The Development and Controlled Evaluation of Athletic Mental Preparation Strategies in High School Distance Runners

Abstract

This study examined the influences of two mental preparation interventions on 1.6 km run performance in 90 (45 male, 45 female) high school long-distance runners in Nevada, U.S.A. After participants completed a 1.6 km baseline run, they were randomly assigned to receive one of these interventions 3 min prior to a second 1.6 km run (i.e., listening to a personalized script of motivational and running technique statements on headphones, listening to music on headphones, listening to no sound on headphones). Results of running performance indicated that participants who were assigned to the motivational and running technique statements and music conditions significantly improved their run performance, whereas participants in the no-sound control condition did not. Youth ratings of intervention satisfaction were consistent with performance outcome. Study implications and future directions are discussed in light of these results.