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consultants to consider when working with athletes in mental skills training in sport Although performance success will always be a primary outcome of interest for mental training interventions in sport, an expanded mental skills model was presented in this chapter (see Figure 131) to call attention to the need to focus on foundation, personal development, and team skills The life skills model for mental training has been adopted to focus on the development of personal development skills in sport participants (Lavallee, 2005; Papacharisis, Goudas, Danish, & Theodorakis, 2005; Petitpas, Van Raalte, Cornelius, & Presbrey, 2004), and additional programs are emerging that focus on psychosocial development in young athletes (Petitpas, Cornelius, Van Raalte, & Jones, 2005) By broadening the focus of mental training to enhance important foundation and personal development skills, the social relevance and credibility of sport psychology will also be enhanced.

Mental skills training will not simply be a sophist-oriented (Corlett, 1996), decontextualized intervention in sport, as defined by the professionalized performance by a small minority of elite athletes Rather, mental skills training represents a broad spectrum of programs and interventions specifically targeted toward certain populations in certain contexts (eg, college athletes, children entering organized sport programs, older adults involved in sport, at-risk youth athletes) that integrates mental and physical skill development for performance success and personal well-being Although cohesion is a popular research topic and team building is a popular intervention topic, the development of specific team skills has received very little attention in the mental training literature, with most of the focus on team building but without specific outcomes (eg, team confidence, leadership, communication, cohesion) that could be targeted beyond the abstract notion of building a team.

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PURPOSE TYPE NESTED WITHIN START TAG END TAG CONTENT ATTRIBUTES Defines presentation styles for fonts Inline Any BLOCK element Required Required Text and other inline elements id = "name" (OPTIONAL) class = "name" (OPTIONAL) style = "style" (OPTIONAL) title = "name" (OPTIONAL) lang = "language" (OPTIONAL)

Two team intervention programs to enhance cohesion did not produce clear results (Cogan & Petrie, 1995; Prapavessis, Carron, & Spink, 1996), and additional research is needed on team interventions A communication skills training program for interactive teams was evaluated positively by athletes (Sullivan, 1993), and other team interventions, such as using performance profiling (Dale & Wrisberg, 1996) and teaching assertiveness skills (Connelly & Rotella, 1991), have been reported A special issue of the Journal of Applied Sport Psychology (March 1997) provided several examples of team building, yet research is needed to examine the effects of mental training interventions on specifically targeted team skills Eccles and Tenenbaum (2004) provide a comprehensive conceptual framework for.

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PushButton parameters You set the following parameters for each push button instance in your Flash document using the Parameters tab on the Property inspector or the Component Parameters panel. is a text string specifying the function to call when a user presses and releases the push button. The function must be defined in the same Timeline as the push button instance, and may accept the instance name of the push button as a parameter. For more information, see Writing change handler functions for components on page 304 and the FPushButton.setClickHandler entry in the online ActionScript Dictionary in the Help menu.

American Psychological Association. (1963). Ethical standards of psychologists. American Psychologist, 18, 56 60. American Psychological Association. (1968). Ethical standards of psychologists. American Psychologist, 23, 357 361. American Psychological Association. (1977, March). Ethical standards of psychologists. APA Monitor, 22 23. American Psychological Association. (1979). Ethical standards of psychologists. Washington, DC: Author. American Psychological Association. (1981). Ethical principles of psychologists. American Psychologist, 36, 633 638. American Psychological Association. (1990). Ethical principles of psychologists (Amended June 2, 1989). American Psychologist, 45, 390 395. American Psychological Association. (1992). Ethical principles of psychologists and code of conduct. American Psychologist, 47, 1597 1611. Request copies of the APA s Ethical Principles of Psychologists and Code of Conduct from the APA Order Department, 750 First Street, NE, Washington, DC 20002-4242, or phone (202) 336-5510.

Food is not uniformly distributed and not all foodstuffs are of uniform quality. Foraging animals are therefore forced to make a number of decisions which shape their feeding behavior. Imagine your own situation when faced with a feeling of hunger during a visit to your local town, you might ask yourself the following questions: u Should I head home, or should I eat here in town u Do I feel like a huge meal or will a chocolate bar suf ce u Do I eat too much chocolate perhaps I should buy an apple If we ask similar questions to investigate the decisions made by animals in the context of our study of animal behavior, we can gain a greater insight into animal foraging.

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