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philosophy and model These are the organizational plans of action that operationalize how the intervention specifically works, typically using sequential steps, multiple phases, or the practical packaging of mental training techniques into a coherent, integrative program Example strategies in the mental skills training literature include the Five-Step Strategy (Singer, 1988), the four-phase psychological skill program for close-skill performance enhancement (Boutcher & Rotella, 1987), P3 Thinking and goal mapping (Vealey, 2005), centering (Nideffer & Sagal, 2006), competition focus plans (Orlick, 1986), the five-step approach to mental training using biofeedback (Blumenstein, Bar-Eli, & Tenenbaum, 2002), and visuomotor behavioral rehearsal (Suinn, 1993) Assessment strategies are an important part of this layer of the mental training process, as consultants decide how and when to assess the mental skill training needs of athletes (Vealey & Garner-Holman, 1998).

This page works exactly as designed but only on Internet Explorer (see Figure 49-3). On other JavaScript-enabled browsers that don t share the Microsoft DOM, the script does nothing or generates errors for the user (see Figures 49-4 and 49-5). Simply being inoperable is okay for the majority of users. Causing errors is to be avoided at all costs.

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The overall assessment strategy then leads to the use of specific assessment techniques, such as observation, interviews, questionnaires, and psychophysiological measures Although the majority of AAASP-certified consultants use some type of written survey in mental training with athletes (O Connor, 2004), these instruments are used sparingly, and interviews and observations are used most frequently to assess athletes (Vealey & Garner-Holman, 1998) Techniques The final layer of the mental training process is the techniques, or specific procedures or methods used in a mental training strategy These methods are the familiar tools known to all mental training consultants, including imagery, relaxation, goal setting, self-talk, biofeedback training, performance profiling, and behavior management techniques.

The traditional four mental training techniques of imagery, goal setting, thought management, and physical relaxation /arousal regulation have been most widely used by consultants (Gould, Murphy, Tammen, & May, 1991; Sullivan & Nashman, 1998; Vealey, 1988), although other techniques, such as performance profiling (Jones, 1993), have emerged, and variations on the traditional four techniques have proliferated (Sullivan & Nashman, 1998) These specific techniques have been the focus of most of the intervention research in sport psychology, yet they represent only the final layer in the mental training process Although it is important to test the effectiveness of specific mental training techniques, the field has matured to the point where future research and professional practice initiatives are needed to study how to most effectively utilize.

groups for the current data (and, hopefully, new data that might be available) Nevertheless, the critical reader should always pose the question: If the justification for the post hoc modifications is so strong, why was it not part of the a priori model One possible compromise is to show that substantively important parameter estimates are unaffected by the inclusion of additional, post hoc parameters However, if post hoc modification does alter critical parameter estimates, interpretations should be cautious and subject to replication Alternatively, where there are multiple, competing hypotheses about the structure of the data, these should be tested as competing, a priori models (preferably a set of fully or partially nested models; see subsequent discussion of comparative fit) Correlated uniquenesses (see Figure 351b) represent relations between responses to two indicators that otherwise cannot be explained in terms of the posited factor structure.

Program button. Next, put a checkmark in the Enable Access to This Program box (see Figure 2-3).

It is important to distinguish between a priori and post hoc inclusion of correlated uniquenesses Although the inclusion of correlated uniquenesses as post hoc modifications is historically popular, as with post hoc modification more generally, current practice has shifted dramatically so that it is now seen as dubious There are situations in which correlated uniquenesses should be included in an a priori model, such as for longitudinal data in which the same measured variables are administered on more than one occasion (as in Figure 351b) Marsh and Hau (1996; also see J reskog, 1979) emphasize that if the same measurements are used on multiple occasions, as is typical in longitudinal research, the corresponding residual error variables will tend to be correlated, and, to get accurate estimates of relations among the constructs, correlations among errors should be included in the a priori model (see Figure 351b).

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