Design and implement psychological training programs simultaneously with the instruction of the diving skill and focus on the building of self-confidence, reduction of anxiety and training students on

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Mental Training Levels in Disabled Elite Athletes (2026) · doi

  The findings of this study revealed that mental training skills showed significant differences according to demographic variables such as gender, sport branch, age and educational level. In this context, it is important that future research continues to examine the relationship between mental skills training and individual differences in more depth. In particular, it should be emphasized how mental training can be developed more effectively with customized programs according to the personal characteristics of the athlete. Differences in mental training skills between different sports offer a broader perspective on how athletes with disabilities use their mental strategies more intensively. In this regard, studies in goalball and wheelchair basketball are critical in understanding how mental training contributes to athletes overcoming their physical and emotional limits. Furthermore, the finding that individuals with less athletic experience had higher mental training skills emphasizes the importance of early mental training programs for young athletes. These findings are consistent with the literature explaining that as athletes gain 280 CBU Journal of Physical Education and Sport Sciences, 2026, 21(2), 270-283 experience, mental strategies become more automatic and unconsciously optimize their performance. Therefore, the development of specific mental training programs for young athletes may support their long-term development. Research to be conducted in line with these suggestions will help us better understand the factors affecting the mental skills of athletes and will make important contributions to the sport psychology literature. Conflict of Interest: There is no conflict of interest. Researchers’ Statement of Contribution Rate: Research Design HYC, Statistical analysis ARA, Preparation of the article HYC, Data Collection was carried out by HYC.

  Keywords: mental training athletes skills differences sport programs according important strategies physical experience young literature development
• Multidimensional performance characteristics of youth academy and club soccer players (2026) · doi

  A key strength of this study is the multidimensional approach, incorporating psychological, cognitive, physical, and matu- rational factors. The inclusion of multiple constructs of EF tasks and mental skills and motivation dimensions, allows for a more comprehensive exploration of factors that may be associated with selection status and potential indicators of players development in youth soccer. The broad dimension of measurement allows for a more comprehensive understanding of individual differences that may contribute to talent development. This study also has several limitations. The relatively small sample size limits statistical power and generalizability. The academy players had participated in the talent development program for five months prior to testing, which intro- duces uncertainty regarding whether observed differences reflect selection effects or developmental changes. The cross- sectional design prevents causal conclusions about long-term developmental trajectories. Additionally, the high intra-individual variability and developmental sensitivity of EF may reduce the likelihood of detecting group differences in cross-sectional design [101,105]. Future research should therefore include longitudinal designs and assess measurement reliability within the target population. Lastly, this study did not include soccer-specific tests or measured sociological fac- tors, both of which may significantly impact performance.

  Keywords: development differences developmental factors allows comprehensive selection players soccer measurement individual talent cross sectional design
• Psychological hesitation and its relation to the performance level of diving skill among second year female students (2026) · doi

  1. Design and implement psychological training programs simultaneously with the instruction of the diving skill and focus on the building of self-confidence, reduction of anxiety and training students on rapid decision-making during motor performance. 2. Use mental imagery and visualization techniques as effective strategies to reduce psychological hesitation and increase self-efficacy feelings before performance. 3. Offer a supportive, non-threatening educational environment with emphasis on positive encouragement, avoiding harsh evaluation, particularly during the learning stages of complex and dangerous skills. 4. Gradually introduce skill learning, beginning with simple, controlled situations and progressing to full dives, giving students time to psychologically and skill-wise adapt. 5. Introduce periodic testing of psychological hesitation levels within educational assessments to identify cases that need additional psychological support and continuous follow-up. 6. To increase the awareness of the importance of the psychological aspect in teaching sports skills through specialized workshops and training courses for the students in physical education and sports sciences faculties. 7. Use experimental designs to conduct future studies to test the effectiveness of specific psychological interventions to reduce psychological hesitation and improve skill performance.

  Keywords: psychological skill training students performance hesitation self reduce increase educational learning skills introduce sports design