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• W63232327 abstract "Introduction Competitive sports place very high demands on athletes in terms of physical and psychological performance. Athletes are called to withstand significant stress both during competition and daily training, all from the very young starting age required by sports at a high level. Furthermore, elite gymnasts were found to exhibit very high anxiety levels in comparison to similarly skilled athletes in other sports (12). According to Fitzpatrick (4) the most commonly reported attributes distinguishing between high and low levels of gymnastic performance were psychological factors, in contrast with the general belief that successful performance is mainly influenced by ability (29). Thus, the psychological skills of gymnasts can influence their capability to perform successfully in a competition. These coping skills refer to the cognitive and behavioral efforts to overcome, reduce or tolerate internal and/or external demands caused by a stressful situation. Coping with stress is not directly related to the final outcome of the effort. This means that coping is defined by the efforts to control the challenge of a situation, regardless of an athlete's success (5). The most widely used instrument for measuring athletes' coping skills in gymnastics is the Athletic Coping Skill Inventory--28 (23). ACSI-28 measures seven factors: Coping with adversity, Peaking under pressure, Goal setting and mental preparation, Concentration, Freedom from worry, Confidence and achievement motivation, and Coachability. It has been shown that the psychological characteristics measured by the ASCI-28 are closely linked to performance in sports such as professional baseball (22, 10), golf (2), basketball (6, 8), swimming (19) and gymnastics (28). Specifically, Waples' (28) study on gymnastics focused on athletes 10-18 years old, of different competition levels (7 to 11 according to the USAG level format). The specific competition level of each athlete was determined by skill level, training age, competitiveness and overall time and training commitment to the sport. The results of this study supported the hypothesis that psychological differences exist between elite athletes and non-elite athletes. Significant differences were shown mainly for the Coping with adversity, Goal setting and mental preparation, Concentration, and Confidence and achievement motivation subscales. It has been also demonstrated that, in relation to young athletes, the support offered by their coaches and fellow athletes plays a very important role in coping effectively with stress (16). In this respect the ways in which children and teenagers deal with stress are influenced by the feedback and the behavior of parents, trainers and others. When a child enters puberty the importance placed on wins increases substantially. This in turn amplifies the feeling of being pressured to a feeling which is carried over into puberty and adulthood. Vaillant (27) stated that the particular way in which someone deals with stress is developed during puberty and becomes entrenched during adult life. It is therefore important to initiate coping skills development regimes and programs for competitive sports at an early age. Such programs, according to Vaillant (27), should begin during childhood or puberty. It is thus necessary to examine the coping skills and methods of young athletes in order to evaluate the effect of these methods on their performance. This in turn might allow for the more effective learning and actual use of such stress coping methods by athletes of this particular age group. Lee (13) suggested that self-efficacy is a good indicator of final performance, in fact more so than previous performance. The term is used to describe one's perception that he or she can perform successfully in a specific manner in order to achieve a goal or task. Bandura's theory of self-efficacy (1) examines the influence of personal belief on the actual capability to perform, with final performance being affected by two parameters: a) the strength of a person's belief in his or her ability to perform a certain task; and b) the presence of an accepting and responsive environment (14). …" @default.
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• W63232327 title "Coping skills and self-efficacy as predictors of gymnastic performance." @default.
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