This quasi-experimental study was designed to evaluate whether a structured, four-week psychological performance strategies training program could improve achievement motivation among licensed athletes. Fifty athletes were assigned to an experimental group (n=25) and a control group (n=25). The experimental group received training twice weekly for four weeks, including goal setting, self-talk, emotional control, imagery, automaticity, action orientation, attention control, and relaxation. Achievement motivation was measured at baseline and after the intervention using the Sport-Specific Achievement Motivation Scale.
Achievement motivation is a key determinant of athletic performance, yet few studies have systematically investigated structured psychological skills training in this area. This study aimed to examine the effect of a multi-component psychological performance strategies program on achievement motivation in athletes. A total of 50 licensed athletes from the Faculty of Sports Sciences, Aksaray University, voluntarily participated. Participants were divided into an experimental group (n=25) and a control group (n=25). The experimental group received supervised psychological performance strategies training, consisting of eight modules delivered over four weeks (two sessions per week, 60 minutes each). Training content included: * Goal setting * Self-talk * Emotional control * Imagery * Automaticity * Taking action * Attention control and negative thinking management * Relaxation techniques The control group did not receive any intervention. Outcome assessment was performed using the Sport-Specific Achievement Motivation Scale, administered at baseline and after the 4-week program.
Study Type
INTERVENTIONAL
Allocation
NON_RANDOMIZED
Purpose
TREATMENT
Masking
NONE
Enrollment
50
A structured 4-week program of psychological performance strategies training delivered to licensed athletes. The program consisted of 8 sessions (twice per week, 60 minutes each) including modules on goal setting, self-talk, emotional control, imagery, automaticity, action orientation, attention control/negative thinking management, and relaxation techniques. Training was conducted in a supervised group format by qualified instructors.
Aksaray University, Faculty of Sports Sciences
Aksaray, Turkey (Türkiye)
Change in Sport-Specific Achievement Motivation total score
Mean change in the Sport-Specific Achievement Motivation Scale (40 items, 5-point Likert; minimum = 1, maximum = 5; higher scores indicate greater achievement motivation) from baseline to post-intervention. Scores assessed in both arms; between-group comparison based on change scores.
Time frame: Baseline (Week 0) to Post-intervention (Week 4)
Percent change in Sport-Specific Achievement Motivation total score
Percent change = \[(Post-test - Pre-test) / Pre-test\] × 100; calculated using the Sport-Specific Achievement Motivation Scale (40 items, 5-point Likert; minimum = 1, maximum = 5; higher scores indicate greater achievement motivation).
Time frame: Baseline (Week 0) to Post-intervention (Week 4)
Post-intervention Sport-Specific Achievement Motivation total score
Group comparison of Sport-Specific Achievement Motivation Scale total score at Week 4 (40 items, 5-point Likert; minimum = 1, maximum = 5; higher scores indicate greater achievement motivation). Baseline score considered in analysis as appropriate.
Time frame: Post-intervention (Week 4)
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