The purpose of this study is to measure and characterize psychological skill factors soccer goalkeepers use in practice and games to reveal the need of psychological skill training and the need of professional leaders for goalkeepers. For this purpose, an attempt was made to determine differences in...
The purpose of this study is to measure and characterize psychological skill factors soccer goalkeepers use in practice and games to reveal the need of psychological skill training and the need of professional leaders for goalkeepers. For this purpose, an attempt was made to determine differences in psychological skill factors among soccer goalkeepers by where they belonged, differences in psychological skill factors among soccer goalkeepers by the presence of goalkeeper leaders, and differences in psychological skill factors by performance (major, minor). This study collected data from 68 goalkeeprs at the secondary level in Seoul and Gyeonggi Province, who were registrated in the Korea Football Association as of 2010. The statistical program of SPSSWIN 12.0 was used for data processing, and frequency analysis, reliability test, descriptive analysis, and t-test were used for analysis. The results can be summarized briefly as follows: First, as for differences in psychological skill factors among soccer goalkeepers by where they belonged, there were significant differences in imagery and willpower; high school goalkeepers showed higher imagery and willpower than middle school ones. in detail, there were significant differences in 'frequently thinking of successful game scenes' and 'imagining nice play before games' in terms of imagery, with high school players having better imagery than middle school ones; there were significant differences in 'trying to do it despite injury' in terms of willpower, with high school players showing higher willpower. As for anxiety control, there were significant difference in 'being anxious enough to disturb my play' and 'tending to be so anxious about games,' with middle school players showing more stress about games and high school ones showing too much anxiety about games. Second, there was no statistically significant difference in psychological skill factors among soccer goalkeepers by the presence of goalkeeper leaders. In detail, there were significant differences in 'being confident in my ability' and 'doing it despite difficulty' in terms of self-confidence, with players guided by a leader showing higher self-confidence; there were significant differences in 'planning to exercise' in terms of setting a goal, with players guided by a leader setting a clearer goal; and there were significant differences in 'thinking that my colleagues are raising morale one another' in terms of team harmony, with player not guided by a leader showing better team harmony. Third, as for differences in psychological skill factors by performance (major, minor), there were significant differences in imagery and willpower, with major players showing higher imagery and willpower than minor ones. In detail, there were significant differences in 'failing to be concentrated during exercise' in terms of concentration, with minor players showing lower concentration; there were significant differences in 'frequently thinking of successful game scenes' and 'imaging nice play before games' in terms of imagery, with major players showing clearer imagery; and there were significant differences in 'trying to do it despite injury' and 'going through pains' in terms of willpower, with major players showing higher willpower.
The purpose of this study is to measure and characterize psychological skill factors soccer goalkeepers use in practice and games to reveal the need of psychological skill training and the need of professional leaders for goalkeepers. For this purpose, an attempt was made to determine differences in psychological skill factors among soccer goalkeepers by where they belonged, differences in psychological skill factors among soccer goalkeepers by the presence of goalkeeper leaders, and differences in psychological skill factors by performance (major, minor). This study collected data from 68 goalkeeprs at the secondary level in Seoul and Gyeonggi Province, who were registrated in the Korea Football Association as of 2010. The statistical program of SPSSWIN 12.0 was used for data processing, and frequency analysis, reliability test, descriptive analysis, and t-test were used for analysis. The results can be summarized briefly as follows: First, as for differences in psychological skill factors among soccer goalkeepers by where they belonged, there were significant differences in imagery and willpower; high school goalkeepers showed higher imagery and willpower than middle school ones. in detail, there were significant differences in 'frequently thinking of successful game scenes' and 'imagining nice play before games' in terms of imagery, with high school players having better imagery than middle school ones; there were significant differences in 'trying to do it despite injury' in terms of willpower, with high school players showing higher willpower. As for anxiety control, there were significant difference in 'being anxious enough to disturb my play' and 'tending to be so anxious about games,' with middle school players showing more stress about games and high school ones showing too much anxiety about games. Second, there was no statistically significant difference in psychological skill factors among soccer goalkeepers by the presence of goalkeeper leaders. In detail, there were significant differences in 'being confident in my ability' and 'doing it despite difficulty' in terms of self-confidence, with players guided by a leader showing higher self-confidence; there were significant differences in 'planning to exercise' in terms of setting a goal, with players guided by a leader setting a clearer goal; and there were significant differences in 'thinking that my colleagues are raising morale one another' in terms of team harmony, with player not guided by a leader showing better team harmony. Third, as for differences in psychological skill factors by performance (major, minor), there were significant differences in imagery and willpower, with major players showing higher imagery and willpower than minor ones. In detail, there were significant differences in 'failing to be concentrated during exercise' in terms of concentration, with minor players showing lower concentration; there were significant differences in 'frequently thinking of successful game scenes' and 'imaging nice play before games' in terms of imagery, with major players showing clearer imagery; and there were significant differences in 'trying to do it despite injury' and 'going through pains' in terms of willpower, with major players showing higher willpower.
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