Boris Blumenstein

The Effect of Mental Training with Biofeedback on the Performance of Young Swimmers

Cette recherche porte sur la relation que l’entrainement mental entretient avec le biofeedback et la performance. C’est une version adaptee de l’approche en cinq etapes de Wingate qui a ete utilisee comme technique de preparation mentale en vue de l’amelioration des performances en natation chez des nageurs de 11 a 14 ans. Les participants (N= 38) ont ete distribues au hasard a l’une des deux conditions suivantes: (a) Un entrainement experimental regulier assorti de trois etapes du programme Wingate; (b) Un entrainement de controle regulier avec de la relaxation. Apres une mesure de depart, les participants ont ete testes sur des scores d’evaluation et sur leur performance reelle deux fois sur une periode de quatorze semaines. Le groupe experimental progressa davantage, mais le groupe controle s’ameliora aussi. Ces resultats sont examines a partir des travaux anterieurs sur l’approche de Wingate. En outre, on aborde certains problemes methodologiques et theoriques qui concernent specialement l’appel a de telles procedures dans d’autres specialites sportives chez les enfants, les adolescents, et les adultes. The purpose of the present study was to investigate the relationship between mental training with biofeedback and performance. An adapted version of the Wingate five-step approach was used as a mental preparation technique for enhancing the swimming performance among 11–14-year-old children swimmers. Participants (n= 38) were randomly assigned to one of two conditions: (a) experimental—regular training plus three stages of the Wingate mental training program, and (b) control—regular training and relaxing activities. After a baseline measurement, participants were tested on evaluation scores and actual performance twice during a 14-week period. Results indicated that the experimental group exhibited a greater increase in performance, although the control group also displayed some improvements. Results are discussed in reference to previous work on the Wingate approach to mental training. In addition, several methodological and theoretical aspects are discussed that are particularly relevant to the use of such interventions with other athletic tasks among children, adolescents, and adults.

The augmenting role of biofeedback: Effects of autogenic, imagery and music training on physiological indices and athletic performance

In this study, three psychoregulative procedures of relaxation and excitation were provided in combination with biofeedback to examine their role on physiological and athletic performance variables. Thirty-nine college students were randomly assigned to three groups of psychoregulatory treatment (autogenic and imagery training, AT+IT; music and imagery training, M+IT; autogenic, music and imagery training, AT+M+IT), one placebo group and the control group. Imagery was related to a 100-m run. The treatment and control conditions lasted 13 sessions of 20 min each. During the first seven sessions, the subjects in the treatment groups underwent 10 min of relaxation followed by 10 min of excitation. During the last six sessions, similar treatment was provided accompanied by frontalis EMG biofeedback. Heart rate, the galvanic skin response, EMG and breathing frequency (fb) were recorded three times during each session. In addition, an athletic task (100-m run) was examined at the outset, after seven sessions (no biofeedback) and after an additional six sessions (with biofeedback). Biofeedback was found to have a significant augmenting effect on physiological components and athletic performance when accompanied by autogenic, imagery and music training. Soft music was found to be as beneficial as other relaxation techniques. The results are compared with similar studies applying mental techniques with biofeedback, and new directions of investigation in the psychophysiological domain are suggested.

Periodization and planning of psychological preparation in elite combat sport programs: The case of judo

Abstract Training theories of athletes stress that training programs should be comprised of three critical phases: preparatory, competition, and transition. Physical, technical, tactical, and psychological preparations are present in each training phase. To achieve a high level of proficiency, an effective interaction among these preparations should exist within each of the critical phases of a training program. In this article a thorough examination of the four preparations within each of the three phases is provided. It is argued that any psychological intervention introduced to elite athletes during their training should reflect the aims of each critical phase of the program, and that psychological preparation should be linked to the physical, technical, and tactical preparations of the particular training practices. The combat sport of judo was selected to demonstrate how sport psychology preparation can be effectively integrated into the physical, technical, and tactical preparations of the training program within the preparatory, competition, and transition phases.

Regulation of mental states and biofeedback techniques effects on breathing pattern

The purpose of the present study was to examine whether breathing pattern may be used as a reliable index for the effectiveness of techniques applied for the regulation of mental states. Heart rate (HR), breathing pattern, galvanic skin response (GSR), and electromyogram (EMG) of the frontalis muscle were measured in 39 male and female subjects aged 18–25 years during 10-minute treatment with relaxation technique (autogenic training and/or music) followed by 10 minutes of imagery training. In the first 7 sessions biofeedback (BFB) was not included, while during the last 6 sessions BFB was introduced and utilized by the subjects. Relaxation (music or autogenic training) led to a decrease in breathing frequency, attributed to lengthening of expiration time, as well as reduced HR, GSR, and frontalis EMG response. In most instances imagery training was related to an increase in these indices. Specifically, significant tachypnea was observed during imagery of sprint running. In most cases BFB substantially augmented the physiological responses. In conclusion, our data suggest that, compared with HR, GSR, and EMG responses, the breathing pattern is at least as sensitive to the mental techniques employed, and may be useful as a psychophysiological index for diagnosis and testing, especially in sport practice.

Psychological preparation in the Olympic village: A four‐phase approach

Abstract The purpose of this article is to examine the psychological preparation provided to athletes during their stay in the Olympic Village at the Olympic Games. A four‐phase approach of psychological preparation is presented—the habituation phase, the psychological routine phase, the specific psychological preparation phase, and the psychological recovery phase. The conceptual roots of this approach, as a part of the four‐year psychological preparation for the Olympics, are discussed. The objectives, psychological programs, and framework of consultations for each phase are described, using examples from two summer Olympic Games, Sydney 2000 and Athens 2004. Lessons learned from the psychological preparation provided at the Olympic Village and practical recommendations for sport psychology consultants are offered

The Effect of Extra-Curricular Mental Training with Biofeedback on Short Running Performance of Adolescent Physical Education Pupils

In this study, the relationship between mental training with biofeedback and performance was investigated. An adapted version of the Wingate five-step approach was used as a mental preparation technique for enhancing the short-running performance among 16-18-year-old adolescent physical education pupils. Participants (n = 79) were randomly assigned to one of two conditions: (a) experimental - regular training plus three stages of the Wingate mental training program, and (b) control - regular training and relaxing activities. After a baseline measurement, participants were tested on actual performance three times during a 12-week period. Results indicated that the experimental group exhibited a substantial increase in performance, whereas the control group remained relatively stable. Results are discussed in reference to previous work on the Wingate approach to mental training. Additional theoretical and methodological aspects are discussed that are relevant to the use of such interventions with other populations and tasks.

Working with adolescent soccer and basketball players from conflicting cultures--a three-dimensional consultation approach

In this article the authors describe how one sport psychology consultant (SPC) worked with soccer and basketball teams that were composed of adolescent male players from conflicting cultures (Jewish and Arab). The article also highlights the fact that in order to foster relationships among the players, the SPC used a three-dimensional approach—working with the coaches of the teams, the players, and the parents of the players. The authors describe the types of consultation sessions the SPC had with the coaches, players, and parents and the activities he preferred to use in his consultations. The authors also present a number of lessons they have learned from their work with adolescent players from conflicting cultures.

High-level Coaches’ Perceptions of their Professional Knowledge, Skills, and Characteristics

Abstract The purpose of this study was threefold: (a) to describe the different types of knowledge, skills, and individual characteristics of highlevel coaches from individual and team sports, as perceived by the coaches themselves; (b) to assess the similarities and differences between high-level individual and team coaches; and (c) to reflect on possible ways to improve the educational coaching programs for individual and team sports. Thirty-five high-level coaches from individual and team sports completed a questionnaire consisting of three parts: Knowledge, skills, and individual characteristics. Results revealed differences and similarities between team sport coaches (TSC) and individual sport coaches (ISC) in each of the three questionnaire components. It is recommended that coaches’ educational programs consider the research findings between ISCs and TSCs in their efforts to improve coaches’ knowledge and skills.

Physiological and cognitive responses to cold exposure in 11–12-year-old boys

This study investigated the effects of cold and exercise in the cold on the physiological and cognitive responses of 11–12‐year‐old boys. Children were dressed in sweat suits and exposed to cold (CD, 7°C), cool (CL, 13°C), and neutral (N, 22°C) environments for 110 minutes, with 10 minutes of light exercise (1 watt · kg body wt−1) midway through the exposure. A 30‐minute “recovery” in neutral conditions followed each session. Session order was randomized. Rectal temperature (Tre) decreased significantly more in CD compared to CL and N, and continued to decrease during the recovery period. Chest skin temperature (Tch) was significantly different between conditions and remained stable even in CD, despite the decrease in Tre. Tch returned to prechamber values during the recovery period. Hand temperature (Th) decreased during CL and CL, and remained significantly lower than prechamber values following the recovery. Exercise heart rate was lower in the CD and CL(115 ± 13 and 119 ± 20 beats · min−1) compared to N (130 ± 17 beats · min−1). No differences were observed in oxygen consumption between sessions. No differences were also observed between sessions in cognitive performance on language and math tests. It was concluded that while the study conditions did not appear to affect cognitive capacity in boys, they proved sufficient to disturb core temperature. This disturbance was not corrected 30 minutes following cold exposure. Am. J. Hum. Biol. 9:39–49

Biofeedback Training: Enhancing Athletic Performance

During the last three decades, mental skills training of athletes has become widely accepted as an important factor in sport and a vital component of successful performance of top athletes. Biofeedback training (BFT) is a key element/tool of a complex multifaceted treatment/training program aimed at enhancing athletic performance. The main purpose of this conceptual paper is to illustrate the successful integration of the Wingate 5-Step Approach to training programs that are based on a periodization principle. This integration is targeted at the development of both physical and mental skills to optimize and enhance the effectiveness of the mental training process. Examples derived from our experiences are illustrated and discussed.