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dc.contributor.authorReese, Jr., Robert C.en_US
dc.date.accessioned2014-03-14T20:19:34Z
dc.date.available2014-03-14T20:19:34Z
dc.date.issued2005-11-29en_US
dc.identifier.otheretd-12012005-105823en_US
dc.identifier.urihttp://hdl.handle.net/10919/29857
dc.description.abstractABSTRACT The purpose of this case study was to answer 5 primary questions in order to determine the impact (efficacy, efficiency, and value) of the educational intervention known as the mental skills training program (MSTP) as implemented with an NCAA Division I volleyball team. The primary evaluation questions are (1) Was individual and/or team performance enhanced during the season? (2) How did the intervention of the MSTP impact individual and team mental toughness? (3) How did the intervention of the MSTP impact team communication and team chemistry? (4) How did the coaches and student-athletes view the investment of time and effort (value/worth)? (5) Was the program delivered effectively and efficiently? The core mental skills that comprise the MSTP are goal setting, visualization, feelazation, energy management, and effective thinking which when integrated encourage mental toughness. The program evaluation contains an instructional design (ID) that incorporated a flexible curriculum to meet the weekly needs of the team. A modified Gerlach and Ely (1980) ID model is utilized to direct the design process and also as a prescriptive evaluation guide. The evaluation utilized quantitative instruments including surveys, questionnaires, and assessments of the effectiveness and efficiency of delivery by the mental skills trainer. Qualitative data includes interviews and field notes consisting of observations, member checks, and peer debriefing. The results of the data indicate individual performance and mental toughness were enhanced; team performance and mental toughness may have been improved. Team chemistry was enhanced while team communication was not. The program was considered valuable and worthwhile and was delivered effectively and efficiently. The decision components of the program yielded an 84.69% positive program evaluation rating. In discussion of these results, team communication may be improved with a greater emphasis on teambuilding early in the program. Gains in mental toughness exceeded expectations, and a foothold has been established for future research in this area. Regarding team performance, expanding categories in survey instruments may yield a more positive evaluation. Finally, program evaluation may provide a viable research vehicle for applied sport psychology to demonstrate the efficacy of mental skills training for performance enhancement.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartReesePhD120505.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectmixed methodsen_US
dc.subjectProgram evaluationen_US
dc.subjectmental skillsen_US
dc.subjectmental toughnessen_US
dc.subjectmental skills training programen_US
dc.subjectperformance enhancementen_US
dc.titleThe Impact of a Mental Skills Training Program for Enhanced Performance on a Varsity Intercollegiate Volleyball Team: A Case Study Program Evaluation of an Educational Interventionen_US
dc.typeDissertationen_US
dc.contributor.departmentEducation Curriculum and Instructionen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
dc.contributor.committeechairStratton, Richard K.en_US
dc.contributor.committeememberSherman, Thomas M.en_US
dc.contributor.committeememberBennett, Gary T.en_US
dc.contributor.committeememberCachaper, Cecile D.en_US
dc.contributor.committeememberMagliaro, Susan G.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-12012005-105823/en_US
dc.date.sdate2005-12-01en_US
dc.date.rdate2007-12-13
dc.date.adate2005-12-13en_US


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