Abstract
Self-regulation is thought to be an important tool in athletic success (Zimmerman, 2008). Furthermore, researchers have acknowledged such processes and beliefs occur following the use of a feedforward self-modeling video (FF-SM) during competition (e.g., Rymal et al., 2010). The current study also examined self-regulation, but with a specific interest in how self-modeling alone, or paired with psychological skills training, was used as a strategy to influence self-regulation. Ten gymnasts were divided into two groups; Group 1 took part in a four week psychological skills training workshop involving a FF-SM video and received the video during competition; Group 2 only received the FF-SM video during competition. Immediately following a competition in which gymnasts viewed their FF-SM video, they were asked a set of interview questions developed based on Zimmerman's (2000) model of self-regulation specific to the use of the video. A content analysis of the transcripts suggested that the video was used as a task analysis strategy to influence processes (e.g., imagery) and beliefs (e.g., self-efficacy) that occur in all phases described by Zimmerman; i.e., before, during, and after the competitive event. Differences in gymnasts' self-regulation, however, were not evident between the groups. This suggests that the video, rather than the psychological skills training, was being used as a stagey to influence gymnasts' self-regulation.
Supported by SSHRC.
