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首页> 外文期刊>Frontiers in Psychology >Brief Online Training Enhances Competitive Performance: Findings of the BBC Lab UK Psychological Skills Intervention Study
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Brief Online Training Enhances Competitive Performance: Findings of the BBC Lab UK Psychological Skills Intervention Study

机译：简短的在线培训可提高竞争绩效：BBC Lab英国心理技能干预研究的结果

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In conjunction with BBC Lab UK, the present study developed 12 brief psychological skill interventions for online delivery. A protocol was designed that captured data via self-report measures, used video recordings to deliver interventions, involved a competitive concentration task against an individually matched computer opponent, and provided feedback on the effects of the interventions. Three psychological skills were used; imagery, self-talk, and if-then planning, with each skill directed to one of four different foci: outcome goal, process goal, instruction, or arousal-control. This resulted in 12 different intervention participant groups (randomly assigned) with a 13th group acting as a control. Participants (n = 44,742) completed a competitive task four times—practice, baseline, following an intervention, and again after repeating the intervention. Results revealed performance improved following practice with incremental effects for imagery-outcome, imagery-process, and self-talk-outcome and self-talk-process over the control group, with the same interventions increasing the intensity of effort invested, arousal and pleasant emotion. Arousal-control interventions associated with pleasant emotions, low arousal, and low effort invested in performance. Instructional interventions were not effective. Results offer support for the utility of online interventions in teaching psychological skills and suggest brief interventions that focus on increasing motivation, increased arousal, effort invested, and pleasant emotions were the most effective.
机译：结合英国BBC实验室，本研究开发了12种简短的心理技能干预措施，用于在线交付。设计了一种协议，该协议可通过自我报告措施来捕获数据，使用视频记录进行干预，涉及针对单独匹配的计算机对手的竞争性集中任务，并提供有关干预效果的反馈。使用了三种心理技能;图像，自我对话和“如果-然后”计划，每种技能都针对四种不同的焦点之一：结果目标，过程目标，指令或唤醒控制。这导致了12个不同的干预参与者组（随机分配），而第13个作为对照组。参与者（n = 44,742）四次完成一项竞争性任务-练习，基线，干预后，以及重复干预后再次完成。结果显示，与对照组相比，练习后的表现有所改善，对影像结果，影像过程以及自言自语和自言自语的处理效果有所增加，而相同的干预措施则增加了投入的精力，唤醒和愉悦的情绪。与愉悦的情绪，低唤醒和低投入相关的控制性干预可以提高绩效。教学干预无效。结果为在线干预在心理技能教学中的实用性提供了支持，并建议以增加动力，增加唤醒，投入精力和愉悦情绪为重点的简短干预最为有效。

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