The Use of Goal-Setting and Imagery for Improving Youth Basketball Players' Performance by Nicola Cutrone Submitted to the Faculty of Graduate Studies In Partial Fulfillment of the Reqwements for the Degree of Master of Science Faculty of Physical Education and Recreation Studies University of Manitoba Winnipeg, Manitoba August, 1998 National Library Bibliothèque nationale du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Weiliion Street 395. nie Wellington OttawaON KIAûN4 OttawaON KiAON4 canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or seli reproduire, prêter, distribuer ou copies of this thesis in rnicroform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/nlm, de reproduction sur papier ou sur format électronique. 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TABLE OF CONTENTS CHAPTER 1 INTRODUCTION ..................................... 1 Statement of Problem ......................................... 5 Hypotheses .................................................5 DefinitionofTerms ........................................... 6 Delimitations ............................................... 7 Limitations ................................................. 7 Significance of the Study ..................................... -7 CHAPTER 2 LITERATURE REVIEW ............................... 11 Goal-Setting ............................................... 11 Imagery ................................................... 16 Arousd ................................................... 20 CHAPTER3METHOD ........................................... 26 Sample ................................................... 26 Experimental Design ........................................ -26 Dependent Variable ......................................... 27 Reliability Assessment ...................................... -29 Intervention Procedures ...................................... 29 Manipulation Check ........................................ -30 Treatment of Data ........................................... 30 CHAPTER 4 RESULTS ........................................... 33 Data Analysis .............................................. 33 Reliability Evaluations ...................................... -33 Intervention Effects ......................................... -34 Goal Achievernent .......................................... 41 Imagery Effectiveness ....................................... -42 ArousalCheck ............................................. 44 Social Validation ........................................... -46 CHAPTER 5 DISCUSSION ....................................... -47 CHAPTER 6 SUMMARY AND CONCLUSIONS ..................... -56 Conclusions ...............................................-57 Recommendations ............... ........................... -58 Practical Implications ....................................... -58 REFERENCES .................................................. 60 APPENDICES .................................................. 67 Appendix A Consent Form .................................... 68 Appendix B Sport Imagery Questionnaire ........................ -69 Appendix C CSAI - 2 for Children ............................. -72 Appendix D Social Validation Questionnaire ......................73 Appendix E Intervention ...................................... 74 Appendix F Participant Weekly Report .......................... -86 Appendix G Measurement Chart ............................... -87 Appendix H Intervention Checklist .............................. 88 LIST OF FIGURES Figure 1 Charted Behavior For Participants 1 .4 ................... 36 LIST OF TABLES Table 1 Inter-Observer Reliability Summary .Correct Behavior ........ 34 Table 2 Inter-Observer Reliability Summary .Incorrect Behavior ...... 34 Table 3 Intervention Effects ................................... 40 Table 4 Example Goals ...................................... -42 Table 5 Goal Summary ..................................... -42 Table 6 S . 1. Q . Scores ....................................... 43 Table 7 Anxiety Mean Scores .................................. 45 ABSTRACT The main purpose of this study was to assess the effectiveness of a ps ychological skills package involving goal-setting and imagery on the enhancement of youth basketball players' game performance. In addition, players' arousal levels were monitored to ascertain whether improved performance corresponded with a decrease in arousal level pnor to games. A single-subject multiple baseline across individuals design was utilized to assess the participants' game performance. The participants were four youth male basketball players. The treatment consisted of five training sessions. The dependant variable, cutting off the baseline, is a skill utilized by the athlete in the defensive zone when an offensive player atternpts to dribble the bal1 to the basket. The results of the raw scores were plotted according to the percentage of correct occurrences of the desired behavior, and assessed visually in order to detexmine whether a treatment effect had occurred across participants. The results of this study provided support for the hypothesis that utilizing an intervention package consisting of goal-setting and imagery improved the defensive skill performance of youth age basketball players in actual game situations. While these psychological skills did improve garne performance, they were not a replacement for performing the actual skill, and should be done in conjunction wiih the actual skill to achieve the best results. Little support was found for the hypothesis that the intervention package would decrease the participants' arousal level. The social validation assessrnent completed by the athletes clearly indicated that the treatment package was beneficial to al1 participants. Acknowledgrnents The author would like to thank the many people who made this investigation possible. 1 would not have been able to start or finish this degree and thesis if not for the guidance and wisdom of my advisor, Dr. Dennis Hrycaiko. Thank you for al1 of the discussions, as well as time and energy that you have contributed over the past three years on this project. I would also like to thank my cornmittee members, Dr. Jennifer Mactavish and Dr. Dave Fitzpatrick for al1 of the suggestions and recornrnendations made. To the participants of this study, 1 thank you for being involved. For without your involvement and cornmitment, this study would not have been possible. A special thank you to the parents of the athletes for their generosity of time and sincere interest in this study. 1 must thank my wife, Laurie, who was there to listen to rny fmstrations when things did not go as planned. 1 also thank her for the countless hours spent observing video tapes of games, proof-reading and critiquing my writing, as well as word processing this document. Thank you Laurie, for al1 your understanding, patience and support over the past three years. vii CHAPTER 1 INTRODUCTION Sport is a suitable environment to develop and apply psychological skills programs (Botterill, 1990). One of the fastest growing areas of psychological skills training is the utilization of a package approach (Smith & Johnson, 1990). While there have been a number of studies (e.g., Kendall, Hrycaiko, Martin & Kendall, 1990; Patrick & Hrycaiko, In Press) that have used a package approach, it is unclear as to which skills or the number of skills that are required for an effective package. In facf psychological skills packages have comprised as little as two skills or as many as several skills. However, a number of studies (e.g., Li-Wei, Qi- Wei, Orlick & Zitzelberger, 1992; Wolko, Hrycaiko & Martin, 1993) clearly demonstrate that psychological skills packages do improve the consistency and quality of an athlete' s performance. Furthemore, the research indicates that psychological skills packages have dealt prirnarily with adults (Botterill, 1990), and young children (Li-Wei, et al., 1992), and have tended to ignore youth-aged athletes. Most recently Wanlin, Hrycaiko, Martin and Mahon, (1997) have begun to address this inequity. Intuitively it makes sense that for the total development of the young athlete, mental as well as physical skills must be trained. For