Understanding the intricacies of psychological skills training (PST) and its impact on athlete performance is paramount within sports psychology. This importance is particularly pronounced in disciplines like rapid-fire pistol shooting, where success hinges not only on physical prowess but also on mental resilience and focus. In their recent qualitative study titled “A Qualitative Study on Psychological Skills Training Experiences of Rapid-fire Pistol Athletes,” Mun-Gyu Jun, Jeong-Ho Kim, and Chulhwan Choi explore the experiences and insights of these athletes regarding PST. Through interviews and analysis, the researchers seek to uncover the specific psychological skills and strategies utilized by rapid-fire pistol athletes, illuminating the complex interplay between mental training and athletic achievement. Conducted at institutions such as Kyung Hee University and Gachon University in the Republic of Korea, this research offers valuable contributions to sports psychology, potentially enhancing both performance and well-being among athletes in this specialized field.
Psychological skills training (PST) is a systematic program aimed at enhancing athletes’ performance by equipping them with optimal mental strategies. These strategies, encompassing techniques to regulate thoughts and emotions, are vital for overcoming stress in competitive sports contexts. PST has garnered significant interest from sports psychologists, who continually study and refine techniques tailored to the unique demands of various sports disciplines. Research in shooting sports, such as the work of Chun (2010) and Ma (2011), has highlighted the benefits of PST, including improved psychological stability, crisis coping abilities, and overall performance enhancement among athletes. Despite its demonstrated effectiveness, PST often receives less attention compared to technical training, particularly among high school athletes in disciplines like rapid-fire pistol shooting. This study aims to address this gap by investigating the impact of PST on high school athletes, aiming to help them overcome psychological challenges and achieve peak performance.
Athletes and coaches frequently attribute performance outcomes not only to external factors like tactics and physical condition but also to internal psychological states. Thus, sports psychologists have developed methods to enhance psychological skills, such as confidence, concentration, and motivation, crucial for optimal performance in practice and competition. These skills, referred to as “psychological skills” by Vealey (1988), play a significant role in shaping athletes’ mental states and coping mechanisms. However, despite the proven importance of PST, it remains underutilized due to various structural barriers, including a lack of awareness among coaches and athletes. Studies have shown a stark disparity between athletes’ recognition of the need for psychological training and their actual participation in such programs, highlighting a critical gap in athlete development that needs to be addressed.
Study participants were selected from the male rapid-fire pistol athletes of H High School in Seoul, South Korea, registered with the Korean Sports Federation in 2021. Employing a purposive sampling method, the study included athletes recommended by the team coaches, excluding twelfth-grade students due to their stress from college entrance exams. Ultimately, four athletes, identified as needing psychological skills training, participated in the study. The participants’ characteristics are summarized in Table 1. The psychological skills training program was developed through expert collaboration, incorporating components such as goal setting, routine, positive self-talk, relaxation, mental imagery, focused attention, and neurofeedback training.
In-depth interviews, conducted immediately before and after the 10-week training program, aimed to delve into the personal psychological states of the high school rapid-fire pistol athletes. Using a semi-structured interview method, the study combined structured and open-ended questions to elicit comprehensive responses from the athletes. Additionally, participatory observation was employed twice a week to closely examine training situations and evaluate the effectiveness of the training application. To enhance data validity and reliability, the study utilized multilateral verification, subject review, and expert review processes, ensuring the accuracy and trustworthiness of the collected data and analysis results. Moreover, efforts were made to establish rapport with the athletes over time to foster a conducive research environment.
The pre-in-depth interview transcripts revealed that athletes commonly experienced psychological difficulties during competitions, characterized by tension, body stiffness, and trembling. Nervousness and anxiety were particularly prevalent among Athletes A and D throughout the main event, while Athletes B and C experienced heightened anxiety during specific segments. Participatory observation underscored athletes’ nervousness, often manifested in habitual actions like bouncing magazine springs, driven by fears of error and excessive ambition for high scores and medals.
Post-in-depth interview transcripts highlighted the efficacy of psychological skills training in helping athletes manage fears and increase confidence. Athletes reported employing relaxation and routine training to mitigate psychological challenges during shooting. Notably, relaxation techniques led to smoother movements and reduced anxiety, while adherence to routines helped eliminate anxiety related to misfiring. Athletes expressed increased belief in their shooting abilities post-training, with heightened expectations for performance in competition settings. Routine training emerged as the most beneficial program, followed by relaxation techniques, corroborated by observations of athletes implementing their routines and engaging in relaxation exercises before shooting, indicating their intention to integrate these strategies into their practice routines for sustained improvement.
The qualitative analysis of the perceived performance of high school rapid-fire pistol athletes following a 10-week psychological skills training program revealed significant improvements. Athletes reported increased confidence and belief in their shooting abilities, indicating the program’s effectiveness. Notably, pre-interviews highlighted athletes’ awareness of technical shortcomings in shooting skills, leading to modest performance expectations. While differences in expected scores between tenth and eleventh-grade athletes suggested varying levels of experience, the study raised questions about whether the observed improvements were solely due to the training program or natural developmental progress.
Comparisons with previous studies underscored the potential impact of psychological skills training on athletes with limited experience. Results suggested that less experienced athletes might benefit more from such programs, as they typically exhibit lower levels of psychological skills. The post-interviews demonstrated enhanced confidence and performance expectations among athletes post-training, indicating a positive shift in their psychological state. However, the study also highlighted systemic challenges, including limited awareness and accessibility to psychological training among student-athletes, necessitating concerted efforts to integrate such programs into sports education effectively.
While the psychological skills training program showed promising results in improving athletes’ perceived performance, challenges persist in fostering a broader understanding and application of psychological training in sports. Future studies should explore tailored training programs for different athlete cohorts and evaluate the long-term impact of such interventions on actual performance, providing valuable insights for enhancing athlete development in competitive sports.
