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skills training workshop for male intercollegiate lacrosse players. The Sport Psychologist , 6 , pp. 139-147. Burton, D. (1989). Winning isn't everything: The impact of performance goals on collegiate swimmers' cognitions and performance. The Sport Psychologist , 32 , pp. 105-132. Burton, D., Naylor, S. and Holliday, B. (2001). Goal setting in sport: Investigating the goal effectiveness paradox. In: R. Singer, H. A. Hausenblas and C. M. Janelle (Eds.), Handbook of research on sport psychology. 2 nd ed. New York: Wiley pp. 497-528. Chelladurai, P. (1991). Coach

References Conscious action . Retrieved from http://didacts.ru/termin/soznatelnoe-deistvie.html. Florida, R. (2007). Креативный класс: люди, которые меняют будущее . [Creative class: people changing future]. Mjscow: Издательскийдом «Классика-ХХІ». Gaidatov A. (2013). Features of goal-setting at various levels of organizational structure of industrial enterprises. The Journal of Donetsk University of Economic and Law, № 2, 63-69. Hvizdová, Е. (2014). Culture - important factor for tourism development towards economic growth of the country. Central European Review

personality. J Appl Psychol , 1997; 82: 62-78 Boutelle KN, Kirschenbaum DS. Further support for consistent self-monitoring as a vital component of successful weight control. Obes Res , 1998; 6: 219-224 Bueno J, Weinberg RS, Fernández-Castro J, Capdevila L. Emotional and motivational mechanisms mediating the influence of goal setting on endurance athletes' performance. J Sport Exerc Psychol , 2008; 9: 786-799 Burton D, Naylor N, Holliday B. Goal setting in sport: Investigating the goal effectiveness paradox. New York: John Wiely & Sons, Inc, 2000 Burton D, Naylor S. The

REFERENCES 1. A. Shahin and M. A. Mahbod, “Prioritization of key performance indicators: An integration of analytical hierarchy process and goal setting” International Journal of Productivity and Performance Management, vol. 56, PP. 226-240, 2007. 2. J. Kangas, “Multiple-use planning of forest resources by using the analytic hierarchy process”, Scandinavian Journal of Forest Research, vol. 7, pp. 259-268, 1992. 3. K. S. Chin, K. F. Pun and Y. Xu and J. S. F. Chan, “An AHP based study of critical factors for TQM imp lementation in Shanghai manufacturing industries

.L., Crouter S.E., Lukajic O., Bassett D.R. (2003) Accuracy and reliability of 10 pedometers for measuring steps over a 400-m walk. Med. Sci. Sports Exerc., 35: 1779-1784. DOI: 10.1249/01. MSS.0000089342.96098.C4 35. Shilts M.K., Horowitz M., Townsend M.S. (2004) Goal setting as a strategy for dietary and physical activity be havior change: a review of the literature. Am. J. Health Behav., 19: 81-93. 36. Sugiura H., Kajima K., Mirbod S.M., Iwata H., Matsuoka T. (2002) Effects of long-term exercise and increase in number of daily steps on serum lipids in women: randomised

References Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company. Beaton, D.E., Bombardier, C., Guillemin, F., & Ferraz, M.B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25, 3186-3191. DOI: 10.1097/00007632-200012150-00014 Brewer, K., Pollock, N., & Wrigth, F.V. (2014). Addressing the challenges of collaborative goal setting with children and their families. Physical & Occupational Therapy in Pediatrics, 34(2), 138-52. Bong, M., & Skaalvik, E. (2003). Academic Self

References 1. Sánchez J. M., Castellanos P., Dopico J. A. (2007) The winning production function: Empirical evidence from Spanish basketball. European Sport Management Quarterly, 7(3), 283-300; 2. Jung J. (1978) Understanding human motivation: A cognitive approach. New York: Macmillan; 3. Wegge J., Haslam S. A. (2005) Improving work motivation and performance in brainstorming groups: The effects of three group goal-setting strategies. European journal of work and organizational psychology. 14(4), 400-430. 4. Locke E. A., Latham G. P. (2002) Building a practically

techniques” (M = 4.54, SD = 0.93; d = 0.27); “Advanced instructional drills” (M = 4.46, SD = 0.94; d = 0.02); “Advanced first aid” (M = 4.44, SD = 0.95; d = 0.13); “Goal setting” (M = 4.42, SD = 1.04; d = 0.19); “Character building” (M = 4.37, SD = 0.94; d = 0.08) and “Conditioning drills” (M = 4.31, SD = 1.02; d =0.06). There were significant differences regarding the following variables: “Motivational techniques” (t [222] = 1.773, p<0.05; d = 0.27); “Visualisation” (t [222] = 0.291, p<0.05; d = 0.04) and “Communication with parents” (t [222] = 2.074, p<0

in both practice and competition for activation, relaxation, imagery, goal setting, self-talk, emotional control, negative thinking, and automaticity. Based on this competition KTOPS, a Korean version of the TOPS, was created and validated (0.67–0.81) by Kim and Oh (2002) . It has a total of 36 questions divided into nine sub-factors, with an additional sub-factor relating to physical and mental condition ( Figure 1 ), each having four questions. Each of these questions was rated on a Likert scale ranging from 1 (never) to 5 (always) and higher scores indicated a

interests of applied sport psychology ( Jackson et al., 2001 ; Weinberg and Williams, 2006 ; Weinberg and Gould, 2007 ), yet they are usually studied in a narrow way, focusing on the role of only four strategies, namely imagery, goal-setting, self-talk, and relaxation ( Birrer and Morgan, 2010 ; Flecher and Hanton, 2001 ; Weinberg and Williams, 2006 ). Other approaches argue that the structure of psychological strategies is more complex, and propose up to nine strategies ( Hardy et al., 2010 ). The role and the structure of psychological strategies are discussed in