CAJ | 학술논문

研究目的是描述对一名奥运选手L在奥运会前一年中进行的心理干预，以改变其“低挫折容忍度”的过程，以及评价这一理性情绪行为疗法与心理技能训练相结合的心理干预的效果。在不同的时间点采用各种评估方法对干预效果进行评估，主要的评估方法包括采用目标获得评价表进行的运动员L自我评估和教练员评估，运动员L、教练员及搭档的“阶段性总结”评价，以及对L比赛行为的录像资料分析。通过各种评估方法所获得的结果的一致性证明了该干预方法在改变运动员的问题行为方面是有效的。通过对运动员L的问题行为的改变，提升了他在比赛中的运动表现，该运动员与其搭档在2004年雅典奥运会乒乓球男子双打项目上获得了银牌。
연구목적시묘술대일명오운선수L재오운회전일년중진행적심리간예，이개변기“저좌절용인도”적과정，이급평개저일이성정서행위요법여심리기능훈련상결합적심리간예적효과。재불동적시간점채용각충평고방법대간예효과진행평고，주요적평고방법포괄채용목표획득평개표진행적운동원L자아평고화교련원평고，운동원L、교련원급탑당적“계단성총결”평개，이급대L비새행위적록상자료분석。통과각충평고방법소획득적결과적일치성증명료해간예방법재개변운동원적문제행위방면시유효적。통과대운동원L적문제행위적개변，제승료타재비새중적운동표현，해운동원여기탑당재2004년아전오운회핑퐁구남자쌍타항목상획득료은패。
This article aimed to evaluate the effectiveness of the psychological intervention of rational emotive behavior therapy （REBT） and mental skills training in resolving an Olympian＇s （L） low frustration tolerance （LFT）, particularly during major international competitions. In successfully changing his problem, his performance was also expected to improve. Multiple methods were utilized for the evaluation at different points in time. These included （1） self- evaluation and the coach＇s evaluation by the Goal Attainment Scale （GAS）;（2） verbal feedback of L, L＇s coach, and L＇s partner; and （3） videotape analysis. The results were consistent and positive in attesting to the effectiveness of psychological intervention in changing L＇s LFT behaviors. Using REBT in this study, the sport - related irrational beliefs and behaviors of L were identified. This was crucial for changing the low frustration tolerance of L. The processes of disputing and restructuring L＇s irrational beliefs were gradual, with fluctuations at times during parts of the action/maintenance stage. Overall, however, the changes had been positive and had been carried out in the fight direction. It was interesting to note that in comparison with the other irrational beliefs, his beliefs about technique training were corrected at a slightly slower pace. However, once the former was resolve, the change process was able to move faster. Further, the resolution of his main problem facilitated the enhancement of his performance at the 2004 Olympic Games. According to L and his coach, the double＇s achievement was partly attributed to the psychological intervention that was introduced about 10 months prior to the tournament. The coach believed that ＂psychological intervention was directly related to the success at the Olympic Games＂; however, L remarked ＂psychological training has enabled me to gain full control of my emotions and play out to my potentials.＂ In this study, psychological intervention was found to be an ongoing, multisituational process. Apart from regular consultation with L at the local training center, the first author＇s presence at the overseas training camps and competitions was a facilitating factor. His presence in these various situations provided an immediate on - the - spot opportunity for educating and changing L＇s problematic behaviors with the support of his coach and partner. The role of the coach was an interesting case in point. It is to note that although the coach could help L cope with his stress, if not handled well, the coach could become a source of stress for the athlete. Thus, during the implementation of the intervention, the coach＇s sensitivity, understanding, and support were essential in contributing to the ultimate success of the intervention. In fact, the coach played an important role in this case in that he actively participated in the discussions, disputed L＇s irrational beliefs, and guided L during the competition as well as provided the first author with time, opportunity, and resources to conduct his work.