Researcher: Degree: Major: Academic year:

Tanaporn Panich M.Sc. (Sport Science) Sport Psychology 20 0

Title:

!"ddhism #ay o$ tho"ght stopping and instr"ctional sel$%tal& to enhance p"tting per$ormance

Chapter 1 Introduction

'ol$ is the sport that re("ires )oth physical and mental strength. *t is sel$% paced sport and re("ires the gol$ers at least + , - ho"rs to $inish . holes/ $or pro$essional or national gol$ers/ each competition comprises o$ - days in a roll. There are many distractions that can ca"se the player not to per$orm their )est. 0or elite gol$ers/ e1ery shot co"nts )"t it is considered that p"tting is the most important part o$ the game. The tr"th is/ not all aspects o$ the game a$$ect scoring the same . As per 20 statistic o$ p"tting o$ the P'A to"r players/ i.e. st is !ryce Melder/ 2nd is !rendon De 2onge and 2th 3had 3amp)ell their p"tt a1erage per ro"nd ( . holes) are 24.+ / 2... and 25.2- respecti1ely. 6hile their percentage o$ dri1ing acc"racy and green in reg"lations ('*R) 2 are the same/ the only di$$erences are money they made $or - to"rnaments played. That are 72-./855/ 7 92/2 5 and 08/.92 respecti1ely. There is a ("ote o$ 3hi 3hi Rodrig"e:; <* ha1e heard people say p"tting is 90= techni("e and 90= mental. * really )elie1e it is 90= techni("e and 50= positi1e thin&ing/ see/ )"t that adds "p to -0=/ #hich is #hy no)ody is 00= s"re ho# to p"tt>? + There$ore/ this research is to employ the other techni("e o$ tho"ght stopping to enhance p"tting per$ormance in pro$essional and national gol$ers. Psychological $actors are important $or the o"tcome o$ gol$ competition. Psychological $actors are important $or the o"tcome o$ gol$ competition. The relati1ely small age%related decline in pro$essional gol$ per$ormance may indicate that psychological $actors can/ to some e@tent/ compensate $or any decline in physi("e. These psychological $actors can )e state%speci$ic $or the competition or general. 'ol$%related psychological di$$erences ha1e )een $o"nd )et#een gol$ers #ith di$$erent s&ill le1els. These $actors consist o$; psychological $o"ndation/ moods and emotion/ psychological state s&ills and strategies (optimal per$ormance and coping)/ psychophysio logical c"es and pre%shot ro"tine )eha1ior.

P'A: Pro$essional 'ol$ Association/ ###.pgato"r.com Driving Accuracy % ADri1ing Acc"racy is the percent o$ time a player is a)le to hit the $air#ay #ith his tee shot.A 'reens in reg"lation is determined ho# many holes a player had his or her )all on the green in the prescri)ed n"m)er o$ stro&es. 2"an Antonio A3hi%3hiA RodrBg"e: ()orn Ccto)er 2+/ 5+9) is a P"erto Rican pro$essional gol$er. De #as the $irst P"erto Rican to )e ind"cted into the 6orld 'ol$ Dall o$ 0ame. Rodrig"e: has $o"nd greater s"ccess as part o$ the Senior P'A To"r. Since 5.9/ he has 22 #ins on the to"r. Despite ha1ing a heart attac& in 55./ he contin"es to play gol$.

An@iety is another aspect that in$l"ence on per$ormance contin"es to )e one o$ the main research interests $or sport psychologists (Danin/ 2000). An@iety has consistently )een 1ie#ed as an emotion characteri:ed )y negati1e a$$ect that impairs motor per$ormance (Eysenc&/ 558). *n e@treme cases/ this can lead to Fcho&ingG; the ac"te per$ormance decrements that occ"r "nder circ"mstances o$ heightened incenti1e $or good per$ormance (!a"meister/ 5.-). T#o recent theories o$$er
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$rame#or&s thro"gh #hich a )etter "nderstanding o$ the an@iety,per$ormance relationship may )e gained; the conscio"s processing hypothesis (3PD) (Masters/ 552) and processing e$$iciency theory (PET) (Eysenc& H 3al1o/ 552). The 3PD is a sel$%$oc"s theory #hich s"ggests that press"re sit"ations raise an@iety and heighten sel$%conscio"sness a)o"t per$orming s"ccess$"lly(cited in <The role o$ e$$ort in in$l"encing the e$$ect o$ an@iety on per$ormance: Testing the con$licting predictions o$ processing e$$iciency theory and the conscio"s processing hypothesis? (Mar& 6ilson et al. 2004). According to the control model (2ones/ 559)/ an@iety is 1ie#ed as $acilitati1e pro1ided that the athletes percei1e that they can e@ert a certain degree o$ control o1er )oth the en1ironment and the sel$. The loc"s o$ control constr"ct/ originally deri1ed $rom Social Iearning Theory (Rotter/ 59-)/ may )e a "se$"l concept in testing the a)o1e hypothesis. Social learning theory contains se1eral ass"mptions. The ass"mption "pon #hich loc"s o$ control is )ased/ is that the )eha1ior o$ indi1id"als in a speci$ic sit"ation is determined )y the rein$orcements they recei1e (Rotter/ 59-). *n the sport psychology literat"re/ loc"s o$ control has )een associated #ith many di$$erent personality and sit"ational 1aria)les. 0or e@ample/ 2am)or and R"disill ( 552) related loc"s o$ control and sport choices and sho#ed that children #ith e@ternal loc"s o$ control #ere more li&ely to participate in organi:ed rather than non%organi:ed/ and indi1id"al rather than team sports. 0"rthermore/ 0ejgin ( 55-) cond"cted a longit"dinal st"dy and demonstrated that sport participants #ere higher on internal loc"s o$ control than non%sport participants. 6ong and !ridges ( 55-)/ s"r1eying )oys #ho too& part in an American Jo"th Soccer Crgani:ation leag"e/ $o"nd that )oys in an older di1ision had higher internal loc"s o$ control than those in an yo"nger di1ision (cited in *nterpretation o$ competiti1e trait an@iety symptoms as a $"nction o$ loc"s o$ control )elie$s (Ki&os Kto"manis and 'raham 2ones/ 5..). *n !"ddhism / )reath control and mediation had )een practiced o1er 2/000 years )"t 1ery $e# mentioned a)o"t tho"ght stopping o$ ho# and #hat is the "se$"l o$ it. *n this research/ this tho"ght stopping #ill )e employed as an inter1ention $or gol$ers. This tho"ght stopping are $rom Lita&&asanthana%S"tta:the remo1al o$ distracting tho"ghts. Cne o$ the $irst insights o$ 1ipassana practice is the recognition that the mind has a mind o$ its o#n. 6hen #e $inally )egin to attend to the dynamics o$ o"r thin&ing processes/ #e reali:e that tho"ghts o$ten seem to arise o$ their o#n accord/ #ith little or no apparent prompting or direction. 6here do these tho"ghts come $rom a$ter allM *t might seem that o"r tho"ghts are thoro"ghly )eyond o"r control/ that #e ha1e no choice a)o"t the &inds o$ things that dri$t across o"r minds. Are #e simply at the mercy o$ a mind o"t o$ controlM 0or most o$ "s/ most o$ the time/ the ans#er is yes. !"t the teachings o$ the !"ddha tell "s it need not )e this #ay (Translated )y Soma Thera/ 2000).

Emotions are originated $rom tho"ghts )oth negati1e and positi1e/ i$ the players are $"lly a#are o$ tho"ghts that may disco"rage their per$ormance/ there$ore/ it is important to stop those tho"ghts at the 1ery )eginning so that it is easier to control or s"ppress the tho"ghts. There$ore/ the p"rpose o$ this st"dy is to mat"re
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the pre and post test o$ the p"tting per$ormances o$ Thai pro$essional and national gol$ers competing in $ormal to"rnaments.

Chapter 2 Literature Review *n relation to the p"rpose o$ this research/ the literat"re re1ie# are ) tho"ghts and emotions $rom 3ogniti1e !eha1ior Therapy (3!T)/ 2)!"ddhism #ay o$ tho"ght stopping (Lita&&asanthana%S"tta)/ +) *nstr"ctional sel$%tal&.

As mentioned that psychological $actors are important $or the o"tcome o$ gol$ competition/ the competiti1e gol$ers ha1e to ha1e mental to"ghness in order to achie1e their goals. These psychological $actors are: Psychological $o"ndation that consists o$ general psychological 1aria)les s"ch as personality/ moti1ation and philosophy/ #hich may a$$ect the players d"ring the game )y in$l"encing their states/ s&ills and strategies. Moods and emotion: the e$$ect o$ di$$erent mood states )e$ore competition has )een in1estigated )ased on the ass"mption that a more positi1e mood sho"ld res"lt in a lo#er score. Psychological state s&ills and strategies comprise o$: o Cptimal per$ormance: s&illed gol$ers consider psychological state/ s&ills and strategies as )eing critical to achie1ing high per$ormance. o 3oping: ad1ersity coping s&ills and strategies are important in minimi:ing poor e@ec"tion and high scores. 0actors associated #ith poor per$ormance #ere trying too hard/ speeding "p o$ general play/ changing ro"tines and negati1e tho"ghts. Psychophysiological c"es and pre%shot ro"tine )eha1ior : meas"rements o$ physiological parameters/ s"ch as heart rate and cortical acti1ity/ can gi1e in$ormation a)o"t the psychological state o$ the player. Se1eral st"dies ha1e o)ser1ed heart rate deceleration d"ring the seconds leading "p to the )ac&s#ing )e$ore )etter , )"t not #orse ,per$ormance (2ohn Dellstrom/ 2005). Thoughts and emotions: Cognitive Behavior Therapy CBT! 3ogniti1e%!eha1io"r Therapy (3!T) is )ased on the concept that emotions and )eha1io"rs res"lt (primarily/ tho"gh not e@cl"si1ely) $rom cogniti1e processes; and that it is possi)le $or h"man )eings to modi$y s"ch processes to achie1e di$$erent #ays o$ $eeling and )eha1ing. There are a n"m)er o$ Fcogniti1e%)eha1io"ralG therapies/ #hich/ altho"gh de1eloped separately/ ha1e many similarities. 3!T proposes a F)iopsychosocialG e@planation as to ho# h"man )eings come to $eel and act as they do , i.e. that a com)ination o$ )iological/ psychological/ and social $actors are in1ol1ed. The most )asic premise is that almost all h"man emotions and )eha1io"rs are the res"lt o$ #hat people thin&/ ass"me or )elie1e (a)o"t themsel1es/ other people/ and the #orld in general). *t is #hat people )elie1e a)o"t sit"ations they $ace , not the sit"ations themsel1es , that determines ho# they $eel and )eha1e. There are 2 &eypoints o$ this theory that are rele1ant to this research: "even in#erentia$ distortions *n e1eryday li$e/ e1ents and circ"mstances trigger o$$ t#o le1els o$ thin&ing: in$erring and e1al"ating. At the $irst le1el/ #e ma&e g"esses or in$erences a)o"t #hat is Fgoing onG , #hat #e thin& has happened/ is happening/ or #ill )e happening. *n$erences are statements o$ F$actG (or at least #hat #e thin& are the $acts , they can )e tr"e or $alse). *n$erences that are irrational "s"ally consist o$ Fdistortions o$ realityG li&e the $ollo#ing: . !lac& and #hite thin&ing: seeing things in e@tremes/ #ith no middle gro"nd , good or )ad/ per$ect 1ers"s "seless/ s"ccess or $ail"re/ right against #rong/ moral 1ers"s immoral/ and so on. Also &no#n as all%or%nothing thin&ing.
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2. 0iltering: seeing all that is #rong #ith onesel$ or the #orld/ #hile ignoring any positi1es. +. C1er%generalisation: )"ilding "p one thing a)o"t onesel$ or oneGs circ"mstances and ending "p thin&ing that it represents the #hole sit"ation. 0or e@ample: FE1erythingGs going #rongG/ F!eca"se o$ this mista&e/ *Gm a total $ail"reG. Cr/ similarly/ )elie1ing that something #hich has happened once or t#ice is happening all the time/ or that it #ill )e a ne1er%ending pattern: F*Gll al#ays )e a $ail"reG/ FKo%one #ill e1er #ant to lo1e meG/ and the li&e. -. Mind%reading: ma&ing g"esses a)o"t #hat other people are thin&ing/ s"ch as: FShe ignored me on p"rposeG/ or FDeGs mad #ith meG. 9. 0ort"ne%telling: treating )elie$s a)o"t the $"t"re as tho"gh they #ere act"al realities rather than mere predictions/ $or e@ample: F*Gll )e depressed $ore1erG/ FThings can only get #orseG. 8. Emotional reasoning: thin&ing that )eca"se #e $eel a certain #ay/ this is ho# it really is: F* $eel li&e a $ail"re/ so * m"st )e oneG/ F*$ *Gm angry/ yo" m"st ha1e done something to ma&e me soG/ and the li&e. 4. Personalising: ass"ming/ #itho"t e1idence/ that one is responsi)le $or things that happen: F* ca"sed the team to $ailG/ F*t m"st ha1e )een me that made her $eel )adG/ and so on. The se1en types o$ in$erential thin&ing descri)ed a)o1e ha1e )een o"tlined )y Aaron !ec& and his associates (<A !rie$ *ntrod"ction To 3ogniti1e%!eha1io"r Therapy?/ 6ayne 0roggatt 2008). Theory o# causation 3!T is not j"st a set o$ techni("es , it also contains comprehensi1e theories o$ h"man )eha1io"r. 3!T proposes a F)iopsychosocialG e@planation as to ho# h"man )eings come to $eel and act as they do , i.e. that a com)ination o$ )iological/ psychological/ and social $actors are in1ol1ed. The most )asic premise is that almost all h"man emotions and )eha1io"rs are the res"lt o$ #hat people thin&/ ass"me or )elie1e (a)o"t Page 2 o$ 2 themsel1es/ other people/ and the #orld in general). *t is #hat people )elie1e a)o"t sit"ations they $ace , not the sit"ations themsel1es , that determines ho# they $eel and )eha1e. !oth RE!T H 3T/ ho#e1er/ arg"e that a personGs )iology also a$$ects their $eelings and )eha1io"rs , an important point/ as it is a reminder to the therapist that there are some limitations on ho# $ar a person can change. A "se$"l #ay to ill"strate the role o$ cognition is #ith the FA!3G model. (originally de1eloped )y Al)ert Ellis/ the A!3 model has )een adapted $or more general 3!T "se). *n this $rame#or& FAG represents an e1ent or e@perience/ F!G represents the )elie$s a)o"t the A/ and F3G represents the emotions and )eha1io"rs that $ollo# $rom those )elie$s. Dere is an e@ample o$ an Femotional episodeG/ as e@perienced )y a person prone to depression #ho tends to misinterpret the actions o$ other people: A. Acti1ating e1ent: 0riend passed me in the street #itho"t ac&no#ledging me. !. !elie$s a)o"t A: DeGs ignoring me. De doesnGt li&e me.
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*Gm "naccepta)le as a $riend , so * m"st )e #orthless as a person. 0or me to )e happy and $eel #orth#hile/ people m"st li&e me. 3. 3onse("ence: Emotions: h"rt/ depressed. !eha1io"rs: a1oiding people generally. Kote that FAG doesnGt ca"se F3G: FAG triggers o$$ F!G; F!G then ca"ses F3G. Also/ A!3 episodes do not stand alone: they r"n in chains/ #ith a F3G o$ten )ecoming the FAG o$ another episode , #e o)ser1e o"r o#n emotions and )eha1io"rs/ and react to them. 0or instance/ the person in the e@ample a)o1e co"ld o)ser1e their a1oidance o$ other people (FAG)/ interpret this as #ea& (F!G)/ and engage in sel$%do#ning (F3G). Kote that most )elie$s are o"tside conscio"s a#areness. They are ha)it"al or a"tomatic/ o$ten consisting o$ "nderlying Fr"lesG a)o"t ho# the #orld and li$e sho"ld )e. 6ith practice/ tho"gh/ people can learn to "nco1er s"ch s")conscio"s )elie$s(3entre $or Applied Research in Mental Dealth and Addictions/ 2004). 0or athletes/ i$ they are in competition and in the state o$ an@iety/ this type o$ ha)it"al or a"tonomic tho"ghts can trigger some negati1e tho"ghts easily. Buddhism way o# thought stopping !"ddhism/ one o$ the #orldGs oldest religions/ and psychology/ one o$ the ne#est h"manistic sciences/ are )oth dedicated to the rigoro"s p"rs"it o$ h"man "nderstanding. !oth disciplines engage scholars #hose primary goal is the p"rs"it o$ the deepest possi)le &no#ledge o$ the h"man capacity $or gro#th/ sel$%&no#ledge/ and the trans$ormation o$ h"man )eha1ior and $"nctioning. !"ddhism shares #ith psychology an almost in$inite $aith in the inherent possi)ilities #ithin h"man )eings to transcend historical and immediate e@perience in order to $"lly act"ali:e h"man potential. Moreo1er/ psychology and !"ddhism )oth espo"se a rigoro"s h"manistic epistemology rooted in the ideal o$ empo#erment thro"gh the e@ercise o$ reason/ intentional action/ and learning a)o"t the h"man condition thro"gh a scr"p"lo"s empiricism (Nathleen D. Doc&ett/ 200-). The Remo1al o$ Distracting Tho"ghts (Lita&&asanthana%S"tta) *n the Lita&&asanthana S"tta OMajjhima Ki&Pya Q20R/ the !"ddha concisely o"tlines a discipline $or the more conscio"s management o$ o"r thin&ing. E1en e@perienced practitioners o$ 1ipassana #ho are schooled in the techni("es o$ non% j"dgmental a#areness may )e s"rprised to learn o$ this teaching o$ the !"ddha. The !"ddha identi$ies the ("alities o$ an "n#holesome tho"ght and e@plains its pro)lematic nat"re. An "n#holesome tho"ght is a&"sala/ A"ns&ill$"l.A P"t simply/ it is a tho"ght that is not cond"ci1e to li)eration )"t rather promotes s"$$ering. Sn#holesome tho"ghts may )e recogni:ed )y certain telltale traits. Speci$ically/ they are connected to desire/ hatred/ or del"sion. Tho"ghts associated #ith desire are predicated on pleasant e@periences and o"r 1oracio"s appetite $or pleas"re. Tho"ghts o$ hatred arise o"t o$ a1ersion and o"r desire to a1oid "npleasant e@periences. Del"ded tho"ghts are tho"ghts that are at odds #ith reality and res"lt $rom o"r $ail"re to see o"rsel1es and the #orld as they really are. *t re("ires s&ill/ o$ co"rse/ to recogni:e "ns&ill$"l tho"ghts/ and the de1elopment o$ this s&ill re("ires practice and 1igilance. 'i1en time and diligence/ #e )egin to reali:e #hen o"r

tho"ghts are associated #ith desire/ a1ersion/ and del"sion. Cnce they ha1e )een recogni:ed/ they can )e disempo#ered. The !"ddhaTs $i1e techni("es $or rela@ing "n#holesome tho"ghts proceeds in a step%)y%step manner. Those techni("es are: . Replacement is perhaps the easiest means $or ridding o"rsel1es o$ pro)lematic tho"ghts/ once they ha1e )een identi$ied/ is replacement. 2. Re$lection on res"lts is to contemplate the conse("ences o$ the "n#holesome tho"ght. Cne might ponder the e$$ects o$ holding this "n#ise notion. +. Redirecting the attention a#ay $rom the tho"ght to something more #holesome. To clari$y this techni("e/ the !"ddha "ses the metaphor o$ a1erting oneTs ga:e to a1oid seeing certain o)jects. -. Reconstr"cting is to analy:e the $ormation o$ the "ns&ill$"l tho"ght. *n the second method/ re$lecting on res"lts/ #e p"rs"e the $or#ard trajectory o$ s"ch a tho"ght. 6ith reconstr"cting/ #e mo1e in the other direction/ e@amining the antecedents that ha1e gi1en rise to an "n#holesome notion in the $irst place. 9. Resistance is to resist the Ae1il mindA )y means o$ the Agood mind.A the !"ddha ad1ises the yogi to clench her teeth and press her tong"e against the roo$ o$ her mo"th as she A)eats do#n/ constrains/ and cr"shes mind #ith mind.A The !"ddha compares this method to the #ay a stronger man might s")d"e and control a #ea&er one/ literally sei:ing him )y the head and sho"lders. *$ e1il/ "ns&ill$"l tho"ghts contin"e to arise in a )hi&&h" #ho ponders on their disad1antageo"sness/ he sho"ld in regard to them/ endea1o"r to )e #itho"t attention and re$lection. Then the e1il/ "ns&ill$"l tho"ghts are eliminated; they disappear. !y their elimination/ the mind stands $irm/ settles do#n/ )ecomes "ni$ied and concentrated/ j"st #ithin (his s")ject o$ meditation).? Translation: ADere/ mon&s/ #hen a mon& is gi1ing attention to some sign/ and o#ing to that sign there arise in him e1il "n#holesome tho"ghts connected #ith desire/ #ith hate/ and #ith del"sion/ then he (she) sho"ld gi1e attention to some other sign connected #ith #hat is #holesome. 6hen he (she) gi1e attention to...(the sign o$)...#hat is #holesome/ then any e1il "n#holesome tho"ghts connected #ith desire/ #ith hate/ and #ith del"sion are a)andoned in him (her) and s")d"ed. 6ith the a)andoning o$ them his (her) mind )ecomes steadied internally/ ("ieted/ )ro"ght to singleness/ and (a)sorption).A The ("ote o$ !"ddha/ regarding <redirecting tho"ght?. Ii&e a &een%eyed man sh"tting his eyes and loo&ing a#ay $rom some direction in order to a1oid seeing 1isi)le o)jects come #ithin sight/ sho"ld the )hi&&h" in #hom e1il/ "ns&ill$"l tho"ghts contin"e to arise in spite o$ his pondering on their disad1antageo"sness/ endea1o"r to )e #itho"t attention and re$lection as regards them. Then the e1il/ "ns&ill$"l tho"ghts are eliminated; they disappear. !y their elimination/ the mind stands $irm/ settles do#n/ )ecomes "ni$ied and concentrated/ j"st #ithin (his s")ject o$ meditation).? Translation: <6hen As"ch e1il "n#holesome tho"ghts are a)andoned in him (her)...and his (her) mind )ecomes steadied internally/ ("iet/ )ro"ght to singleness/ and (a)sorption) this mon& is then called a master o$ the co"rses o$ tho"ght.A

6hen the mind has )een distracted )y tho"ght/ #e simply ret"rn attention )ac& to the )reath. Cnce again/ the practice o$ meditation strengthens o"r a)ility to employ this techni("e. Redirecting attention relies on the $"ndamental impermanence o$ reality to achie1e s"ccess. *$ #e can simply di1ert attention to more #holesome o)jects/ the distracting tho"ght/ gi1en its impermanent nat"re/ #ill dissol1e o$ its o#n accord. All things that arise m"st $all (Soma Thera/ 2000 and Nathleen D. Doc&ett/ 200-). !reathing control is "sed $or $oc"s and tho"ght stopping is one o$ the $irst step to <Lipassana?. *t creates <a#areness? #hich #ill )e "sed to detect all tho"ghts that might occ"r in the mind. A$ter one can )e a#are o$ any tho"ghts that may t"rn the attention $rom )reathing. *$ it comes to the attention that the tho"ghts ha1e processed/ starting co"nting $rom )eginning. At $irst/ the mind #ill )e 1ery )"sy/ and might e1en $eel that the meditation is ma&ing the mind )"sier; )"t in reality it is j"st )ecoming more a#are o$ ho# )"sy the mind act"ally is. There #ill )e a great temptation to $ollo# the di$$erent tho"ghts as they arise. This is the most important stage to resist this and remain $oc"sed on the sensation o$ the )reath. *$ disco1ered that the mind has #andered and is $ollo#ing the tho"ghts/ then it has to stop immediately and start co"nting $rom )eginning again. *t can )e repeated as many times as necessary "ntil the mind settles on )reathing and )e a)le to stop the tho"ght as it starts. All these process #ill create a#areness o$ anything that may arise in the mind and e@perience a sense o$ inner peace and rela@ation. The mind #ill $eel l"cid and spacio"s and that #ill $eel re$reshed. 3ompare to the sea #hen is ro"gh/ sediment is ch"rned "p and the #ater )ecomes m"r&y/ )"t #hen the #ind dies do#n the m"d grad"ally settles and the #ater )ecomes clear. The Bene#its o# %editation and thought stopping 0or all the acti1ity o$ modern society/ many still $eel a $"ndamental need $or silence/ inner peace/ and a moment o$ re$lection. Meditation can red"ce stress and help "s rela@/ these are some o$ the )ene$its o$ mediation and tho"ght stopping. Red"ced Stress. Cne #ill learn to s#itch o$$ $rom the #orries that can plag"e "s thro"gh the day and gi1es an opport"nity to spend time )y o"rsel1es/ ("ietening the mind and $oc"sing on the present moment/ ma&es "s more rela@ed and e$$ecti1e decision ma&ers. Dealth !ene$its. K"mero"s st"dies ha1e sho#n that meditation has health )ene$its. Many o$ these )ene$its are related to the decrease in stress that occ"rs thro"gh meditation. 0or e@ample/ #ith lo#er le1els o$ stress and an@iety/ the pro&a&i$ity o# heart disease diminishes signi#icant$y . U"ite o$ten physical ailments are symptoms o$ inner t"rmoil. Meditation can gi1e "s peace o$ mind/ and this can )e a help$"l step in a1oiding many stress related ailments. Meditation has also )een sho#n to re$ieve the pain associated #ith certain illnesses. 3ontrol Jo"r C#n Tho"ghts. Are #e a)le to con("er o"r o#n mindM Do# o$ten do yo" $ind yo"rsel$ 1ictim to yo"r o#n negati1e tho"ghtsM Some people are e1en o$ the opinion that it is impossi)le to control yo"r tho"ghts. Do#e1er/ meditation

and tho"ght stopping/ not only is it possi)le to control o"r tho"ghts/ )"t/ #e can learn to stop them completely. Detachment. 6e are a)le to detach o"rsel1es $rom the insigni$icant/ yet irritating tho"ghts. This detachment is not indi$$erence/ it is j"st that #e are a)le to maintain e("animity in the midst o$ li$eGs ine1ita)le t"r)"lence. Dappiness and Peace o$ Mind. Meditation sho#s "s that happiness is not dependent on o"ter circ"mstances/ )"t on o"r inner attit"de. 3oncentration. *t impro1es the po#ers o$ concentration; this $oc"s can )e "sed $or )oth meditation/ and also other acti1ities #e engage in. Spontaneity and 3reati1ity. 6hen #e li1e in the thin&ing mind/ #e are "s"ally preocc"pied #ith the past or $"t"re. 6hen #e spend o"r energy on the past and present #e co1er "p o"r nat"ral spontaneity and creati1ity. 6e may $eel #e ha1e neither creati1ity or spontaneity/ )"t/ i$ #e can learn to silence the mind/ it can help "s to "nloc& o"r creati1e potential. Disco1ering the P"rpose o$ Ii$e. Ss"ally #e loo& $or meaning in li$e thro"gh e@ternal e1ents and other people. Meditation/ ho#e1er/ #e gain a ne# perspecti1e o$ li$e/ "ncolo"red )y o"r o#n egoistic perspecti1e. Instructiona$ se$#'ta$( Sel$%tal& is a m"ch promoted mental s&ill (e.g./ 6ein)erg/ 'ro1e/ H 2ac&son/ 552) and is concerned #ith the statements that athletes say to themsel1es. Sel$%tal& has )een noted as a m"ltidimensional constr"ct (e.g./ Dardy/ 2008) incorporating $actors s"ch as o1ertness (#hether sel$%tal& is said o"t lo"d/ or inside the athletesG head)/ the $"nction sel$%tal& ser1es (e.g./ instr"ctional or moti1ational)/ and the 1alence o$ sel$%tal& (#hether the sel$%tal& is positi1e or negati1e). C$ rele1ance to the present in1estigation #as the 1alence dimension o$ sel$%tal&. Researchers interested in sel$%tal& ha1e almost e@cl"si1ely $oc"sed on its relationship #ith (sporting) per$ormance. The employment o$ instr"ctionally )ased sel$%tal& (e.g. Dar1ey/ Lan Raalte/ H !re#er/ 2002; Iandin H De)ert/ 555; Mallet H Danrahan/ 554; Per&os/ Theodora&is/ H 3hroni/ 2002; Theodora&is et al./ 2000; Lan Raalte/ !re#er/ Ri1era/ H Petitpas/ 55-; Lan Raalte/ 3orneli"s/ !re#er/ H Datton/ 2000) as #ell as positi1ely phrased sel$%tal& (e.g. Lan Raalte et al./ 559; Lan Raalte/ !re#er/ Ri1era/ H Petitpas/ 55-; Lan Raalte/ 3orneli"s/ !re#er/ H Datton/ 2000) has led to enhanced per$ormance. Malo"$$/ 2. et al. (200.) tried the m"lti%site e@periment e1al"ated the e$$ects o$ pre%competition positi1e imagery and sel$%instr"ctions on ser1ing acc"racy in a tennis ser1ing competition. Participants are ad"lt tennis players(nV 9). Participants in )oth the imagery and the sel$%instr"ctions conditions ser1ed signi$icantly more acc"rately than those in the control condition. The t#o e@perimental conditions had in common that each $oc"sed the tho"ghts o$ the ser1er on ho# to complete the ser1e. The res"lts pro1ide e1idence in s"pport o$ the hypotheses that positi1e imagery j"st )e$ore ser1ing and "sing a sel$%instr"ction j"st )e$ore ser1ing #o"ld lead to greater ser1ing acc"racy.
0

There are n"mero"s instances #ithin the applied sport psychology literat"re #here researchers interested in enhancing per$ormance ha1e )een s"ccess$"l 1ia the incl"sion o$ positi1e sel$%tal& #ithin a mental s&ills pac&age inter1ention (e.g./ Rogerson H Drycai&o/ 2002; Thel#ell H 'reenlees/ 200+). To in1estigate the relationships )et#een (positi1e and negati1e) sel$%tal& and sport per$ormance more closely/ researchers ha1e employed a range o$ methodologies. Ssing an o)ser1ation techni("e/ Lan Raalte/ 3orneli"s/ !re#er/ and Datten ( 55-) reported that altho"gh positi1e sel$%tal& #as not associated #ith competiti1e j"nior tennis per$ormance; negati1e sel$%tal& #as in1ersely correlated #ith per$ormance. Cne aspect o$ sel$%tal& that may e@plain the sel$%tal&Wper$ormance relationship is its $"nctional ("ality (Dardy/ 'ammage/ H Dall/ 200 a). T#o )road $"nctions o$ sel$%tal& e@ist; instr"ctional (cogniti1e) and moti1ational. *n a series o$ $o"r st"dies/ Theodora&is et al. (2000) e@amined the general hypothesis that per$ormance gains #o"ld )e e@pected #hen the type o$ sel$%tal& employed )y an indi1id"al matched tas& demands. Th"s/ instr"ctional sel$%tal& $oc"sing on the technical aspects o$ per$ormance #as e@pected to )e more e$$ecti1e than moti1ational sel$%tal& #hen the tas& demands incl"ded s&ill/ timing/ and acc"racy. 3on1ersely/ the )ene$icial e$$ects (e.g. increased energy/ aro"sal/ dri1e/ con$idence/ $oc"s/ and e$$ort) o$ moti1ational sel$%tal& #ere e@pected to enhance per$ormance o1er instr"ctional sel$%tal& #hen tas& demands $oc"sed on strength and stamina. Altho"gh s"pport $or their $irst prediction #as generated (St"dies H 2)/ s"pport $or their second e@pectation #as lac&ing (St"dies + H -). Moreo1er/ #hile )oth instr"ctional and moti1ational sel$%tal& treatments led to increased per$ormance o1er a control gro"p on a ma@imal leg e@tension tas& (St"dy -)/ no di$$erences #ere $o"nd )et#een these three gro"ps on an end"rance )ased sit%"p tas& (St"dy +). Moreo1er/ there are st"dies the e$$ects o$ moti1ational 1ers"s instr"ctional sel$%tal& i.e. Anderson/ A./ Logel/ P. and Al)recht/ R. ( 555) $o"nd that instr"ctional sel$%tal& is an appropriate strategy $or teaching and learning the o1erhand thro#. R"shall and She#ch"& ( 5.5) and Dar1ey et al. ( 55.) all $o"nd that instr"ctional sel$%tal& signi$icantly impro1ed per$ormance in s&iing/ s#imming/ and gol$/ respecti1ely. *n R"shall et al./ ( 5..) st"dy/ instr"ctional sel$%tal& impro1ed per$ormance )y a)o"t +=(a large increase $or elite athletes)/ altho"gh positi1e sel$% statements (e.g. <*Gm $eeling great?) and mood #ords (e.g./ <go/? <dri1e) also impro1e per$ormance as m"ch as the instr"ctional tas&%$oc"sing c"es. Speci$ically/ participants #ere ta"ght to 1ocali:e the #ord <)all? #hen they sa# the )all $ired $rom the )all machine/ the #ord <)o"nce? #e the )all contacted the s"r$ace o$ the co"rt/ and the #ord <hit? #hen they o)ser1ed the )all contacting the rac("et. Ssing a m"ltiple )aseline design/ participants e@hi)ited a -9= impro1ement in $orehand and )ac&hand gro"nd stro&es $rom )aseline.

Chapter )

Research %ethodo$ogy This research is an e@perimental research to test the e$$ect o$ tho"ght stopping (!"ddhism #ay) and instr"ctional sel$%tal& in order to enhance the p"tting per$ormance o$ elite gol$er in the $ormal to"rnaments. *articipants The participants o$ this research are - national and - pro$essional gol$ers (nV.). There #ill )e di1ided into 2 gro"ps. The pro$essional gol$ers m"st ha1e e@perience in to"ring pro$ession $or o1er 9 years so that they "nderstand the tremendo"s press"re o$ )eing a to"r pro that ha1e to compete $or money. Missing the c"t (playing only $irst 2 days) means that yo" go )ac& home not only #ith no pri:e money )"t also ha1e to pay $or other e@penses i.e. application $ee/ caddy/ accommodation. There$ore/ these gol$ers ha1e had eno"gh direct e@perience to "nderstand the psychological $actors/ s"ch as an@iety/ negati1e tho"ghts/ cho&ing/ that ca"sed them not to ha1e per$orm #ell. As $or the national gol$ers/ they #ill )e inter1ie#ed their aims in the $"t"re/ only the one #ho intends to )e a pro$essional gol$er #ill )e recr"it to this st"dy d"e to the same reason. P"rposi1e sampling #ill )e employed to select the participant d"e to the p"rpose o$ this st"dy that need people o$ interest in this inter1ention. They #ill )e e@plained the p"rpose o$ this research and in$ormed consent #as o)tained and the rights o$ participants #ere protected in the st"dy. The protocol o$ the e@periment #as appro1ed )y the Ethics 3ommittee o$ the research instit"te and they ha1e the right to drop o"t $rom this st"dy anytime. %easurements Three p"tting distances; 2 $eet / 4.9 $eet 2 and $"rther #ill )e categori:ed to P / P2 and P+ respecti1ely. The n"m)er o$ p"tts made and the meas"rement o$ each distanced #ill )e recorded and as the data o$ #ill )e collected each day o$ + $ormal to"rnaments; each to"rnament consists o$ - days. There$ore/ the caddy o$ each gol$er that is considered as an e@pertise and pro$essional/ #ill recorded the p"tting distances and n"m)er o$ p"tts on each hole. The gol$ers #ill )e inter1ie#ed )y the researcher a$ter $inish each ro"nd/ incl"ding crossed chec& the p"tting distances and n"m)er o$ p"tts made )y "sing the ("alitati1e research #ith semi%str"ct"red. The $rame#or& o$ this inter1ie# is to ha1e details o$ ho# and the sit"ations that tho"ght stopping and instr"ctional sel$%tal& are "sed.

2 $eet is the length o$ p"tter that Thai gol$ers considered as short p"tt and only one p"tt sho"ld )e made.

4.9 $eet is the length o$ gol$ $lag that Thai gol$ers considered as middle p"tt/ capa)le to ma&e )irdie/ or one p"tt.

*n order to ascertain i$ the proposed sel$%tal& manip"lation #as s"ccess$"l/ participants completed se1eral sel$%tal& related ("estions a$ter each to"rnament. The post%manip"lation chec& s"r1ey #ill )e accessed. Participants #ere as&ed #ith a FyesG or FnoG $ormat/ <Did yo" say anything to yo"rsel$ #hile p"ttingM?or <Did yo" ha1e any negati1e tho"ghts )e$ore p"tting? $ollo#ed )y an open ended item (*$ yes/ #hat did yo" say to yo"rsel$M) #hich allo#ed participants to list the content o$ their sel$% tal&. Dardy/ 2. et al.(2009) intended to e@amine the e$$ects o$ instr"ctional and moti1ational sel$%tal& on the per$ormance o$ a sit%"p tas& . *nspection o$ the manip"lation chec& s"r1eys re1ealed that a priori treatment gro"ps #ere not o)tained. *rocedures A$ter the participants #ere collected/ )aseline p"tting per$ormance o$ each gol$er/ n"m)er o$ p"tts made in each distance/ #ill )e collected )y inter1ie# )ased on recent - $ormal to"rnaments. 0ollo#ed )y teaching step and 2 o$ the tho"ght stopping techni("es to them. Phase The tho"ght stopping techni("es. There are 2 steps as $ollo#s:% As a preliminary practice/ starting #ith the $irst 0 sets o$ inhale and e@hale. Each inhale and e@hale ha1e to co"nt % 2. 0ollo#ed )y the second 0 sets/ )reathing inhale and e@hale $re("ently. !reath normally. Repeat those 2 sets "ntil the )ody and mind $eel calm. Each set has to )e e("al. This $irst step is to red"ce distractions and ma&e the mind clearer and more l"cid/ the )reath #ill )ecome nat"ral. This stage ta&es 0% 9 min"tes. As )reathing/ co"nt #hen inhaleXe@hale contin"o"sly/ )reathe normally/ pre$era)ly thro"gh the nostrils/ #itho"t attempting to control the )reath. A$ter the participants remain calm/ they #ill )e as&ed to shi$t the $oc"s )y trying to )e a#are on tho"ghts that #ill distract their attention #hile co"nting their )reath at the same time. *t is important that the participants ha1e to try to catch tho"ghts as soon as they appear. This e@ercise re("ires a determined e$$ort and need to )e 1igilant and #atch e1ery tho"ght that enters o"r mind. As soon as #e see a negati1e tho"ght enter/ they m"st immediately discard it and re$"se to $ollo# it. The more #e $ollo# tho"ghts/ the more di$$ic"lt it )ecomes to stop them later. There$ore/ it is )est to catch them as soon as possi)le.
+

This techni("es can )e practiced any#here/ anytime and any position. The participants #ill )e as&ed to practice at least +0 , -9 min"tes per day. The $ollo#%"p inter1ie# #ill )e done )y the researcher once a #ee&/ indi1id"ally. And it #ill ta&e -%9 #ee&s $or participants to "nderstand and )e a)le to stop their tho"ghts.

Phase 2 *nstr"ctional sel$%tal& The researcher #ill disc"ss and cond"ct instr"ctional sel$%tal& #ith each participant regarding their &ey#ords o$ p"tting incl"ding rehearse that sel$%tal& #ith each participant "ntil they reali:e ho# to employ those sel$%tal&.

Phase + Rehearsal stage The participants #ill )e as&ed to try the tho"ght stopping techni("e and instr"ctional sel$%tal& d"ring practice #hile there are no $ormal to"rnaments.

"tatistica$ Ana$yses o E$$ect Si:e (ES) $or t#o *ndependent 'ro"ps: standardi:ed di$$erence )et#een t#o gro"ps. 3ohenTs d ( 5..) o Post%manip"lation chec& #ill )e applied in order to rechec& #hether the s")jects ha1e employed any other techni("es "nconscio"sly. o U"alitati1e research: to descri)e the details o$ "se o$ tho"ght stopping/ instr"ction sel$%tal&.

Rse#erences Anderson/ A./ Logel/ P. and Al)recht/ R. ( 555). The e$$ect o$ instr"ction sel$%tal& on the o1erhand thro#. The Physical Educator/ 56(4)/ 2 9 , 22 . !rosschot. 2. 0./ 2anssen/ E. ( 55.). 3ontin"o"s monitoring o$ a$$ecti1e%a"tonomic response dissociation in repressors d"ring negati1e emotional stim"lation. Personality and Individual Differences, 25 69-84. !ro#n/ T.A./ 3horpita/ !.0. and !arlo#/ D.D. ( 55.). Str"ct"ral Relationships Among
9

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