Effects of thought content instructions on swimming performance

Abstract

The effects of instructions to use three different types of thought patterns on the practice performance of superior age-group swimmers were assessed. Two different swimming tasks, two 40 degrees m effort swims and a set of eight 100 m repeats, were used. A balanced design allowed the comparison of the totals of treatment and control (normal thinking) conditions. All Ss improved in at least two of the three conditions. All manipulations were significant at the 0.05 level. Group averages indicated that task-relevant content was the most effective condition, followed by mood works, and positive thinking. The importance of using thought content instructions for improving performance was supported by this investigation.