How is the Application of Mental Skills Instruments to Map the

Mental Skills of College Athletes?

Juriana

, Kurnia Tahki

, Nur Ali

Sport Science Faculty of Universitas Negeri Jakarta, Pemuda Street No. 10, Jakarta, Indonesia

Keywords: Mental Skills, Instrumen, College Athletes

Abstract: Mental trainings are needed to support the achievement of high performance of college athletes. The mental

trainings program must be in accordance with the conditions of the athletes so that they first need to map the

athletes’ mental skills through the application of mental skills instruments to the college athletes. This

research aims to apply mental skills instrument in college athletes. It was conducted at Universitas Negeri

Jakarta in which the sample came from 29 different sports in Klub Olahraga Prestasi Universitas Negeri

Jakarta consisting of 455 athletes on January-June 2019. The research instrument used Loehr’s mental skills

questionnaire consists of seven dimensions namely: self-confidence, negative energy control, concentration,

visualization and imagery ability, motivation, positive energy, and attitude control (firstly, language validity

provided through expert opinion). The research employed descriptive method with survey techniques, while

data analysis technique used was descriptive statistical techniques. Results of the study showed that : 1) the

majority of student in university have the high of mental skills level; 2) five aspects of mental skills that are

good enough for most college athletes, namely: self-confidence, visualization and imagery ability,

motivation, positive energy, and attitude control, this is because most athletes belong to the high category;

3) two aspects of mental skills that still need to be developed in the majority of college athletes, namely:

negative energy control and concentration, this is because most athletes are still in the moderate category.

INTRODUCTION

College athletes are classified as amateur sportsmen

who carry out sporting activities as their preferences

and expertise as stated ini Undang-Undang

Republik Indonesia No. 3 of 2005 about Sistem

Keolahragaan Nasional (National Sports System).

As an amateur sportsman, college athletes have

several rights, including: increasing achievement

through sports clubs and associations, getting

coaching and development in accordance with the

sport of interest, participating in sports

championships at all levels after going through

selection and or competition, obtaining easy

permission from agencies to participate in regional,

national and international sports activities. Klub

Olahraga Prestasi Universitas Negeri Jakarta or

KOP UNJ is a forum for UNJ students to actualize

themselves and their talents in the field of sports.

Until now, UNJ has built around 28 different of

sports. The students who are members of the KOP

have also shown many achievements at regional,

national and international levels. These college

athletes have participated in making the name of the

Universtias Negeri Jakarta often won awards from

the university.

According to Howell and Bompa (2018), to

achieve high performance, athletes need a training

methodology that is a combination of physical

exercise, sports psychology and nutrition. Actually,

college athletes who reach certain achievements, is

the result of a combination of several factors,

namely: physical, technical, strategy, and mental

(Bompa and Buzzichelli, 2018). The latest factor is

mental factor often forgotten, when in fact these

mental psychological factors play an important role

even as the main factors affecting the expected

achievement. Attention to these factors also makes

talented athletes who can develop his talent with the

best without any barriers of factors in personality

(Gunarsa, 2004). Mental or psychological factors

are related to the structure and function of the

athlete's personality. This factor serves as a driver or

guide to the athlete's performance, as revealed in

terms of reason, tactics, motivation, concentration,

Juriana, ., Tahki, K. and Ali, N.

How is the Application of Mental Skills Instruments to Map the Mental Skills of College Athletes?.

DOI: 10.5220/0009799906290634

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 629-634

ISBN: 978-989-758-457-2

629

tension and insecurity.

Mental is related to mood, motivation, and

cognitive processes. Mentality is also associated

with specific biological processes, including

physical activities such as the performance of

certain physical activities (Sindik and Beuer, 2015).

According to Loehr (1986) mental skill consists of:

self-confidence, negative energy control,

concentration, visualization and imagery ability,

motivation, positive energy, and attitude control.

Those can influence each other in the process of

achieving an athlete's achievements.

Measuring mentality in the world of sports in

Indonesia seems to have not been quite popular,

including the college athletes. In fact, psychological

measurements or evaluations actually have often

been used in various fields of life so far. In the

psychology profession itself, the application of

psychological assessment almost reached 91%

(Groth and Marnat, 1997). Therefore, it is necessary

to apply instruments that can measure mental skills

for college athletes. Research instrument is an

instrument used to measure the variables in the form

of natural phenomena and social phenomena were

observed (Sugiyono, 2010). Meanwhile, the data

collection instruments is interpreted as an instrumen

can use to record-in-circumstances generally

quantitatively and activity attributes psychological

(Suryabrata, 2013). Psychological attributes that

technically are usually classified into attributes

cognitive and non-cognitive attributes. Suryabrata

stated that to attribute cognitive, stimuli is the

question. As for the non-cognitive attributes, stimuli

is a statement.

Experts agree that "Sport is 90-95% mental. This

is also believed by athletes and coaches. However,

in reality, many trainers or sports coaches do not

have data about the athlete's mental abilities. Mental

aspects are indeed often lacking attention, even

though they actually play an important role even as

the main factors that influence expected

performance.

Through this research, an application of mental

skills instrument would be conducted as a first step

to create a mental training model. Meanwhile, the

norms that would be used are the athlete's mental

skills norms listed as follows: a score of 24-30 is

categorized as high (excellent skills), a score of 17-

23 is categorized as moderate (room for

improvement), and a score of 10-16 is classified as

low (need special attention) (Juriana, 2016).

This norm is used to measure the seven

dimensions of mental skills for college athletes,

namely: 1) self-confidence is feeling and knowing

that you can do it, that you can perform well and be

successful (Loehr in Komarudin, 2013) or a sense of

security, and this will be seen in the attitudes and

behavior of athletes, who appear calm, not easily

hesitant or hesitant, not easily nervous, assertive,

etc. (Setyobroto, 2001); 2) Negative Energy

Control is an emotion ability to handle anxiety,

anger, hate, fear, negative thinking, frustration, and

distrust (Loehr, 1986); 3) Concentration is a

constant change that is related to two dimensions,

namely dimensions and dimensions of focus. In

other sources, it is said that there are two kinds of

attention, namely focused attention and scattered

attention (Nideffer, 2000); 4). Visualization and

Imagery Ability is a form of mental representation,

someone will try to imagine, describe a situation as

if he is doing a certain action or in a certain

environment (Plessinger in Jannah et all, 2016); 5)

Motivation is a force from outside and inside

oneself that initiates, gives direction, determines

intensity, and influences a behavior to be persistent

Vallerand and Thill (Vallerand, 2007; Weinberg and

Gould, 2011; Cucui and Cucui, 2014); 6). Positive

Energy is thinking that can create enthusiasm and

optimism in themselves, seen from the joy,

pleasure, determination, and enthusiasm in the team

(Loehr, 1986); 7). Attitude Controlis ability to

control attitudes and behavior reflects the thinking

habits of an athlete, ability of individuals to resist

desires or impulses that conflict with behavior that

is not in accordance with social norms example:

ownership, process, long-term, risk, and challenge

(Berk in Gunarsa, 2004; Taylor, 2016).

2 RESEARCH METHOD

2.1 Research Type

The method used in this study was survey method,

namely by using the mental skills questionnaire

compiled by Loehr which consists of seven

dimensions including: self-confidence, negative

energy control, concentration, visualization and

imagery ability, motivation, positive energy, and

attitude control (firstly, language validity provided

through expert opinion).

2.2 Research Time and Place

This study was conducted at the Sport Science

Faculty of Universitas Negeri Jakarta, Jl. Pemuda

no. 10 Rawamangun, East Jakarta, on January-June

2019.

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

630

2.3 Research Target/Subject

The population in this study were all athletes of

Universitas Negeri Jakarta who joined in Klub

Olahraga Prestasi UNJ, while the sample in this

study were 455 athletes from 29 sports namely:

pencak silat, boxing, table tennis, tennis,

taekwondo, squash, softball, roller skates, sepak

takraw, bola, diving, rugby, swimming, petanque,

rock climbing, archery, shooting, karate, kempo,

hockey, futsal, floorball, cricket, badminton, volley

ball, hand ball, basket ball, athletics, fencing.

2.4 Data, Instrument, Data Collection

Technique

The analysis technique used in this study was

descriptive statistical techniques. Meanwhile, the

statments of mental skills questionnaires used are

presented as follows:

Dimension and Number of Items

Self-confidence:

1. I see myself as more of a loser than a winner

in competition *)

8. I believe in myself as a player

15. I lose my confidence very quicky *)

22. I can perform toward the upper range of my

talent and skill

29. I’m mentally a tough competitor

36. I project the outward image of a confident

fighter

Negative energy control:

2. I get angry and frustrated during the competition

9. I get nervous or afraid during the competition *)

16. Mistakes get me feeling and thinking

negatively *)

23. My muscles become overly tight during

competition *)

30. Uncontrollable events like the wind, cheating

opponents, and bad referees get me very upset *)

37. I can remain calm during competition when

confused by problem

Concentration:

3. I become distracted and lose my focus during

the competition*)

10. It seems that my mind strart racing 100 mph

during ceritical moments of competition.

17. I can clear interfering emotion quickly and

regain my focus.

24. I get spacey during competition*)

31.I find m

self thinkin

ast mistakes or

missed opportunities as I play*)

38.My concentration is easily broken*)

Visualization and imagery ability:

4. Before competition, I picture myself performing

perfectly.

11. I mentally practice my physical skills.

18. Thinking in pictures about my sport comes

easy for me.

25. I visualize working through tough situations

prior to competition*)

32. I use images during play that helf me perform

better.

39. When I visualize myself playing, I can see and

feel things vividly.

Motivation:

5. I am highly motivated to play my best.

12. The goals I’ve set for myself as a plyer keep

me working hard.

19. I don’t have to be pushed to play or practice

hard. I am my own best igniter.

26. I’m willing willing to give whatever it takes to

reach my full potential as a player.

33. I get bored and burned out*)

40. I wake up in the morning and am really excited

about playing and practicing.

Positive energy:

6. I can keep strong prositive emotion flowing

during competition.

13. I am able to enjoy competition even when I

face lots of difficult problems.

20. I tend to get emotionally flat when things turn

against me during play*)

27. I practice wirt high peositive intensity.

34. I get challenged and inspired in tough

situations.

41. Playing this sport gives me a genuine sense of

joy and fulfillment.

Attitude control:

7. I am a positive thinker during competition.

14. My self-talk during competition is negative*)

21. I give 100 percent effort during play, no

matter what.

28. I can change negative moods into positive ones

by controlling my thinking.

35. My coaches would say I heve a good attitude.

42. I can turn crisis into opportunity.

Note: for favorable items, the score for each answer is

as follows: never=1, seldom=2, sometimes=3, often=4,

always=5; for unfavorable items (*), the score for each

answer is as follows: never=5 seldom=4, sometimes=3,

often=2, always=1.

How is the Application of Mental Skills Instruments to Map the Mental Skills of College Athletes?

631

3 RESEARCH RESULT AND

DISCUSSION

Table 1: Frequency Distribution of Self-Confidence

No Category

Frequenc

Absolute Relative

1 High 236 51.9%

2 Moderate 200 44%

3 Low 19 4.1%

Total 455 100.0%

Most athletes have self-confidence that is classified

as in the high category, which consists of 236

athletes or 51.9%. Meanwhile, the remaining 200

athletes or 41% belong to high self-confidence and

19 athletes or 4.1% belong to low self-confidence.

This shows that most of athletes have no doubt about

the quality of their personal skills and abilities, feel

competent although sometimes still remember past

mistakes. Most of athletes have been able to be

calm, not easily nervous, and sure they can show

their best performance (Komarudin, 2013;

Setyobroto, 2001).

Table 2: Frequency Distribution of Negative Energy

Control

No Category

Fre

uenc

Absolute Relative

1 Hi

h 79 17.4%

2 Moderate 311 68.3%

3 Low 65 14.3%

Total 455 100.0%

Most athletes have negative energy control which is

classified as in the moderate category, which is 311

athletes or 68.3%. Meanwhile, the remaining 79

athletes or 17.4% belong to high self-negative

energy controls and 65 athletes or 14.3% belong to

low negative energy controls. This shows that some

athletes of Universitas Negeri Jakarta still have

negative, fearful, or frustrated mindsets (Loehr,

1986). However, some athletes can be more calmed

and eliminate negative thoughts by thinking about

positive things.

Table 3: Frequency Distribution of Concentration

No Category

Fre

uenc

Absolute Relative

1 Hi

h 119 26.2%

2 Moderate 289 63.5%

3 Low 47 10.3%

Total 455 100.0%

Most athletes have concentrations that are classified

as being in the moderate category, which consist of

289 athletes or 63.57%. Meanwhile, the remaining

119 athletes or 26.2% belong to high concentrations

and 47 athletes or 10.3% belong to low

concentrations. This shows that some athletes of

Universitas Negeri Jakarta are still easily disturbed

by things that are non-technical both during training

and competition, while some other athletes have

been able to overcome these disorders and are able

to maintain the focus of attention on the

environment they face (Weinberg and Gould , 2011).

Table 4: Frequency Distribution of Visualization and

Imagery Ability

No Category

Frequenc

Absolute Relative

1 High 238 52.3%

2 Moderate 212 46.6%

3 Low 5 1.1%

Total 455 100.0%

Most athletes have visualization and imagery

abilities which are classified as high, which consist

of 238 athletes or 52.3%. Meanwhile, the remaining

212 athletes or 46.6% belong to moderate of

visualization and imagery ability and 5 athletes or

1.1% belongs to low of visualization and imagery

ability. This shows that most athletes of Universitas

Negeri Jakarta already have a good mental

representation so that they can describe their own

movements in a positive and constructive form

(Plessinger in Jannah et all, 2016). However, there

are still some athletes who still have difficulty

imagining their movements in the conditions of a

match.

Table 5: Frequency Distribution of Motivation

No Category

Frequenc

Absolute Relative

1 High 304 66.8%

2 Moderate 147 32.3%

3 Low 4 0.9%

Total 455 100.0%

Most athletes have motivation that is classified as

high in the category of 304 athletes or 66.8%.

Meanwhile, the remaining 147 athletes or 32.3%

belong to the moderate motivation and there are 4

people or 0.9% classified as low motivation. Most

athletes of Universitas Negeri Jakarta have taken the

initiative and determined what they should do, such

as getting up early or always eager to practice

without coercion (Vallerand and Thill in Vallerand,

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

632

2007; Weinberg and Gould, 2011). High motivation

is one of the factors that created the achievement of

athletes of Universitas Negeri Jakarta so far (Roberts

and Kristiansen, 2010; Cucui and Cucui, 2014).

Table 6: Frequency Distribution of Positive Energy

No Category

Fre

uenc

Absolute Relative

1 Hi

h 288 63.3%

2 Moderate 162 35.6%

3 Low 5 1.1%

Total 455 100.0%

Most athletes of Universitas Negeri Jakarta have

positive energy which belongs to the high category

consisting of 288 athletes or 63.3%. Meanwhile, the

remaining 162 athletes or 35.6% belong to moderate

positive energy and 5 athletes or 1.1% belong to low

positive energy. Most of athletes have been able to

control their emotions so they always feel positive

emotions. This can be seen from their daily lives

which are full of excitement, pleasure,

determination, and enthusiasm in the team (Loehr,

1986).

Table 7: Frequency Distribution of Attitude Control

No Category

Frequenc

Absolute Relative

1 High 254 55.8%

2 Moderate 194 42.6%

3 Low 7 1.6%

Total 455 100.0%

Most of athletes have attitude control which is

categorized as high consisting of 254 athletes or

55.8%. Meanwhile, the remaining 194 athletes or

42.6% belong to moderate attitude control and 7

athletes or 1.6% belong to low attitude controls.

Most athletes of Universitas Negeri Jakarta are able

to maintain their attitudes and behavior both during

daily practice and during the competition so that it is

in accordance with social norms (Berk in Gunarsa,

2004). They are also able to return negative

situations to be positive.

Based on the results of data processing, it is

known that the majority of athletes of Universitas

Negeri Jakarta have mental skills which are

classified as high category or 49.9% (227 athletes),

while 49% (223 athletes) belong to the moderate

category and 1.1% (6 athletes) belong to the low

category.

4 CONCLUSION

Based on the results of the study, several things can

be concluded as follows: 1) the majority of students

in university have the high of mental skills level; 2)

Five aspects of mental skills that are good enough for

most college athletes, namely: self-confidence,

visualization and imagery ability, motivation,

positive energy, and attitude control, this is because

most athletes belong to the high category; 3) Two

aspects of mental skills that still need to be

developed in the majority of college athletes,

namely: negative energy control and concentration,

this is because most athletes are still in the moderate

category.

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______Undang-Undang Nomor 3 Tahun 2005 tentang

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2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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