CHAPTER ONE

1.1 Introduction

Athletes and coaches continuously search for knowledge that is going to give them a competitive

edge and make them successful. Researchers usually find that many factors contribute to athletic

success. Of course, physical fitness and athletic ability are obvious parts of that list, but another

characteristic that frequently surfaces when these top notch athletes and programs are studied is

mental toughness (Duda, 2001). The present study evaluated the importance of mental

toughness in ensuring the success of UiTM Athletes.

1.1.1 Definition of Mental Toughness

Mental toughness is the attitude that makes a successful person willing to do what it takes to get

the job done (Roy, 2007). It takes more than relaxation, visualization, meditation and other quick

fix self-improvement techniques to achieve success.  For the most part this is true and adopting

the attitude of  "You don't have to like it you just have to do it" is at least at the beginning a

substantial key to success in most areas. This may be a little simplistic but overall it is a working

definition of mental toughness.

Athletes are constantly under severe levels of stress and anxiety to perform well. They fight for

every inch and often put their bodies through excruciating pain to secure a win. If you are able to

maintain mental toughness then success will be yours. Mental toughness is clearly vital to

combating pre-performance anxiety and athletic success. Getting mentally tough does not mean

bulking up your biceps to appear bigger, meaner, or stronger. It is not even about adopting a

killer instinct. Instead, getting mentally tough means gain the confidence that will pull you

through any situation (Golby, 2003).

Mental Toughness is a concept that has been given a lot of attention in sport psychology in the

last few years. It tends to be associated with some kind of ability to cope with pressure, or

resiliency. Mental toughness is many things and rather difficult to explain. Its qualities are

sacrifice and self-denial. Also, most importantly it is combined with a perfectly disciplined will

that refuses to give in.

1.1.2 Different definitions of mental toughness by other researchers

According to Jones (2002) mental toughness is having the natural or developed psychological

edge that enables you to generally cope better than your opponents with the many demands (for

example, competition, training, lifestyle) that are placed on you as a performer and specifically,

to be more consistent and better than your opponents in remaining determined, focused,

confident, resilient, and in control under pressure. He also cited the key psychological

characteristics associated with mentally tough elite athletes. That is self-belief means having an

unshakable belief in your ability to achieve competition goals and unique qualities that make you

better than your opponents. Second are motivation means having an insatiable desire and

internalized motivation to succeed (you really got to want it) and ability to bounce back from

performance setbacks with increased determination to succeed. Third is focus means that remain

fully focused on the task at hand in the face of competition-specific distractions, able to switch

focus on and off as required and not being adversely affected by others performance or your own

internal distractions (worry, negative mind chatter). And lastly is composure or handling pressure

means that are able to regain psychological control following unexpected events or distractions,

thriving on the pressure of competition (embracing pressure, stepping into the moment) and

accept that anxiety is inevitable in competition and know you can cope with it.

Roy (2007) has his own perception on mental toughness. He said that the mentally tough

competitor is self-motivated and self-directed. He/she does not need to be pushed from outside as

he is controlled from within. The player is in total control of his emotions. He/she is positive and

realistic about his/her goals and success. The individual is generally calm and relaxed under

pressure situations. The person is also mentally alert, focused, confident and responsible for his

actions. He is ready for action, usually energetic and determined. In his writing he also state the

fundamental areas of mental toughness are self-confidence, self-motivation, energy control,

positive energy control, attention control, visual or imagery skills and attitude control.

Researcher believes that the successful of the team is not depending only on physically but it also

needs the mentally tough also (Kuan, 2007). This is because physically tough is not enough to

‘fight’ with the opponents. During the match mental toughness plays an important role in term of

to cope with the stress or pressure that comes from the opponents and as well as their spectator.

When they are mentally out, they cannot perform well in the match especially when the opponent

has controlled the games. So this is important to have athletes who have mentally tough to

represent our country, Malaysia, to perform successfully in international competitions.

1.1.3 Effects of Pressure, Stress and Anxiety upon an Athlete

Stress is a state that results from the demands that are places on the individual which require that

person to engage in some coping behavior (Hodge, 1994). Anxiety results when the individual

doubts him or her ability to cope with the situation that causes him or her stress.

As the pressure to succeed and perform consistently over time increases, athletes continually add

both physical and emotional stress to their bodies. Mental toughness, or the ability to perform at

one’s optimal level regardless of circumstances, is consequentially a vital tool in helping one

cope with such strenuous situations (Duda, 2001) My study focuses upon an important premise

that a change in an athlete’s mental state is consciously or unconsciously accompanied by a

change in his physical state. If muscle tension occurs due to feelings of anxiety or worry, it

interferes with the athlete’s performance because the nerves are focused on the cause of tension

rather than the coordinated movement for muscles. Thus, the more tension in the body, the more

difficult it is to perform the coordinated actions.

Anxiety affects more than simply the physical aspect of an athlete (Jones, 2005). There are

accompanying physiological and psychological behavioural responses as nerves and anxieties

build about an upcoming performance (Jones, 2005). Reactions to this type of anxiety many be

either positive or negative (rarely both). With positive reactions called the “fight reaction” the

person is excited about the test and thrives on the challenge. However, most people usually

experience the negative reaction or the “flight reaction.” In response to this reaction, athletes get

extremely nervous, to the point of nauseating, before a race and begin to focus primarily on the

negative aspects of the upcoming performance. They look for excuses for a potential poor

performance and thus, in effect, prepare themselves for one.

1.2 Background of the Study

This study is intended to investigate the comparison of mental toughness between male and

female UiTM student and the demographic variables that influence it. Mental toughness has

recently been suggested to be an important characteristic for athletic success by Golby & Sheard

(2004) and Loehr (1986). A growing body of research has identified mental skills that

distinguish between more and less successful performers across a number of sports, for example,

golf by Thomas & Over (1994), rodeo by Meyers, LeUnes, & Bourgeois (1996) and

equestrianism by Meyers, Bourgeois, LeUnes, & Murray (1998). It is reasonable to expect that

psychological attributes will distinguish between players operating at different levels of

performance. However, to date, there is scant evidence of the effects of such features on high

impact collision sports, exemplified by rugby league (Golby & Sheard, 2004).

To date, most researchers have relied on qualitative research paradigms to examine mental

toughness. For example, mental toughness characteristics have been investigated in athletes from

a variety of sports for example, Fourie & Potgieter, (2001); Jones, Hanton, & Connaughton,

(2007); Jones (2002) and specific sports like cricket for example, Bull, Shambrook, James, &

Brooks, (2005) and soccer for example, Thellwell, Weston, & Greenlees (2005). The mental

toughness studies involving the cricketers and soccer players produced similar findings to those

by Fourie and Potgieter, alongside Jones (2002) with a strong emphasis placed on coping

effectiveness Thellwell (2005) and tough thinking by Bull (2005).

Based on this widely accepted conceptualization of coping in sport by Nicholls & Polman

(2007), believe that Jones (2002), Jones (2007) refer to mentally tough athletes as being able to

cope effectively by Bull (2005); Jones (2002, 2007); Thellwell (2005). However, these studies do

not state whether mentally tough athletes differ in the actual coping strategies employed, in

comparison to athletes that are not mentally tough. Khoshaba and Maddi (1999) have suggested

that hardy people are more likely to show problem or approach based coping behavior when

faced with a stressful situation. However, little is known about the specific coping strategies that

mentally tough athletes may, or may not use in comparison to less mentally tough athletes

(Nicholls et al., 2008).

A study published by Gould, Hodge, Peterson and Petlichkoff (1987), explored the psychological

foundations of collegiate wrestling coaches.  The study indicated that over 90% of the coaches

felt that sport psychology could assist them in their coaching. 82% of the coaches considered

mental toughness as the most important psychological attribute in determining wrestling success.

This lack of clarity and lack of advancement in the construct is noteworthy since mental

toughness is one of the most important psychological attributes necessary for attaining

excellence in sport.

Gould, Eklund, and Jackson (1993) studied the coping strategies used by 20 members of United

State National team 1988 Olympic wrestling team. Their findings revealed that the difference

between the medal winning and non-medal winning wrestlers was that the medalists’ coping

strategies were more internalized and automatized than the strategies of the non-medalists. This

finding was significant because it distinguished between successful and unsuccessful athletes

whose levels of achievement were related to the development of psychological skills.

1.3 Problem Statement

According to Jones (2002), mentally tough performers are disciplined thinkers who respond to

pressure in ways which enable them to remain feeling relaxed, calm and energized because they

have the ability to increase their flow of positive energy in crisis and adversity. They also have

the right attitudes regarding problems, pressure, mistakes and competition.

The lack of mental toughness is often highlighted as a top reason why athletes and teams do not

reach their full potential and the highest possible level of success (Jones, 2002). Athletes

frequently struggle with the mental aspect of sport and many coaches question how to teach and

enhance this skill (Jones, 2002). It is easy to play mind games when you play sports. No matter

how much you practice, you always have to contend with your greatest enemy: your mind that

asks that unanswered question "what if?"

However lack of mental preparation will contribute to an athlete’s failure in competitions (Roy,

2007). Most of the failure in competitions is caused by athletes not being mentally tough to face

the pressure from the opponents as well as their spectators (Roy, 2007) Different genders may

also different levels of mental toughness at the same level in competitions. As we know

generally male have more strength in terms of physically appearance. But this does not mean that

males also have mental toughness to cope with stress or pressure in competitions. Therefore, the

present study was aimed at investigating the comparison of mental toughness between male and

female UiTM student Athletes.

1.4 Objectives of the Study

The main objectives of this research are:

1. To compare the strength of mental toughness between male and female UiTM student

athletes.

2. To examine the impact of demographic variables of gender, age, ethnicity, educational

background, level of involvement and years of participation on mental toughness.

1.5 Research Hypothesis

Based on the research background and statement of the problem, the following hypotheses were

stated.

1. There is no significant difference between male and female in terms of mental toughness

in UiTM student athletes.

2. There is no significant difference in mental toughness of UiTM student Athletes by age.

3. There is no significant difference in mental toughness of UiTM student Athletes by

ethnicity.

4. There is no significant difference in mental toughness of UiTM student Athletes by

educational background

5. There is no significant difference in mental toughness of UiTM student Athletes by level

of involvement.

6. There is no significant difference in mental toughness of UiTM student Athletes by years

of participation.

1.6 Significance of Study

The significance of this study as a below:-

The major significance of the present study is to obtain data on the use of mental toughness by

UiTM student Athletes. In particular, data has be collected and analyzed on the use of mental

toughness by male and female UiTM student Athletes. It also has make recommendations for

UiTM coaches on how to improve the mental toughness of their athletes. Recommendations also

are made regarding areas of further research on the application of mental toughness in Malaysia.

1.7 Limitations and Delimitations of the study

There are a number of limitations and delimitations that will affect the current study and are

described below.

1.7.1 Delimitations

This study was delimited in the ways outlined below.

1. The scope of this study was narrowed to UiTM student Athletes from the UiTM Shah Alam.

2. The study was confined to a selected group of UiTM student Athletes from the faculty of

education and faculty of sport science and recreation, who volunteered to participate in the

study.

3. Analysis of individual levels of respondents’ usage of mental toughness will be limited to

responses to as measured by mental toughness test.

4. The results of the study will be limited to UiTM student Athletes from the UiTM Shah Alam,

who has represented the school, state, national and international in different sport

competitions including hockey, football, netball, volleyball and rugby.

1.7.2 Limitations

The following limitations existed in this study:

1. The study used convenience sampling and consisted of volunteers made up of UiTM

student Athletes from the UiTM Shah Alam, who have represented their school, state,

national and international in sport competitions in Malaysia.

2. UiTM student Athletes who responded to the questionnaire, did so voluntarily and was

not pressurized to do so.

3. Conclusions regarding this study can only be generalized to the population of UiTM

student Athletes from the UiTM Shah Alam, who have represented their school, state,

national and international in sport competitions in Malaysia, and chosen for the study and

may not typify other populations of athletes from other states in Malaysia.

4. The use of a written rather than an oral survey technique might have limited the

responses given by the participants. Further, participants’ responses were registered on

Likert-type scales and this might have constrained their choice of answers. It also limited

their opinion or freedom to state other factors that influence their use of coping strategies.

5. Responses given by the participants were self-reported responses.

1.8 Definition of Terms

1. Mental Toughness- Mental toughness is having the natural or developed

psychological edge that enables you to:

a) Generally, cope better than your opponents with the many demands (e.g.,

competition, training, and lifestyle) that are placed on you as a performer

b) Specifically, to be more consistent and better than your opponents in

remaining determined, focused, confident, resilient, and in control under pressure

(Jones, Hanton & Connaughton, 2002).

1.9 Research Framework

The conceptual framework for the research is presented in Figure 1.1 below. The two main

variables investigated under the present research were mental toughness and demographic factor

such as gender, age, ethnicity, occupation, years of participation in sport, level of education,

level of involvement in sport and types of sport.

Independent Variable Dependent Variable

Figure 1.1: The conceptual framework for the study.

DEMOGRAPHIC

VARIABLES

Gender

Age

Ethnicity

Educational Background

Occupation

Years of participation in sport

MENTAL

TOUGHNESS

Rebound ability

Ability to handle pressure

Ability to stay focused

Ability to stay confident

Ability to stay motivated

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter reviewed the relevant literature on mental toughness and its impact on athletic

performance. It also reviewed the impact of demographic variables of gender, age, educational

background and marital status on mental toughness.

2.1 Introduction of Mental Toughness

Age, gender and level of competition effects on mental toughness have theoretical,

practical, and methodological implications. Unfortunately there is a complete dearth of research

that examines the effect of these variables on mental toughness. Therefore, predictions about the

effect of age, gender and level of competition are proposed guided by the extensively researched

construct physical self-concept. Shavelson, Hubner, and Stanton (1976) hypothesised that self

concept becomes more differentiated with age.

Marsh (1990; Marsh, Barnes, Cairns, & Tidman 1984) expanding the Shavelson et al.

hypothesis, proposed that self-concepts of very young children are consistently high but that with

increasing life experience children learn their relative strengths and weaknesses so that mean

levels of self-concept decline, individual self-concept becomes more differentiated, and self-

concept becomes more highly correlated with external indicators of competence (e.g., skills and

accomplishments). Markus and Wurf (1987) noted that the structure of self depends on both the

information available to an individual and the cognitive ability to process this information. .

(Simon C. Middleton, Herb W. Marsh, Andrew J. Martin, Garry E. Richards, and Clark Perry, 2005).

How does mental toughness vary with age? In a review of age effects on self-concept,

Marsh (1989; Marsh & Craven, 1997) found systematic increases in self-concept during late

adolescent and early adult years based on responses to global self-esteem scales in large,

nationally representative samples. For mental toughness, systematic increases are also expected

for the 12 characteristics of mental toughness. Factors that particularly rely on experience are

proposed to be most significantly affected by age (i.e., task familiarity, self-efficacy, stress

minimization, mental self-concept). It has been shown that psychological aspects of gender, such

as gender roles, influence the ways women and men cope with stress (e.g., Gianakos, 2000;

2002).

In a study on gender effects on coping strategies in late adolescents, Kimberly and Renk

(2003) found that females used emotion-focused coping strategies more than males. Other

research shows that females tend to use behavioral coping (e.g., taking direct and positive actions

to deal with problems) more actively than males (Fielden & Davidson, 2001). Similarly,

Gianakos (2000, 2002) found that women were more likely than men to use direct action coping

to deal with stress by working longer and harder. Alternatively, self-concept research reports

large between-group gender effects on physical self concept (Marsh, 1998), such that males rated

themselves higher on physical self-concept than females. Examining gender-based variations in

mental toughness, therefore, may offer important insights for developing programs that address

the needs of male and female athletes. (Simon C. Middleton, Herb W. Marsh, Andrew J. Martin,

Garry E. Richards, and Clark Perry, 2005).

2.2 Definition of Mental Toughness

According to Jones (2002) mental toughness, centres on being, determined resilient, staying in

control and remaining focused in the face of pressure. They also listed some characteristics of

mentally tough elite athletes, namely self-belief, motivation, focus and composure, or ability to

handle pressure.

According to Jones (2002) mental toughness is doing whatever is necessary to get the job done

including handling the demands of a tough workout, withstanding pain, or touching an opponent

out at the end of a race.

The best of the best athletes can choke, slump, and underachieve and fail if they focus on the

wrong things, are unable to let go of setbacks, errors, and mental mistakes, lack of self-

confidence, have difficulty handling performance pressure, fear failure, have unrealistic

expectations and experience competitive anxiety (Lynch, 2007). Leaving the mental side of

performance to chance makes you more susceptible to performance problems such as psych-outs,

choking, slumps and mental blocks. To be more self-confident and achieve peak performance,

you must learn to use the power of sports psychology and mental toughness (Lynch, 2007).

According to Lynch (2007) mentally tough people have ‘‘a high sense of self-belief and an

unshakeable faith that they control their own destiny, these individuals can remain relatively

unaffected by competition and adversity.” According to Ray (2003), a writer for Stadion News, a

training newsletter for elite athletes, mental toughness is, “control of emotions and behavior,

quality of concentration, and endurance to stress”. Brenden (2005 cited in Yukelson, 2005), a

member of Penn State University’s Women’s Basketball team, states that “Mental toughness is

not being affected by anything but what’s going on in the game or competition no matter what

coaches, other players, or referees are doing. It is being able to block out what is not important”.

Although this list of printed definitions from people involved in sport continues to grow and

encompass more and more, the most accepted definition, to date, comes from one of the few

quality scientific studies conducted regarding mental toughness (Rodriguez, 2005). The ideas of

some of the world’s top performers were combined in a study by Jones, Hanton and

Connaughton (2002), to create this definition, “Mental toughness is having the natural or

developed psychological edge that enables you to:

i) Generally cope better than your opponents with the many demands that sport

places on the performer, and

ii) Specifically, be more consistent and better than your opponents in remaining

Determined, focused, confident, and in control under pressure,”

2.3 Characteristic of mental toughness

According to Ray (2003) the fundamental areas of mental toughness are:

2.3.1 Self-Confidence

It is a way of feeling. One can develop self-confidence with practice. The key

ingredient is belief in self. You develop self-confidence by elevation of self-image,

learning to stay calm, goal setting, positive thinking, self-discipline and reviewing

performance.

2.3.2 Self-Motivation

It is a source of positive energy. It helps to endure pain, discomfort and self-sacrifice.

To overcome low self-motivation, set meaningful long-term goals, commit the goals

on a training book, keep a daily record, associate with self-motivated players, enjoys

the activity.

2.3.3 Negative Energy Control

It is controlling negative emotions like fear, anger, envy, frustration and temper.

Performance with negative energy results in inconsistency. To overcome negative

energy, increase awareness, psycho, regulation, physical exercise and stimulate

competitive situations.

2.3.4 Positive Energy Control

It is the ability to become energized with joy, determination and team spirit. It helps

players to maintain the required arousal level to achieve peak performance. To

overcome low positive energy control, increase awareness, develop enthusiasm, start

feeling good and ensure physical fitness.

2.3.5 Attention Control

It is the ability to tune what is important and what is not important. Improve calming

and quieting skills, time awareness, get the positive energy flowing and concentration

training.

2.3.6 Visual/Imagery Skills

It is process of creating pictures or images in mind (Example thinking in pictures) this

is one of the most powerful techniques to develop mental toughness as it is the

connecting link between the mind and body. To overcome low visual/imagery skills-

practice visualization with all the senses, ensure internal calmness, use photographs

and start rehearsing mentally in advance.

2.3.7 Attitude Control.

It is a reflection of the player's habits of thoughts. The right attitude produces

emotional control and right flow of energy. To overcome low attitude control,

identify positive and negative attitudes. Positive affirmation reinforces positive

attitude, keep records and have a vision or commitment.

Some attributes of a mentally tough athlete listed in the existing literature include: total self-

belief, confidence, focus, control, self-imaging, discipline, motivation and composure (Arnold,

2004; Clough & Earle, 2002; Poczwardowski, 1998). Jones (2002) study resulted in a list of 12

attributes of mental toughness and included:-

1. Having an unshakable self-belief in your ability to achieve your competition goals.

2. Bouncing back from performance set-backs as a result of increased determination to

succeed.

3. Having an unshakable self-belief that you possess unique qualities and abilities that

make you better than your opponents.

4. Having an insatiable desire and internalized motives to succeed.

5. Remaining fully focused on the task at hand in the face of competition specific

distractions.

6. Regaining psychological control following unexpected, uncontrollable events.

7. Pushing back the boundaries of physical and emotional pain, while still maintaining

technique and effort under distress in training and competition.

8. Accepting that competition anxiety is inevitable and knowing that you can cope with

it.

9. Not being adversely affected by others’ good and bad performances.

10. Thriving on the pressure of competition.

11. Remaining fully-focused in the face of personal life distractions.

12. Switching a sport focus on and off as required.

2.4 Reversal Theory of Mental Toughness

Reversal Theory (Apter, 2002) provides a structure for understanding human experience that is

based on 8 motivational states below organized into 4 oppositional pairs. 4 pairs are serious and

playful, conforming and rebellious, sympathy and mastery, and self and other. All of this pairs

means ‘serious’ state, staying focused on the primary goal, ‘playful’ state finding enjoyment in

intense competition, and staying in the moment, ‘conforming’ state staying within the rules of

the game, accepting decisions, ‘rebellious’ state able to adapt when things aren’t going to plan,

‘mastery’ state, being determined, tough and competitive, ‘sympathy’ state remaining aware of

yours or team-mates emotional needs, taking care of your body, ‘self oriented’ state, focusing in

on your own performance, ‘other oriented’ state, doing what’s right for the team

Figure 1.2: A schematic diagram of Reversal Theory

Motivational Richness: The more of all of the motivational states that you experience, the more

satisfied or happy you will tend to be.

Motivational Versatility: The ability to change motivational states to match the demands of the

situation is the key to being more effective

Indeed, a therapeutic method based on Reversal Theory called the “8 Rooms” technique, that by

imagining, drawing, or describing eight different rooms, each associated with one of the

motivational states, has been developed and used with mental health patients in France. Use of

the 8 Rooms technique has led to reductions in anxiety and depression.

2.5 Gender factor

According to Roy (2007) females consistently report themselves lower than males on

characteristics of mental toughness. Age also positively effects mental toughness characteristics

self-efficacy, task familiarity, stress minimization, mental self-concept, positivity and task focus.

Between-group differences due to gender and age are largely consistent with predictions based

on previous research.

2.6 Summary

According to past research, many factors can contribute to failure in some sport, especially when

the athletes are not mentally tough and prepared to challenge their opponents. From the literature

review, the research focused on how mental toughness have affected and influenced the

successful performance in sport, such as, rugby and football. However, the current research

focused on comparison of mental toughness between genders. The mental part of sport is

investigated by participants and coaches much more than in the past, and sports psychology is

becoming more prevalent in today’s society (Rodriguez, 2005).

CHAPTER THREE

METHODOLOGY

3.1 Introduction

Chapter three describes the methodology used in the present study. Methodology is a description

of the procedure employed in order to achieve the objective of the study. It covers the accuracy

and the quality of the research finding by using an appropriate questionnaire, research sampling

technique and data analysis method in order to developed relevant valid and also reliable

research finding. This research is focused on “Comparison of Mental Toughness between male

and female UiTM student athletes” and also other important variables including age, ethnicity,

marital status and educational background that impact on it. The purpose of the study was to

investigate the differences of mental toughness between male and female athletes at the same

level of competition.

1. Research Design

2. Data Collection

3. Instrumentation

4. Sampling Technique

5. Data Analysis

3.2 Research Design

This study will be done by using quantitative research method. A questionnaire was used as the

instrument in this study. The data from the respondent were collected through the administration

of the questionnaire to all the respondents to complete. The population in this study is the UiTM

student athletes. The questionnaire consisted of two sections. Section A consisted of Mental

Toughness test from Goldberg (2007) (30 questions) and section B consisted of demographic

data of respondents (8 questions)

3.3 Sample and sampling

The sample consisted of 66 UiTM student Athletes selected by convenience sampling. They

comprised of 39 male and 27 female athletes. Their age range was from 17 to 32 years-old.

3.4 Instrumentation

The instrument used for the study was the Goldberg (2007) Mental Toughness questionnaire. For

an example, of the questionnaire used for the study, refer to Appendix I. The questionnaire

consisted of two sections, Section A and Section B.

Section A: Mental Toughness Test (30 questions)

Section A comprised of 30 questions that dealt with mental toughness. Respondents were

instructed to register their responses using 5-point Likert-scale, ranging from ‘1’ (Strongly

Disagree) to ‘5’ (Strongly Agree).

Specifically it measured the aspects of mental toughness as below.

1) Rebound ability (an example of an item was “I frequently worry about mistakes”).

2) Ability to Handle Pressure (an example of an item was “I do my best when there more

pressure on me”).

3) Ability to Stay Focused (an example of an item was “The coach yelling knocks me off

my game”).

4) Ability to Stay Confident (an example of an item was “One or two failure do not shake

my confidence”).

5) Ability to Stay Motivated (an example of an item was “I get more motivated after

failures and setbacks”)

Section B: Demographic profile (8 questions)

Section B, comprised of 8 questions covering the demographic profile of respondents.

Respondents were instructed to select each of the responses to the 8 questions as appropriate.

3.5 Data Collection

Questionnaires were distributed to all the respondents during their training session to complete.

A brief session was held by the researcher to explain to respondents on how to complete the

questionnaire. . The session also allowed the respondents the opportunity to ask questions for

clarification about any aspect of the questionnaire. The questionnaires were collected

immediately after the respondents completed them.

3.6 Data Analysis

Statistical Package for Social Science (SPSS) version 12.0 was used to analyse the data from the

questionnaire. Descriptive and inferential statistics were used to analyze the data and also for

hypotheses testing. The independent sample t-test will be use in order to determine the

comparison between two variables