Relevant bibliographies by topics / Sporrts skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Sporrts skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Sporrts skills.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Sporrts skills"

1

Berman, Alan M. "SKILL DEVELOPMENT TECHNIQUES: Identifying and developing sports vision skills." National Strength & Conditioning Association Journal 10, no. 5 (1988): 59. http://dx.doi.org/10.1519/0744-0049(1988)010<0059:iadsvs>2.3.co;2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Monsma, Eva, Melanie Perreault, and Robert Doan. "Focus! Keys to Developing Concentration Skills in Open-skill Sports." Journal of Physical Education, Recreation & Dance 88, no. 7 (August 29, 2017): 51–55. http://dx.doi.org/10.1080/07303084.2017.1340207.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sullivan, Patricia A. "Communication Skills Training for Interactive Sports." Sport Psychologist 7, no. 1 (March 1993): 79–91. http://dx.doi.org/10.1123/tsp.7.1.79.

Full text
Abstract:
The development of interpersonal communication skills is an important aspect of psychological skill development in interactive sport athletes. This article presents a communication skills training program for interactive sport teams. Collegiate coaches of interactive sports implemented a series of seven interpersonal communication exercises with their teams to gain a preliminary perspective on the effectiveness of communication skills training. Overall, athletes’ responses in evaluating the program indicated that the communication exercises raised awareness levels of communication skills and competencies and also provided valuable opportunities to practice improving communication skills. Suggestions are provided for the continuation of communication skills training with athletes.
APA, Harvard, Vancouver, ISO, and other styles
4

Indroasyoko, N., A. Muhammad, and D. Sujana. "Factor Analysis of Student Social Skills of Co-curricular Participants at Polytechnic." Innovation of Vocational Technology Education 15, no. 1 (March 21, 2019): 29. http://dx.doi.org/10.17509/invotec.v15i1.16057.

Full text
Abstract:
The objective of this research is to know how big the impact of co-curricular program to social skill. Samples are 59 the students of Politeknik Manufaktur Bandung who follow the activities of co-curricular field of Arts, Special Skills and Sports. Attributes of Social Skills include: Co-operation, Assertiveness, Empathy, and Self-Control. The questionnaire technique using the scale of assessment of Linkert model. The data were analyzed by using factor analysis to find out which factors were dominant and how the ranking variables. The results showed that students of co-curricular participants could form social skills by 66%, while the social skill formation by the co-curricular in the respective fields: art-62.44%, special skills-59.22%, and sports-81, 78%, the rest in the stimulus by other factors that have not been revealed. The co-curricular field of sports contributes the most dominant in the formation of students' social skills compared to other fields. There is a variation in the sequence of dominant factors of social skills variables for each field of co-curricular activity. The dominant of the social skills of each co-curricular programs differs. In terms of art skill, the dominant factor is self-control. In relation to specific technical skill, empathy dominates the factor. Meanwhile in sport skill, the factor is dominated by assertiveness.
APA, Harvard, Vancouver, ISO, and other styles
5

Kelly, Dylan, Jill K. Hamilton, and Michael C. Riddell. "Blood Glucose Levels and Performance in a Sports Camp for Adolescents with Type 1 Diabetes Mellitus: A Field Study." International Journal of Pediatrics 2010 (2010): 1–8. http://dx.doi.org/10.1155/2010/216167.

Full text
Abstract:
Background. Acute hypo- and hyperglycemia causes cognitive and psychomotor impairment in individuals with type 1 diabetes mellitus (T1DM) that may affect sports performance.Objective. To quantify the effect of concurrent and antecedent blood glucose concentrations on sports skills and cognitive performance in youth with T1DM attending a sports camp.Design/Methods. 28 youth (ages 6–17 years) attending a sports camp carried out multiple skill-based tests (tennis, basketball, or soccer skills) with glucose monitoring over 4 days. Glucose levels at the time of testing were categorized as (a) hypoglycemic (<3.6 mM); (b) within an acceptable glycemic range (3.6–13.9 mM); or (c) hyperglycemic (>13.9 mM).Results. Overall, sports performance skill was~20% lower when glucose concentrations were hypoglycemic compared to either acceptable or hyperglycemic at the time of skill testing (). During Stroop testing, “reading” and “color recognition” also degraded during hypoglycemia, while “interference” scores improved (). Nocturnal hypoglycemia was present in 66% of subjects, lasting an average of 84 minutes, but this did not affect sports skill performance the following day.Conclusions. Mild hypoglycemia markedly reduces sports skill performance and cognition in young athletes with T1DM.
APA, Harvard, Vancouver, ISO, and other styles
6

Khan, Wasim, Salahuddin Khan, Tasleem Arif, and Sohail Roman Khan. "Role of sports activities in developing the important life skill of decision making; a psychological perspective." Physical education of students 23, no. 4 (December 25, 2018): 179–85. http://dx.doi.org/10.15561/20755279.2019.0403.

Full text
Abstract:
Purpose:It is generally believed that sports can play an important role in developing life skills and positive youth development. The purpose of this study was to determine the views of Gomal University students’ athletes on the role that sports played in developing the important life skill of decision making. The time management, planning, dealing with adversity and adapting new situation were taken as decision-making skills. Materials:A sample of n=375 (male=334, female=41 completed questionnaires. The researchers collected the required information with the help of self-administered structured questionnaire encompassing the selected variables of the study. The responses were tabulated and analyzed with the help of computer software. Results:The results showed participants attributed a significant role for sports in developing decision-making skills such as time management, planning, dealing with adversity and adapting new situation (603** at 0.01) and significant correlation between sports participation and the development of various decision-making skills among its participants (603** at 0.01). The results indicated that demographic characteristic such as gender, age, and level of sports participation of the athletes brings variations in the mean score of research variables (0.003, 0.004 & 0.001 < 0.05). conclusions:Results of the study indicated that sports provide an excellent opportunity for students to learn skills that can help them in taking positive as well as effective decision. The present exploration affirmed that students can acquire a) time management skill, b) proper planning, c) dealing with adversity, and d) the ability to adjust in a new situation through active participation in sports activities. However, some demographic characteristics of the sports participants such as gender, sports experience, and format of sports have an influence upon the development of these skills through sports.
APA, Harvard, Vancouver, ISO, and other styles
7

Hall-Yannessa, Stacey L., and Scott Forrester. "Differences in Leadership Development of Club Sport Officers." Recreational Sports Journal 28, no. 1 (May 2004): 7–18. http://dx.doi.org/10.1123/rsj.28.1.7.

Full text
Abstract:
For years, campus recreation professionals have attributed the positive effects of participation in recreational sports to the development of student leadership skills. However, there is little empirical research supporting these claims. Using the Student Leadership Skills Inventory (SLSI), this study attempts to measure leadership skill development of club sport officers. More specifically, this study examines differences in reported leadership skills both before, and immediately following, a one-year leadership role and compares the findings between the positions of president, vice president, treasurer, and secretary. The findings are discussed in the context of the limitations of the study. The implications of these findings for the field of recreational sports are presented, as well as the need for further research documenting the impact of club sports on leadership skill development.
APA, Harvard, Vancouver, ISO, and other styles
8

Hartman, Esther, Suzanne Houwen, and Chris Visscher. "Motor Skill Performance and Sports Participation in Deaf Elementary School Children." Adapted Physical Activity Quarterly 28, no. 2 (April 2011): 132–45. http://dx.doi.org/10.1123/apaq.28.2.132.

Full text
Abstract:
This study aimed to examine motor performance in deaf elementary school children and its association with sports participation. The population studied included 42 deaf children whose hearing loss ranged from 80 to 120 dB. Their motor skills were assessed with the Movement Assessment Battery for Children, and a questionnaire was used to determine their active involvement in organized sports. The deaf children had significantly more borderline and definite motor problems than the normative sample: 62% (manual dexterity), 52% (ball skills), and 45% (balance skills). Participation in organized sports was reported by 43% of the children; these children showed better performance on ball skills and dynamic balance. This study demonstrates the importance of improving deaf children’s motor skill performance, which might contribute positively to their sports participation.
APA, Harvard, Vancouver, ISO, and other styles
9

Roca, André, Paul R. Ford, Allistair P. McRobert, and A. Mark Williams. "Perceptual-Cognitive Skills and Their Interaction as a Function of Task Constraints in Soccer." Journal of Sport and Exercise Psychology 35, no. 2 (April 2013): 144–55. http://dx.doi.org/10.1123/jsep.35.2.144.

Full text
Abstract:
The ability to anticipate and to make decisions is crucial to skilled performance in many sports. We examined the role of and interaction between the different perceptual-cognitive skills underlying anticipation and decision making. Skilled and less skilled players interacted as defenders with life-size film sequences of 11 versus 11 soccer situations. Participants were presented with task conditions in which the ball was located in the offensive or defensive half of the pitch (far vs. near conditions). Participants’ eye movements and verbal reports of thinking were recorded across two experiments. Skilled players reported more accurate anticipation and decision making than less skilled players, with their superior performance being underpinned by differences in task-specific search behaviors and thought processes. The perceptual-cognitive skills underpinning superior anticipation and decision making were shown to differ in importance across the two task constraints. Findings have significant implications for those interested in capturing and enhancing perceptual-cognitive skill in sport and other domains.
APA, Harvard, Vancouver, ISO, and other styles
10

Mohamad Hashim, Junaidy, and Mohad Anizu Mohd Noor. "Knowledge Assessment And Application Psychological Skills Training (PST) In the Co-Curricular Trainer of the Malaysian Teacher Education Institute." Jurnal MensSana 5, no. 1 (May 1, 2020): 53. http://dx.doi.org/10.24036/jm.v5i1.135.

Full text
Abstract:
The purpose of this study is to examine the level of knowledge and skills to apply the Psychological Skills Training (PST) among the Co-Curriculum Coaches of Malaysian Teachers' Teachers Institute which are randomly selected. A total of 77coches participated in this study consisting of 63 male coaches and 14 female coaches. The instrument for this study is a set of The Sports Psychology Revised Coach-2 (SPARC) questionnaire modified by the researchers based on the suitability. The questionnaire consists of 2 parts namely coaches demography and knowledge level Psychological Skills Training (PST) consisting of 10 items of questions and skilled to apply psychological Skills Training (PST) exercise sports psychology skills (10 items) based on Likert scale five values. An analysis is carried out descriptively involving frequency and percentage. The results based on application training showed that the method of self-talk training was very frequent and always applied, by 10 samples or 12.9%, followed by stress management training method by 6 samples or 7.8% and findings also showed that 66.2% or 51 samples did not apply the biofeedback training session method while training their athletes. Findings also showed that Co-Curriculum Coaches at the Malaysian Teachers Institute of Malaysia are less knowledgeable and less skilled to apply Psychological Skills Training (PST) even though the coaches have the qualifications in sports specific and sports science certificate at the highest level. 8% and findings also showed that 66.2% or 51 samples did not apply the biofeedback training session method while training their athletes. Findings also showed that Co-Curriculum Coaches at the Malaysian Teachers Institute of Malaysia are less knowledgeable and less skilled to apply Psychological Skills Training (PST) even though the coaches have the qualifications in sports specific and sports science certificate at the highest level. 8% and findings also showed that 66.2% or 51 samples did not apply the biofeedback training session method while training their athletes. Findings also showed that Co-Curriculum Coaches at the Malaysian Teachers Institute of Malaysia are less knowledgeable and less skilled to apply Psychological Skills Training (PST) even though the coaches have the qualifications in sports specific and sports science certificate at the highest level.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Sporrts skills"

1

Campbell, Heather, and n/a. "Cross-age tutoring : an effective leadership alternative for sports skills." University of Canberra. Sports Studies, 1999. http://erl.canberra.edu.au./public/adt-AUC20060623.161717.

Full text
Abstract:
The purpose of the present study was to determine the effect of cross-age tutoring upon leadership style and self-esteem for the tutors, and children's attitudes toward physical activity and motivation to participate in sport for primary school children. Although the process of peer tutoring and/or cross-age tutoring is not a new concept, this form of transmission of information and skill within the educational sporting environment in Australia, and particularly in the A.C.T, is relatively new, and is an area which has received very little empirical attention. Comparisons between the three cross-age tutoring programs were made in terms of primary school students' attitudes toward physical activity and motivation to participate in sport, as well as leadership style and self-esteem for the tutors. Four hundred and eighty-eight primary school students (7 to 12 years of age) were administered an adaptation of Gill, Gross, & Huddleston's (1982) Participation Motivation Questionnaire; and Schutz, Smoll, & Wood's (1985) Children's Attitudes Towards Physical Activity Inventory, both before the program and again at the end of the program. Further, one hundred and twenty-six secondary students (from Years 9 & 10) were administered an adaptation of Coopersmith's (1967) Self-Esteem Inventory; and a modified version of Chelladurai's (1980) Leadership Scale for Sports. A modified questionnaire from Clough & Traill's (1992) Sportsfun program evaluation was designed and implemented to measure attitudes about participating in sporting activities, as well as to obtain ideas about changes or benefits for each group from their viewpoint. This evaluation sheet was given to the tutors and tutees following the completion of the program Statistical analyses revealed that involvement in cross-age tutoring programs in the field of sport and physical education did not provide significant results in the areas of self-esteem or leadership style for the tutors, or in the areas of attitudes towards physical activity or participation motivation for the tutees. In other words, these results indicated that the act of participation in a cross-age tutoring program in sport and physical activity did not enhance and develop these attributes for either the tutors or the tutees. Conversely, though, the results did not reveal significant outcomes to indicate that participation in a cross-age tutoring program would lower or negatively affect the existing levels of self-esteem, leadership behaviour, attitudes towards physical activity or motivation to participate in sporting activities for the tutors or tutees. However, from the qualitative data obtained during the interview questionnaire following participation in the cross-age tutoring programs, it could be concluded that cross-age tutoring programs in the area of sport and physical education have merit because they seem to serve different needs for the different groups of people involved in them, including the tutors, tutees, teachers and participating schools. By providing cross-age tutoring programs in sport, children and tutors have the opportunity to develop sports skills and enhance leadership/coaching abilities which are consistent with the participant's individual personalities and aspirations.
APA, Harvard, Vancouver, ISO, and other styles
2

Allen, Georgia. "From the sports hall into the classroom : learning life skills through sport." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/8512.

Full text
Abstract:
This study draws upon a wide range of research to examine underachievement in UK schools. With underachievement continuing to be present within the UK’s educational system, it is essential that a remedy is found. The notion that physical activity is linked to an increase in academic performance is not a new concept; however researchers are still trying to determine the scope of such a claim. There is a widespread belief that sport can be used as a vehicle to promote positive youth development. In particular, using sport to teach adolescents various life skills has become popular over the previous decade. However, little research has looked at the transfer of life skills into other academic and life domains. Therefore the overarching purpose of this study was to determine if an after-school, sports based life skills programme had any impact on male underachievement within the UK education system. The Transfer-Ability Programme (TAP) was a multi-faceted intervention, which sought to teach twenty underachieving, male students life skills through sport. The results have been presented in three phases with Phase 1 determining the impact of TAP on academic performance in Science, Phase 2 examined the perceptions of the twelve-thirteen year old participants on whether they transferred life skills from the sports hall into the classroom during TAP, and Phase 3 explored the enablers and barriers that facilitated or prevented life transfer. Statistical results indicate that the intervention groups’ academic grades significantly improved during the intervention to a level above teaching prediction. This suggests that teaching life skills through sport may reduce male underachievement. T-tests show that the participants in the intervention group perceived their learning of life skills to significantly increase pre-post TAP. Interview data also supports the notion that the intervention group participants perceived to have learnt the life skills and then transferred them into other academic domains. Phase 3 highlighted five themes that enable or prevent life skill transfer; Support from peers, Pride, Opportunities, Rewards and Transfer experience. These themes are collectively referred to as the SPORT model. The results show that young adolescent males can learn and transfer life skills if deliberately taught to do so. Finally, the findings are discussed with reference to how teachers and physical educators may teach life skills within their lessons, and how life skill transfer may be supported.
APA, Harvard, Vancouver, ISO, and other styles
3

Wheaton, Kerry-Ann. "A psychological skills inventory for sport." Thesis, Stellenbosch : University of Stellenbosch, 1998. http://hdl.handle.net/10019.1/16461.

Full text
Abstract:
Thesis (M Sport Sc)-- Stellenbosch University, 1998.
ENGLISH ABSTRACT:The purpose of this study was to develop a practical, reliable psychological skills inventory to assess the psychological skills of athletes. This primarily involved identifying the relevant psychological skills that affect sport performance. A variety of developmental procedures were applied in the construction of this inventory, including the consultation of sport psychology literature, identification of articles which characterise successful athletes, analysis of research articles pertaining to the psychological Skills, and review of available psychological tests. The initial inventory consisted of 82 items which evaluated six psychological skills: achievement motivation, goal setting, anxiety control, maintaining confidence, concentration and mental rehearsal. The inventory was completed by 304 students from the Department of Human Movement Science at the University of Stellenbosch. The respondents' data were divided into two groups depending on their achievement in sport. The results indicated that the inventory was able to differentiate between successful and less successful athletes on the psychological skills measured. Other aspects were statistically analysed, namely language, age, and gender differences, correlation between individual item and achievement level, and the contri,bution of each item to its psychological skill. The final inventory consists of 60 items, with ten items from each of the six psychological skills. Information obtained from the inventory can identify the strengths, weaknesses and deficiencies in the psychological skills of athletes, so that a psychological skills training programme can be developed.
AFRIKAANSE OPSOMMING:Die doel van hierdie studie was om 'n praktiese, betroubare sielkundige inventaris te ontwerp om die sielkundige vaardighede van sportlui vas te stel. Dit het hoofsaaklik bestaan uit die identifisering van relevante sielkundige vaardighede wat sportprestasie beinvloed. 'n Verskeidenheid van prosedures was toegepas in die konstruksie van die inventaris, insluitend konsultasie van sportsielkundeliteratuur, identifesering van artikels wat suksesvolle sportlui beskryf, ontleding van narvorsingsartikels met betrekking tot sielkundige vaardighede en 'n oorsigstudie van relevante sielkundige toetse. Die aanvanklike inventaris het bestaan uit 82 items, wat ses sielkundige vaardighede getoets het, naamlik prestasiemotivering, doelwitstelling, aktiveringsbeheer, handhawing van selfvertroue, konsentrasie en verstandelike oefening. Die inventaris is deur 304 studente van die Departement Menslike Bewegingskunde aan die Universiteit van Stellenbosch voltooi. Die respondente se data is in twee groepe, afhangende van hul prestasie in sport, verdeel. Die resultate het aangedui dat die inventaris tussen suksesvolle en minder suksesvolle atlete onderskei met betrekking tot die sielkundige vaardighede wat gemeet is. Ander aspekte is statisties ontleed, naamlik taal, ouderdom, geslag, korrelasie tussen afsonderlike items en prestasievlak, asook die bydrae van elke item tot sy sielkundige vaardigheid. Die finale inventaris behels 60 items, met tien items van elk van die sielkundige vaardighede. Inligting wat van die inventaris verkry word, kan die sterkpunte en tekortominge van atlete bepaal, wat as basis vir die ontwikkeling van 'n sielkundige program kan dien.
APA, Harvard, Vancouver, ISO, and other styles
4

Asamoah, Benjamin. "The role of mental toughness, psychological skills and team cohesion in soccer performance." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85729.

Full text
Abstract:
Thesis (MScSportSc)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: There is a relative lack of information in sport psychology research literature about the role of psychological dimensions in team sport – especially in soccer (Reilly et al., 2000). It is consequently not surprising that research on applied strategies in soccer has concentrated mainly on technical, tactical and physiological aspects. This defies anecdotal evidence and literature reports alluding to the importance of psychological and team factors in achieving sport excellence. This study examined the role of mental toughness, psychological skills and team cohesion in soccer performance. It also considered differences between individuals from different playing positions regarding these modalities. A total of 263 male soccer players aged between 17 and 32 years from 16 South African tertiary institutions participated in the study. A cross-sectional study design was used to determine the players’ mental toughness, psychological skills and team cohesion by means of the Sports Mental Toughness Questionnaire (SMTQ); the Athletic Coping Skills Inventory-28 (ACSI-28); and the Group Environmental Questionnaire (GEQ). The final log standings at the 2012 University Sport South Africa (USSA) Soccer Championship were used as an indication of team performance. The results yielded differences between successful and less successful teams with regard to age, previous tournament experience, and the time players had been part of their respective teams. There were no significant differences between the teams for any of the mental toughness and psychological skills scores. However, group cohesion did play a role in team performance. The more successful teams scored better than their less successful counterparts in the following subscales of the GEQ: Individual attraction to group-social and individual attraction to group-task. However, the less successful teams scored better than their more successful counterparts regarding group integration-task, and group integration-social. Practical significant differences of moderate magnitude were observed for five of the 96 player positional comparisons. Midfielders scored higher than the defenders and forwards on the control subscale of the SMTQ. The forwards recorded higher scores than midfielders with regard to the GEQ subscale of group integration-task, whereas goalkeepers yielded higher scores than midfielders on the group integration-task subscale. There was a difference between the scores on the constancy subscale of the SMTQ where the defenders outscored the midfielders. No positional differences were recorded for any of the psychological skills. The overall results revealed that at the developmental level of the study sample, team cohesion and other moderating variables might be the key to enhanced performance of soccer teams. In addition, the results supported the general assumption that a relationship exists between playing positions in team sports and various psychological variables.
AFRIKAANSE OPSOMMING: Daar is ’n relatiewe gebrek aan navorsingsliteratuur in sportsielkunde oor die rol van sielkundige dimensies in spansoorte – veral in sokker (Reilly et al., 2000). Dit is gevolglik logies dat navorsing oor toegepaste strategieë in sokker hoofsaaklik fokus op tegniese, taktiese en fisiologiese aspekte. Dit druis in teen anekdotiese getuienis en opvattings wat dui op die belangrikheid van sielkundige en spanfaktore in die bereiking van sportuitnemendheid. Hierdie studie ondersoek die rol van geestelike taaiheid, sielkundige vaardighede en spankohesie in sokkerprestasie. Dit bestudeer ook die verskille tussen individue van verskillende speelposisies met betrekking tot hierdie modaliteite. ’n Totaal van 263 manlike sokkerspelers tussen die ouderdom van 17 en 32 jaar, van 16 Suid-Afrikaanse tersiêre inrigtings, het aan hierdie ondersoek deelgeneem. ’n Dwarsdeursnitstudie-ontwerp is gebruik om spelers se geestelike taaiheid, sielkundige vaardighede en spankohesie te bepaal deur middel van die Sports Mental Toughness Questionnaire (SMTQ); die Athletic Coping Skills Inventory-28 (ACSI-28); en die Group Environmental Questionnaire (GEQ). Die finale posisies van spanne op die punteleer na afloop van die 2012 Universiteit Sport Suid-Afrika (USSA) sokkertoernooi is gebruik as aanduiding van hul prestasie. Die resultate het verskille opgelewer tussen suksesvolle-en minder-suksesvolle spanne met betrekking tot ouderdom, vorige toernooi-ervaring, en die tydperk wat spelers lede van hul onderskeie spanne was. Daar was geen beduidende tellingverskille tussen spanne rakende enige van die geestelike taaiheid en sielkundige vaardighede nie. Groepkohesie het egter ’n rol in spanprestasie gespeel. Die meer-suksesvolle spanne het beter gevaar as die minder-suksesvolle spanne in die volgende subskale van die GEQ: Individuele aantreklikheid van die groep-sosiaal; Individuele aantreklikheid van die groep-taak. Die minder-suksevolle spanne het egter beter gevaar as die meer-suksesvolle spanne met betrekking tot: Groepintegrasie-taak, en Groepintegrasie-sosiaal. Prakties beduidende verskille is waargeneem vir vyf van die 96 speelposisie-vergelykings. Middelveldspelers het hoër tellings behaal as verdedigers en voorspelers op die beheer-subskaal van die SMTQ. Voorspelers het beter tellings aangeteken as middelveldspelers op die GEQ subskaal groepintegrasie-taak; terwyl doelwagters hoër tellings as middelveldspelers op die subskaal groepintegrasie-taak aangeteken het. Daar was ’n verskil in die konstantheid-subskaal van die SMTQ waar verdedigers beter as middelveldspelers gevaar het. Daar was geen beduidende verskille tussen speelposisies rakend enige van die sielkundige vaardighede nie. Die oorkoepelende bevindinge dui daarop dat op die ontwikkelingsvlak van die studiesteekproef, spankohesie, en ander prestasiedimensies moontlik die sleutel bevat vir verhoogde prestasie-uitkomste van sokkerspanne. Verder ondersteun die resultate die algemene aanname dat daar ’n verband bestaan tussen speelposisies in spansportsoorte en verskeie sielkundige veranderlikes.
APA, Harvard, Vancouver, ISO, and other styles
5

Shambrook, Christopher J. "Adherence to mental skills training for sports performance." Thesis, University of Brighton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284045.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Alexander, Melissa Grace Fraser. "Social skills and sports (S³) program : developing the social skills of young adult Special Olympics athletes." Diss., Connect to online resource - MSU authorized users, 2008. http://www.oregonpdf.org/index.cfm.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Edwards, David John. "Sport psychological skills training and psychological well-being in youth athletes." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08112008-122715.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Holland, Mark Joseph Greer. "The role and development of life skills in young sports participants." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3449/.

Full text
Abstract:
Under the umbrella of positive youth development, life skills represent an important area of research for young people. The personal competencies a young person possesses determine his or her capacity to effectively navigate the turbulence of adolescence and grow into adulthood. An increased understanding of the role, function, and enhancement of life skills therefore serves a great purpose in the design and evaluation of youth development programs. This thesis aimed to extend the current knowledge and practices through targeting the gaps in the life skills literature. First, using a qualitative design, the specific needs of young elite athletes were investigated while outlining a proposed methodology for future needs analyses. The importance of developing life skills in young athletes was emphasised as it was found that young athletes required a range of both sport specific and life skills. Second, an investigation into the function of life skills found that reported possession of key life skills partially mediates the relationship between youth experiences and well-being, illustrating this role for the first time. However, within youth samples there was a broad range in the degree to which these skills are applied and transferred, reinforcing the call for deliberate developmental programming. The lack of adequate measures in life skills research was addressed through the validation of BRSQ with young sports participants. Support for the utility of this measure allows for the greater investigation into the mechanisms through which life skills function. Finally, a life skills program was designed following the recommendations of the predominant youth development frameworks and comprehensively evaluated. This thesis progresses existing literature regarding the role and function of life skills as well as providing insight into how to best promote and evaluate the teaching of life skills in applied research programs.
APA, Harvard, Vancouver, ISO, and other styles
9

Alamo, Jesuel. "A Phenomenological Study: Coping Skills of Gay Men in Amateur Sports." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3740.

Full text
Abstract:
The world of sports has traditionally been known for promoting masculine behaviors, including a resistance to homosexuality. Research supports that gay men in sports have historically encountered prejudice and discrimination. Although the social climate has experienced change regarding homophobic discrimination and prejudice, research shows that challenges still exist for gay men who participate in sports; furthermore, to date, research could not be located that addresses the coping skills of gay men in amateur sports. This research addressed the lack of qualitative studies on the experiences of gay men who participate in amateur sports and on their use of coping skills. The purpose of the study was to describe the lived experiences of 8 gay men in amateur sports and to identify the coping skills, whether adaptive or maladaptive, used in sports environments. This study examined current literature on the consequences of prejudice and discrimination against gay men in sports environments. The conceptual framework for this study was based on the minority stress theory. The methodology was a phenomenological inquiry to gain an understanding of the lived experiences of this population. The 3 themes that emerged from the data were situation modification coping, emotion-focused coping, and minority stress. Understanding the experiences of gay men in amateur sports contributes to positive social change by identifying adaptive coping strategies, resulting in positive outcomes such as decreased stress and anxiety. Moreover, the lived experiences provided by this study's participants can provide direction for additional research to improve the experiences of gay men in sports.
APA, Harvard, Vancouver, ISO, and other styles
10

Kabush, Danelle. "Focusing skills in a risk-endurance sport." Thesis, University of Ottawa (Canada), 2001. http://hdl.handle.net/10393/9146.

Full text
Abstract:
Studies have shown the importance of focusing skills at the elite level. For example, Orlick and Partington (1988) found that attentional focus was one of the two most important skills related to high level performance at the Olympic games. However there has been minimal research investigating how athletes themselves perceive focus. Furthermore, the question of how athletes develop focus and what kinds of focusing skills they use in order to eliminate distractions, to keep concentrated on the immediate task, and to get properly aroused for the task at hand has not been fully answered in the literature. The research objectives of this study on focusing skills among elite athletes in a risk-endurance sport (cross-country mountain bike racing) were fivefold. The first objective was to advance our knowledge on how elite athletes perceive and define focus in relation to their sport. The second and third objectives were to assess what focusing skills the athletes used before and during competition, as well as what kinds of focusing skills the athletes used in training. The fourth objective was to shed light on how the athletes developed and improved their focusing skills. The final objective was to discover other concepts that may have interacted with focus. The present study provides a clearer understanding of how elite athletes perceive focus and the different dimensions it entails. The findings also present a clearer picture of how focus is developed over the course of an athlete's career. There were both commonalities among the athletes and a uniqueness in the way each athlete perceived and developed focusing skills. These findings may enable coaches and sport psychologists to prevent or work more effectively with potential problems and issues that can hinder a great focus in the sport of mountain biking.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Sporrts skills"

1

Anderson, Honey. Sports skills. London: Pye Anderson Ltd, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Krause, Jerry. Basketball skills & drills. 2nd ed. Champaign, Ill: Human Kinetics, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Shell Petroleum Development Company of Nigeria. Shell: Youth skills development & sports. Edited by Ojediran Bisi and Ndibe Jude. 3rd ed. Port Harcourt: Shell Petroleum Development Company of Nigeria, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Shell Petroleum Development Company of Nigeria. Shell: Youth skills development & sports. Edited by Ojediran Bisi and Ndibe Jude. 3rd ed. Port Harcourt: Shell Petroleum Development Company of Nigeria, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Shell Petroleum Development Company of Nigeria. Shell: Youth skills development & sports. Edited by Ojediran Bisi and Ndibe Jude. 3rd ed. Port Harcourt: Shell Petroleum Development Company of Nigeria, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rolayne, Wilson, ed. Assessing sport skills. Champaign, IL: Human Kinetics Publishers, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sophie, Everard, ed. Snowboarding: Skills - Training - Techniques. New York: Crowood, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

David, Kimball, ed. Applied sport management skills. Champaign, IL: Human Kinetics, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Robinson, Tom. Basketball skills. Berkeley Heights, NJ: Enslow Elementary, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

McMorris, Terry. Acquisition and Performance of Sports Skills. New York: John Wiley & Sons, Ltd., 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Sporrts skills"

1

Lavallee, David, John Kremer, Aidan Moran, and Mark Williams. "Acquiring Sport Skills." In Sport Psychology, 167–89. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-35872-0_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shoenfelt, Elizabeth L. "Role Clarity for Team Sports." In Mental Skills for Athletes, 111–26. New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429268694-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Carter, Jennifer E., and Stephen Graef. "Mental Skills for Endurance Sports." In Endurance Sports Medicine, 283–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32982-6_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fairbrother, Jeffrey T. "Skill acquisition: The science and practice of teaching sport skills." In APA handbook of sport and exercise psychology, volume 1: Sport psychology (Vol. 1)., 531–55. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000123-027.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gray, Rob. "Sports training technologies." In Skill Acquisition in Sport, 203–19. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tuijthof, Gabriëlle J. M., Vincenza Ragone, Tim Horeman, Umut Akgün, and Pietro S. Randelli. "Defining Essential Skills." In Motor Skills Training in Orthopedic Sports Medicine, 43–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53229-4_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jones, Martin I. "Coaching Life Skills in Sports People." In Coaching for Human Development and Performance in Sports, 305–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63912-9_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mineiro, Jorge. "Certification of Surgical Skills." In Motor Skills Training in Orthopedic Sports Medicine, 97–101. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53229-4_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tauro, Joe, and Robert Pedowitz. "Arthroscopic Skills Training Modalities." In Motor Skills Training in Orthopedic Sports Medicine, 53–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53229-4_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fiaud, Vanessa, and Andrew Shim. "Biomechanics and Skill Analysis." In Coaching for Sports Performance, 161–96. First Edition. | New York : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429299360-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Sporrts skills"

1

Monnazzi, João, and Regis Faria. "Body Building Music: The Kinase Instalation." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10458.

Full text
Abstract:
Thinking on the congruencies between music and sports, we propose with this art installation some novel paths and connections for music production in a little explored field, in the interdisciplinarity with sports. Some similarities in the acting of musicians and athletes, such as the need of technical domain through discipline and practice. A musician who wants to develop her/his technical skills needs to follow a hard routine of practical studies, focusing in improving motor abilities with the proposing to play the piece in the better way possible. This process has a close proximity with the athlete’s during their preparation. Hours of intense practice to improve some motor skills that can enable them to improve their performance. The disciplines can be interpolated in a way that we can argue: there is always something physical on a music interpretation, as well as there is always something artistic in a sport competition. In the inner area between art/music and sports some modalities are easier to verify this symbiosis, as in the choreographic sports. These modalities are evaluated by both physical and artistic parameters. Our work focus in a particular sport modality that has a part of scoring which is evaluated through a choreographic routine: The Bodybuilding.
APA, Harvard, Vancouver, ISO, and other styles
2

Rosa, Roberta, and Giuseppe Madonna. "Teachers and burnout: Biodanza SRT as embodiment training in the development of emotional skills and soft skills." In Journal of Human Sport and Exercise - 2020 - Spring Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc3.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Filatova, V. Yu, and I. N. Komarova. "DEVELOPMENT OF IMPACT FORCE IN KICKBOXER TRAINING AT THE STAGE OF IMPROVING SPORTS SKILLS." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/66.

Full text
Abstract:
The article presents the results of a study on the development of impact force in kickboxers' training at the stage of improving sports skills. The study showed that the skill of a kickboxer is determined by the ability to realize the existing power potential in battle, and not by the maximum power indicators of his blows. The results obtained make it possible to say that a kickboxer needs a high level of explosive force development to deliver single knockout blows.
APA, Harvard, Vancouver, ISO, and other styles
4

"Strategies for Inheriting Heilongjiang Sports Culture in Physical Education." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000615.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"Heilongjiang Sports Culture and Its Inheritance in Big Data Era." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000550.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sudardiyono, Hari Yuliarto, Yudanto, and Sujarwo. "The Influence of Traditional Games on the Perceptual Motor Skills and Skill-related Physical Fitness." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009788304400443.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Raiola, Gaetano, and Gaetano Altavilla. "Testing motor skills, general and special coordinative, in young soccer." In Journal of Human Sport and Exercise - 2020 - Winter Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc2.11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Montella, Mario, Andrea Ceciliani, Stefania Morsanuto, Ario Federici, and Gaetano Altavilla. "Development of motor skills applied to basketball in the developmental age." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.46.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Manolachi, Victor. "Development of Managerial Skills and Sports Management in Future Sports specialists." In ICPESK 2017 - 7th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.03.51.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Yamagiwa, Shinichi, Hiroyuki Ohshima, and Kazuki Shirakawa. "Skill Scoring System for Ski’s Parallel Turns." In International Congress on Sport Sciences Research and Technology Support. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0005070001210128.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Sporrts skills"

1

Zibani, Nadia. Ishraq: Safe spaces to learn, play and grow: Expansion of recreational sports program for adolescent rural girls in Egypt. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1003.

Full text
Abstract:
Over the past three years, the Ishraq program in the villages of northern El-Minya, Egypt, grew from a novel idea into a vibrant reality. In the process, approximately 300 rural girls have participated in a life-transforming chance to learn, play, and grow into productive members of their local communities. Currently other villages—and soon other governorates—are joining the Ishraq network. Ishraq is a mixture of literacy, life-skills training, and—for girls who have been sheltered in domestic situations of poverty and isolation—a chance to play sports and games with other girls their age and develop a sense of self-worth and mastery; the program reinforces the lessons they receive in life-skills classes about hygiene, nutrition, and healthy living. This guide to the sports and games component of the program is geared to the needs of disadvantaged adolescent girls. It is intended for those in the development community interested in the potential of sports to enhance the overall impact of adolescent programs. Sports can be combined with other program components to give girls a more active experience, whether the primary focus is reproductive health, literacy, or livelihood skills.
APA, Harvard, Vancouver, ISO, and other styles
2

Jejeebhoy, Shireen, Rajib Acharya, Neelanjana Pandey, K. G. Santhya, A. J. Zavier, Santosh Singh, Komal Saxena, Aparajita Gogoi, Madhu Joshi, and Sandeep Ojha. The effect of a gender transformative life skills education and sports-coaching programme on the attitudes and practices of adolescent boys and young men in Bihar. Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1032.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Communicative Skills Formation During Sports Training of Boxers. Kzm_diss@mail.ru, March 2016. http://dx.doi.org/10.14526/01_1111_77.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

The Methodology of a Steady Skill of Swimming Formation on the Basis of Water Sports Means Use. Kzm_diss@mail.ru, March 2016. http://dx.doi.org/10.14526/01_1111_79.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Sporrts skills' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography