The aim of this study was to investigate the impact of victory or defeat on psychological state during competition in high school baseball player. To assess a psychological state during competition, we used the Diagnostic Inventory of Psychological State during Competition (-D.2). The -D.2 test was performed twice in the games won and lost in the official high school baseball game. Eleven baseball players of X high school who played in both games answered to -D.2 immediately after games. Compared to the winning game, the total score of -D.2 was significantly lower in the losing game (P<0.05). In particular, the scales of endurance and self-control were significantly lower in the losing game (P<0.05). The present results indicate that a psychological state during competition in high school baseball player goes down in the losing game than the winning game. Moreover, it is suggested that the abilities of endurance and self-control are main factors leading to the low psychological state.

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　This paper comprises three studies. Study I aimed to develop a self-efficacy scale to assess psychological performance (psychological performance SE) during a game, and to examine the reliability and validity of this scale. In study II, we investigated the relationship between the SE scale and demographic value or psychological competitive ability. Additionally, in study III, the relationship between psychological performance SE prior to the game and athletes' psychological performance and self-evaluation of play performance during the game was investigated. Study I included 186 university athletes. The result of a principle component analysis indicated that the SE scale was a one-component structure. A Cronbach's alpha coefficient of 0.85 confirmed the internal consistency of the SE scale. Of the 186 university athletes, the test-retest reliability for 20 female athletes was estimated; the correlation coefficient showed good stability. In study II, the psychological performance SE score of male athletes was higher than that of female athletes; the score for team sports players was higher than that for track and field athletes; and the score of regular players was higher than that of non-regular players. It was also suggested that psychological performance SE was related to psychological competitive ability. In study III, the psychological performance SE of 14 university female volleyball players was assessed at 10 min prior to the game. Then, the psychological performance and self-evaluation of play performance were assessed at 5 min after the game. It was observed that the psychological performance SE prior to the game was related to some part of psychological performance or self-evaluation of play performance. In conclusion, the psychological performance SE scale may have the potential to be a valid tool for assessing athletes immediately prior to their games.

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Prior research has suggested that it is difficult to evaluate athletes’ physical and mental performance levels. The purpose of this study is to develop a subjective self-evaluation scale for athletic performance (SSESAP) for university baseball players. The subjects of 264 Japanese university baseball players (mean age: 19.45, SD: 0.89) in four baseball teams in Tokyo Metropolitan Area University Baseball League were asked to answer a questionnaire composed of questions on their socio-demographic characteristics, self-rated baseball skills, performance levels in comparison with teammates, position status and their attitudes to team sports as well as views of themselves in their current team. Exploratory factor analysis, confirmatory factor analysis, reliability analysis and one-way ANOVAs were conducted to develop the SSESAP. SSESAP were found to have three factors (Accomplishment of Purpose: AOP, Practical Skills: PS, Ideal Performance: IP), satisfactory fit indices (GFI=0.942，AGFI=0.890，CFI=0.983，RMSEA=0.068) and Cronbach alpha reliabilities (0.850-0.935). The result of one-way ANOVAs showed significant main effects of three sub-scales of SSESAP (“position statuses,” “competitive levels,” and “skill levels”) and significant differences in the mean scores of sub-groups within the three sub-scales. The results imply that SSESAP can be useful measures to self-evaluate baseball players’ performance levels.

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The purpose of this study was to develop a scale evaluating the psychological skills for judo players (PSJP). In a preliminary study during summer 2013, a questionnaire consisting of 60 items to evaluate the PSJP was developed based on the twelve subscales of “Diagnostic Inventory of Psychological Ability for Athletes” (Tokunaga and Hashimoto, 2000). In the main study during fall 2013, an exploratory factor analysis (principal factor method, promax rotation) was conducted using the questionnaire data obtained from 369 Judo players (junior high school = 95, high school = 90, college = 89, adult = 95). The reliability and validity of the scale were estimated by Cronbach’s alpha coefficient and construct validity, respectively.
The exploratory factor analysis revealed that the scale had four subscales: tactical thinking ability, practice desire, receptivity of others, and support of others. Each subscale showed satisfactory reliability coefficients. In addition, significant correlations were observed between each subscale overall scale in order to verify construct validity. Results of covariance structure analysis showed that the factor analysis model of PSJP fitted the data moderately (GFI = .88, AGFI = .85, CFI = .91, RMSEA = .07). Then, the relationship between PSJP and the competitive results of participants were compared using the scale. Participants with high competitive results had significantly higher scores on tactical thinking ability, practice desire and support of others than participants with low competitive results. Consequently, the developed scale PSJP appeared moderately reliable and valid.

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The purpose of this study is to clarify how effective Autogenic Training (AT) is in providing psychological support during weight loss. 27 male university judo players participated in two experiments. In Experiment 1, from psychological and physiological indicators, we determined the practice effectiveness of AT. In Experiment 2, we compared AT’s clinical efficacy to psychological conditions during a short period of weight loss before a bout. As a result of Experiment 1, psychologically emotional improvements were observed, and physiologically participants progressed from a sympathetic dominant state to a parasympathetic dominant state. Thus, AT led the subjects to relaxation states psychologically and physiologically. Also, Experiment 2 revealed that AT elevates “Coach acceptance” according to the Sports Motivation Inventory (SMI) and “psychological state during competition” according to the Diagnostic Inventory of Psychological State During Competition (-D.2). Furthermore, experiment 2 showed a tendency to control “displeasure” according to the Stress Response Scale (SRS-18), indicating a possibility of reducing the psychological burden caused by weight loss.
As a result of this study of the psychological support using AT at the time of weight loss, the displeasure before a competition and the degradation of coaching contents were alleviated, and the psychological state during a competition was improved. Therefore it was revealed that AT is effective as a supporting method to enable a good psychological condition.

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The purpose of this study was to examine the effects of sports mental training (SMT) focused on technical coaches. In case l, a SMT was performed on a high school baseball team by a technical coach of the baseball team. A content of the training was a basic psychological skill like the goal setting. Levels of psychological competitive ability were assessed by the Diagnostic Inventory of Psychological- Competitive Ability for Athletes (DIPCA) before and after the training. As a result, the training improved the confidence and strategy ability of the baseball players. These findings suggested that combination of the SMT and the practice for technical skills was effective for the confidence and strategy ability. In case 2, we assessed effects of a SMT for a high school volleyball team and its technical coach. As a direct approach method, the SMT was performed on all the players by a SMT coach once a month. Moreover, as an indirect approach method, the SMT was performed on the technical coach by the SMT coach everyday. As a result, the team was 3rd place in Kinki competition tournament. A style of coaching in the technical coach was changed. Although a next goal had been lost when losing a match before the training, the technical coach set the goal of the team again, aiming at the Kinki competition tournament. The team switched the feelings from the lost game. Moreover, a remarkable improvement of psychological skill was seen in confidence and strategy ability for technical coach. Therefore, these results suggested the effects of SMT by technical coach and the effects of SMT for technical coach.

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