CONCLUSION TO PERFORMANCE ENHANCEMENT IN THE MARTIAL ARTS

The general literature has clearly shown the effectiveness of psychological skills training to enhance performance in sports. Although martial arts is a specialized area, there is a sufficient research base to conclude that sports psychology can assist martial artists with achieving peak performance in both katas and sparring. In particular, skills training can aid with regulating intensity in the martial arts as well as improving the physical skills required to be competitive.

This literature review indicates that important skills to teach in order to enhance performance in the martial arts include: concentration and focused attention (Fredrick, 1999; Williams & Elliott, 1999), confidence (Fredrick, 1999), relaxation, regulation of intensity level, and controlling anxiety (Chapman, et.al., 1997; Fredrick, 1999; Taylor, 1996; Terry & Slade, 1995; William & Elliott, 1999), visual search strategies (William & Elliott, 1999), and self-talk (Ferrari, 1999).

A number of methods of been shown to be beneficial to teach these skills. Initially, a needs assessment can determine for each athlete how to individually focus psychological skills training (Kauss, 2001; Seabourne, et.al., 1985). Cognitive restructuring can help manage intensity level, improve concentration, and build confidence (Williams & Leffingwell, 1996). Focused breathing, muscle relaxation and awareness, and meditation can be used to regulate anxiety, or intensity level (Seabourne, 1998; Weinberg, et.al., 1981). Visuo-motor behavior rehearsal has been effective for improving physical performance of martial arts skills (Gould & Damarjian, 1996; Seabourne, 1984; Weinberg, 1996). Also, it is generally recommended to keep self-talk logs, a daily event diary, and to develop a written competition plan (Kauss, 2001; Weinberg, 1994; Williams & Leffingwell, 1996).

The recommended structure for psychological skills training is 15-30 minutes several times a week throughout physical training (Weinberg & Comar, 1994). An individualized program that teaches the participants skills that they can incorporate into a personal plan is most effective (Seabourne, et.al, 1985).  

REFERENCES

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Introduction to Performance Enhancement in the Martial Arts--page 1

How Does Expertise Affect Performance?--page 2

What Influences Skill Development and Performance?--page 3

How is Anxiety Related to Performance?--page 4

How Do Cognitive Skills Relate to Performance?--page 5

Effectiveness of Psychological Interventions for Performance Enhancement--page 6

Suggested Plan for Interventions to Improve Performance--page 7

Conclusion to Performance Enhancement in the Martial Arts--page 8

"I have so many great ideas, if only I could get motivated."

"I do well with deadlines, but I can't seem to motivate myself."

"I can't seem to lose weight unless I have someone constantly checking on me and I can't afford a personal trainer."

"I would perform better if I could make myself practice more."

Do any of these sound familiar? What the above statements have in common is the individual's need for extrinsic motivation for follow-through, the inability to achieve a desired goal unless someone else provides the impetus to pursue the goal. Without the development of intrinsic motivation, individuals have a great deal of difficulty achieving success in almost any area. If you examine successful people, one of the main differences is their ability to motivate themselves. They are not necessarily more intelligent, or have better ideas, or have better luck; they are just able to pursue a goal to its conclusion.  PAGE 2

Intro--page 1

What is the difference between intrinsic and extrinsic motivation?--page 2

How does normal motivation develop?--page 3

What prevents the development of the proper balance of intrinsic and extrinsic motivation?--page 4

How is too much need for extrinsic motivation problematic?--page 5

How do you develop more intrinsic motivation?--page 6