpes.2012.03058. gaining focus before continue with either IM or ST technique. Therefore, the Barwood, M. J., Corbett, J., Wagstaff, C. athletes are able to focus more in their way R. D., McVeigh, D., & Thelwell, R. to perform the shooting task. Interestingly, C. (2015). Improvement of 10-km probably the function of IM and ST were time-trial cycling with motivational found to serve for different purpose. The self-talk compared with neutral self- IM use to plan for making a successful talk. International Journal of Sports shot, while, the ST use to create and Physiology and Performance, 10(2), maintain the psychological state while 166-171. doi: 10.1123/ijspp.2014- making a successful shot. An attempt was 0059.

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