Gurjaap Singh

TO STUDY THE EFFECT OF VISUAL IMAGERY WITH
MINDFUL MEDITATION ON PSYCHOLOGICAL

VARIABLES TESTED THROUGH VIENNA
TEST SYSTEM (VTS)
A DISSERTATION
SUBMITTED TO
MYAS-GNDU DEPARTMENT OF SPORTS SCIENCES AND MEDICINE
GURU NANAK DEV UNIVERSITY, AMRITSAR
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF
MASTERS IN SPORTS PSYCHOLOGY
Supervised by: Submitted by:

Dr. Sonia Kapur Gurjaap Singh
Assistant Professor Roll No: 27571975705
MYAS-GNDU DEPARTMENT OF SPORTS SCIENCES AND MEDICINE

GURU NANAK DEV UNIVERSITY
AMRITSAR-143005 (PUNJAB)
INDIA
(2019-2021)
CERTIFICATE
This is to certify that the dissertation entitled, “TO STUDY THE EFFECT OF
VISUAL IMAGERY WITH MINDFUL MEDITATION ON PSYCHOLOGICAL
VARIABLES TESTED THROUGH VIENNA TEST SYSTEM (VTS)” submitted by
Mr. Gurjaap Singh in partial fulfillment of the requirement for the degree of MA
(Sports Psychology) was carried out under my guidance and supervision. This is original
piece of work and has not been submitted in part or full for any other degree to this or
any university and institute.
It is recommended that the research work be evaluated for the award of MA
(Sports Psychology) in the MYAS-GNDU Department of Sports Sciences and Medicine,
Guru Nanak Dev University, Amritsar.
Date Supervisor
(Dr. Sonia Kapur)

Assistant Professor
MYAS-GNDU Department of Sports
Sciences and Medicine,
Guru Nanak Dev University, Amritsar
CERTIFICATE
This is to certify that the dissertation entitled, “TO STUDY THE EFFECT OF
VISUAL IMAGERY WITH MINDFUL MEDITATION ON PSYCHOLOGICAL
VARIABLES TESTED THROUGH VIENNA TEST SYSTEM (VTS)” submitted by
Mr. Gurjaap Singh is his original piece of work and has not been submitted in part or
full for any other degree to this or any university and institute.
I recommend that the research work be evaluated for the award of MA (Sports
Psychology) in the MYAS-GNDU Department of Sports Sciences and Medicine,
Guru Nanak Dev University, Amritsar.
Date (Dr. Shweta Shenoy)

Head of the Department
MYAS-GNDU Department of Sports
Sciences and Medicine,
Guru Nanak Dev University, Amritsar
ACKNOWLEDGEMENT
I would like to express my deep and sincere gratitude to my Dissertation guide Dr. Sonia
Kapur for the painstaking time, effort, and care that she poured into me and this
dissertation. This has been the most challenging, and rewarding, academic experience
for me. Throughout the study she was a “good coach” and true to her own words, she
demanded more from my writing and pushed me to make my ideas clear.
To Dr. Shweta Shenoy Thank you for encouraging me to enroll in the Master’s program
a year ago. You were like a support system for us throughout the degree course.
I am obliged for the facilities and infrastructure provided by the Department of Sports
Sciences and Medicine, Guru Nanak Dev University, Amritsar, that made the conduct of
my study possible and I considered myself blessed to be a part of this institute. I take the
opportunity to convey my earnest gratefulness to all the faculty members and Ph.D.
scholars who helped me at every step to accomplish my study.
I special thanks to Dr. Satwika Kapila for their kind help and co-operation throughout
my research period.
I would like to take the opportunity to thank my parents for believing in my potential and
for their unconditional love, care, sacrifices and support in every possible way. Their
unbiased suggestions and constant motivation made this research possible.
Lastly, thank you to the athletes who participated in this study. You were all wonderful to
open your hearts and to talk about this important experience.
Gurjaap Singh
CONTENTS
SR. NO TOPIC PAGE NO.
1. INTRODUCTION 1-14
2. REVIEW OF LITERATURE 15-21
3. METHODOLOGY 22-35
4. RESULTS 36-72
5. DISCUSSION 73-75
6. CONCLUSION 76
 REFERENCES 77-80
LIST OF TABLES
PAGE
S.NO. DECRIPTION OF TABLE
NO.
4.1 Comparison between pre and post data of male athletes with 36
correct response
4.2 Comparison between pre and post data of female athletes with 38
correct response
incorrect response
incorrect response
omitted response
omitted response
median reaction time
number of stimuli
number of stimuli
reactions
reactions
mean time ‘correct rejection’.
PAGE
NO.
sum ‘HITS’.
sum ‘HITS’
sum ‘CORRECT REJECTION’.
4.19 Comparison between Pre and Post Data of Group A vs Group B 55

with correct response

with incorrect response

with omitted response

with median reaction time

with no. of stimuli

with reactions

with mean time ‘correct rejection’.

with sum ‘hits’.

with sum ‘correct rejection’.
LIST OF FIGURES
PAGE
NO.
4.1 Graphical representations of pre and post data of male athletes 37

4.2 Graphical representations of pre and post data of female athletes 38


4.4 Graphical representation of pre and post data of female athletes 40

4.5 Graphical representation of pre and post data of male athletes 41





with number of stimuli


with reactions

with reactions

PAGE
NO.


with sum ‘HITS’

with sum ‘HITS’

with sum ‘CORRECT REJECTION’.

4.19 Graphical Representation of Group A vs Group B in pre and 56

post data with correct responses

post data with incorrect responses

post data with omitted responses

post data with median reaction time

post data with number of stimuli

post data with reactions

post data with mean time correct rejection

post data with sum ‘hits’

post data with sum ‘correct rejection’.
Introduction
INTRODUCTION
During the last 30years, the psychology techniques predominately used to enhance
athletic performance have stemmed mainly from psychological skill training (PST) which
is influenced mostly by cognitive- behavioural theories (Meichenbaum, 1977). This
approach involves developing self-control of internal state as thoughts, emotions, and
physical experience to enhance performance.
The theory of ironic mental process of mental control (Wegner 1994; Janelle1999) and
the theory of reinvestment (Masters 1992)
Mindfulness is increasingly being used in clinical psychology and the salutary effects
have been impressively documented under a range of conditions (Hofmann et al.2010;
Chiesa and Serretti 2010). The scientific evidence of the efficacy of mindfulness –based
intervention is so broad that it has been proposed as a common factor across several
school of psychotherapy. However, athletes are commonly psychologically and
physiologically healthy; thus, the possible benefits of mindfulness –based interventions
need justification. Therefore, as the first step in demonstrating the efficacy of
mindfulness –based interventions for athletes, understanding the psychology of high
performance is important.
MEDITATION
Meditation and stress triggers
A psychological stress test conducted to calculate people’s reactions to social stress

triggers is called the Trier Social Stress Test. A study was conducted in 2012, where
researchers Paul Ekman and Alan Wallace experimented on Teachers to observe if
Meditation would lower the Teacher’s social stress levels.After being exposed to the
Trier Social Stress Test, the blood pressure of the Teachers that had practiced meditation
recovered and stabilized more quickly compared to the Teachers that didn’t do
meditation. Furthermore, the Teachers that practiced meditation for longer periods
recovered from the stress more quickly. They also found that these results remained true
five months after the initial experiments were conducted. (Daniel and Richard, 2016).
This same experiment was replicated by Richard J. Davidson in 2016, but done with
1
Introduction
experienced Meditators instead of teachers. The results were similar to Ekman and
Wallace’s’ findings, however, Davidson also discovered that the experienced Meditators
produced a low amount of Cortisol (stress hormone) when putting through the Trier
Social Stress Test, and in general the test group’s feedback to the Stress Test was that
they didn’t find it all that stressful.
Meditation and Emotional Reactions
Meditation can also reduce your emotional reactions. In basic terms we have the
―emotional‖ part of the brain called the Amygdala, and the ―thinking‖ part of the brain
called the Prefrontal Cortex. In 2017 Davidson used the same experienced group of
Meditators to measure the connection levels between our Amygdala and Prefrontal
Cortex. He used a scan to observe brain activity when the group was exposed to photos of
injured and suffering people. He found that in the group of Meditators their Amygdala
was less reactive compared to the group of non-meditators. He also deduced that the
experienced meditators had a stronger link between their Amygdala and Prefrontal
Cortex, thus allowing them to react more rationally instead of emotionally to the photos
in comparison to the non-meditators.
Mindfulness Meditation and Depression
In 2006 a study concluded that regular mindfulness meditation reduced irritability,

anxiety, and depression.(Mindfulness: An Eight-Week Plan For Finding Peace in a
Frantic World. By Mark Williams and Danny Penman). According to Dr. Patricia
Rockman from the Centre of Mindfulness Studies, Mindfulness-Based Cognitive Therapy
(MBCT) was born out of a desire to approach depression in an alternative way to
medication. Oxford University professors Mark Williams, John Teasdale, and Zindel
Segal combined their research results and along with using Jon Kabat-Zinn’s 8-week
Mindfulness-Based Stress Reduction program as a structure. They created an 8-week
Mindfulness-Based Cognitive Therapy program used to reduce the onset and relapse of
depression in place of medication. (Zindel Segal, 2014).
According to Zindel Segal, the key was to use mindfulness – ―Purposely attending to the
present moment, without judgment‖ to get patients to look at the emotion ―sadness‖ in a
different light. Sadness had been pinpointed as an emotional trigger that often resulted in
2
Introduction
a relapse in previously depressed patients. Stable patients will inevitably be exposed to

sadness in their daily lives, however, this starts a downward spiral of negative self-talk
and ultimately leads them back into depression. So instead of dwelling on the sadness and
let it consume them negatively, the change they wanted to see was an acknowledgment
and welcoming of the sadness to the point it ceased to exist in the bearer’s mind.
The results were phenomenal, MBCT showed a huge reduction in relapse for patients
who had overcome their depression. In two case studies carried out by Mark Williams,
one reduction went from 66% relapse to 37%, and the other from 78% relapse to 36%,
MBCT effectively halved the rate of depression relapse. (Mark Williams, 2010)
In 2016 Mark Williams went on to do further research into this area, and studied two
groups with depression, one group was treated with medication, the other followed the
MBCT program, the results showed that if the depression was caused from childhood
then using MBCT was more effective than medication, however with other causes of
depression, he saw MBCT had the same effect as medication, with the bonus of no side
effects.
MINDFULLNESS
Mindfulness is a process used to cultivate a trait or state of human mental awareness

(Germer, Siegel & Fulton, 2005). It is the awareness that arises through ―paying attention
in a particular way: on purpose, in the present moment ,and non-judgmentally‖
Mindfulness is the basic human ability to be fully present, aware of where we are and
what we’re doing, and not overly reactive or overwhelmed by what’s going on around
us.Mindfulness is a quality that every human being already possesses, it’s not something
you have to conjure up, you just have to learn how to access it.
While mindfulness is innate, it can be cultivated through proven techniques. Here are
some examples:
Seated, walking, standing, and moving meditation (it’s also possible lying down but often
leads to sleep);
Short pauses we insert into everyday life;
Merging meditation practice with other activities, such as yoga or sports.

3
Introduction
The Benefits of Mindfulness Practice:
When we meditate it doesn’t help to fixate on the benefits, but rather to just do the
practice, and yet there are benefits or no one would do it.
When we’re mindful, we reduce stress, enhance performance, gain insight and awareness
through observing our own mind, and increase our attention to others’ well-being.
Mindfulness meditation gives us a time in our lives when we can suspend judgment and
unleash our natural curiosity about the workings of the mind, approaching our experience
with warmth and kindness—to ourselves and others.
Acceptance is another benefits of mindfulness (Hayes et al.1999). Acceptance stands in

contrast to avoidance and control and can lead to a calmness independent of external
circumstances. Beneficially impact psychological adjustment are (1)bare attention,
(2)experimental acceptance, (3)values clarification, (4)self-regulation negative emotion
regulation, (5)exposure, (6)non-attachments
Mindfulness-Based Stress Reduction
One of the most popular techniques and recent trends in the realm of inducing a relaxed
state is that of mindfulness-based stress reduction (MBSR). MBSR was originally
developed and proposed by Kabat-Zinn (2005) to combat the symptoms of chronic health
problems. MBSR involves meditation accompanied with a focus on the present moment
and staying in the here and now. A specific therapeutic technique, known as
mindfulnessbased cognitive therapy (MBCT) has since evolved and developed from
Kabat-Zinn’s original model. MBCT has been shown to have a number of benefits on the
functioning of those who practice it. These include improving one’s ability to self-
regulate negative reactions to stress (Brown & Ryan, 2003), increasing activity of the
prefrontal cortex (Creswell, 2007), increasing tissue density in the brain’s hippocampus
(Holzel, 2011), improving immune system functioning (Hofmann, 2010), and reducing
symptoms of anxiety (Roemer, et al., 2008), depression (Teasdale, 2000), substance
abuse (Bowen, 2006), eating disorders (Tapper, 2009), and chronic pain (Grossman,
2004). The recent abundance of empirical interest in this meditational technique and
support in numerous clinical populations lends confidence to its use and adoption as a
verified form of relaxation. MBSR’s influence has also made it into the realm of sport
4
Introduction
performance. Kaufman et al. (2009) adapted the characteristics of MBSR and MBCT into
a new program specific to athletes, termed Mindful Sport Performance Enhancement
(MSPE). Like Kabat-Zinn’s original conceptualization of mindfulness, MSPE draws on
promoting mindfulness skills and acceptance in the focus of sport performance. Kaufman
et al. used a 4-week program with sessions lasting from 2.5 to 3 hours each. Trait
measures of sport anxiety, perfectionism, thought disruption, sport confidence,
mindfulness, and flow were assessed at baseline and immediately after the last workshop
in week 4. State measures of mindfulness and flow were assessed immediately after
mindfulness sessions and after practice or competitions, respectively. Benefits were
found on trait confidence and trait mindfulness, as well as state flow and state
mindfulness.
Operational definition of variables
Mindfulness is ―paying attention in a particular way: on purpose, in the present moment.

Meditation refers to ―self-regulation practices that focus on training attention and
awerness in order to bring mental process under voluntary control and thereby specific
capacities such as calm , clarity, and concentration.
Attention is ―the component of mindfulness that facilitates awareness of moment to-

moment experience.
Self-compassion ―…involves being touched by and open to one’s own suffering, not
avoiding or disconnecting from it ,generating the desire to alleviate one’s suffering and to
heal oneself with kindness’
VISUAL IMAGERY
Visualization is the process of creating a mental image of what you want to happen or
feel. While creating these scenarios, the athlete should try to imagine as much detail as
possible and exactly how it feels to perform in this desired way. The senses can be visual
(images), kinesthetic (feeling), or auditory.
When an athlete imagines him or her self-performing to perfection, he or she is

physiologically creating neutral brain patterns that are similar to the ones that are already
engraved in the brain cells. Research is finding that physical and psychological reactions
5
Introduction
in certain situations can be improved with visualization. Repeated imagery can create
experience and confidence in the ability to perform certain skills under pressure. This
visualization allows the athlete to perform tasks by mentally preparing or practicing first
in the mind. Mental imagery is essentially training the muscles to perform exactly how
they are supposed to. An athlete can repeatedly recall these images, thus enhancing the
skill through repetition- similar to physical practice. However, visualization is not just
limited to athletes but anyone who desires increased success and performance.
ENHANCING PERFORMANCE IN SPORTS THROUGH IMAGERY
The application of mental practice routines in sport settings can draw on a longtradition
in sports and sports sciences (Puni 1961; Richardson 1967) and hasbeen a subject of
much attention and even fascination due to its importance for topathletes (Greenleaf et al.
2001; Mahoney and Avener 1977). Imagery techniques ina broader sense have probably
been used to enhance performance in all sports, ondifferent skill levels, for different age
groups, and using different implementationsof specific imagery scripts. While
acknowledging this diversity of applications, onecan differentiate two main purposes of
imagery in the field of sports. The first refersto the motor leaming domain. Here, athletes
try to learn new skills, bring their oftenhighly trained motor techniques to perfection, or
releam skills after sport injuries (Hall 2001). The second focuses on actual performance,
often while preparing forthe next competition or sometimes for the next trial.
One can observe this latterfunction of mental preparation in competitions when downhill
skiers or bobsleddersare anticipating their intended Course. Such athletes imagine their
forthcoming performancein real time to "get a feeling" for how to respond to the
requirements of atask. Normally, these Situations reveal no intention to produce long-
term learningeffects, although the occurrence of learning cannot be ruled out. However,
the mainfocus is on actual achievement and, in particular, mental imagery is directed
towardmotivational processes that may enhance individual achievement (Paivio 1985).
However, visual imagery also seems tobe importantfor motor skills. Other
sensorymodalities might also play an important role. One of these is auditory imagery.
Auditorycues seem tobe relevant for action execution. In sports, they areused to interpret
individual feedback. Think about a downhill Skier. Auditory cues deliver additional
6
Introduction
evidence on the precision of a skiing technique. For example, an expert skiing on an

icyslope can identify specific auditory cues that can be used as a feedback about the
precision of a technique. The same holds for the exact dipping of oar blades in
rowing.Specifically for rowing experts, these auditory cues seem to provide important
informationabout the ongoing movement, because they normally do not See the
bladesdipping. Indeed, in a questionnaire study with 102 badminton players, 39%
reportedauditory imagery when imaging badminton rallies (Munzert et al. 2000).
Hence, sport-specific images can include a wide range of different imagerymodalities and
content. However, these modalities and content are not based on distinct and isolated
processes, but are combined into a single holistic inner perception.They are weighted for
different purposes by applying different manipulations, andthey are modulated by the
athlete's personal experiences and preferences (Munzert et al. 2009). One important tool
in the weighting process is the specific imageryinstruction. For example, instructions can
emphasize the modality, or they can focuson some specific detail of the movement
kinematics. Nonetheless, there is no directevidence on what happens internally when an
athlete applies imagery (Munzert and Entgraf 2009).
IMAGERY USE IN SPORTS: IMAGERY USE MODEL
Imagery techniques such as mental practice are used in different sports for different
purposes and both unsupervised and under the supervision of mental coaches. This makes
it crucial for applied imagery research to examine the frequency, function, and situational
context of imagery use in sports. Hall et al. (1990) asked 38l'athletes from six different
sports (American football, soccer, ice hockey, squash, gymnastics, and figure Skating) to
report their imagery use. The authors were interested primarily in the situational context,
that is, where and when the athletes applied imagery. They found that skill level
correlated with the frequency of imagery use. Athletes competing at a provincial or a
national level reported a greater use of imagery during training sessions and also before a
competition compared with athletes at a lower competitive level. They also reported more
structured imagery sessions and better images of the entire skill. Concerning the classical
distinction between closed and Open skills which differ in the predictability of the
environment (Schmidt and Lee 2005), gymnasts and figure skaters (closed skills)
7
Introduction
reported kinesthetic imagery more often than soccer, American football, and squash
players (typical examples of Open skills). Salmon et al. (1994) reported a relatively equal
frequency for the use of visual and kinesthetic imagery in a sample of 362 soccer players
but a higher frequency of kinesthetic, compared with visual feedback, in gymnasts and
figure skaters. Barr and Hall (1992) examined the imagery use of 348 rowers. Elite
compared with novice rowers reported more vivid images from a first-person perspective
and better kinesthetic images. Elite rowers reported better feelings about "the blade
through the water," "specific muscles in action," "personal body swing," and "drive and
run of the shell" (Barr and Hall 1992). This illustrates superbly how experts are able to
generate kinesthetic images. The most prominent attempt to systematize functions of
imagery in sport goes back to Paivio (1985) who differentiated between cognitive and
motivational functions of mental practice (see also Watt et al. 2008). He further
differentiated a specific and a more general level of application for both categories. This
resulted in an analytic model of imagery use in sports. The Cognitive-Specific (CS) factor
refers to the mental rehearsal of a specific motor skill as is often found in mental practice
routines in the acquisition of motor skills in sport or rehabilitation. In contrast, the
Cognitive-General (CG) factor focuses more on tactical aspects of the sport behaviour.
CG takes the situational context of the behaviour into account. Even if this sometimes
seems to be a more gradual distinction, it addresses awell-established suggestion in
sports. Additionally, the Motivation-Specific (MS) factor refers to imagery use aiming to
enhance a specific goal attainment, whereas the Motivation General (MG) factor refers to
functions of self-confidence, mastery of anxiety, and-more generally-the enhancement of
mental toughness.
This model served as a basis for developing the Sports Imagery Questionnaire (SIQ)
(Hall et al. 1998, 2005). Factor analyses during the development of the SIQ revealed that
the factors CS, CG, and MS could be identified properly but that MG had to be split into
two subcategories. Arousal, MG-A, contains the function of arousal control whereas
Mastery, MG-M, focuses more specifically on the athlete's motivational states. These
factors define the basic functions of imagery in sport settings and also reflect the desired
outcome that athletes and coaches associate with these functions. The differentiation of
imagery functions has been fed into a more complex model of imagery use in sports
8
Introduction
(Martin et al. 1999). This contains the sports situation in which imagery is applied, for
example, training, competition, or injury rehabilitation; and it includes imagery abilities
as a moderator variable for the outcome of imagery functions. The imagery types as
examined with the SIQ may serve different purposes depending on the situational
context. For example, CS may serve as means of learning in a preseason training session
and also as means of focusing on the pivotal trial in a competition. Expectations about the
outcome of CS in both situations may differ. However, this does not predicate that CS in
a given situation has only the intended effect. If an athlete imagines himself or herself
during training, this may not only support skill acquisition but also increase self-
confidence. Note that questionnaires such as the SIQ more or less examine athletes'
spontaneous imagery behaviour and their attributions regarding the effectiveness of this
behaviour. Such attributions may depend on the athletes' beliefs about the underlying
mechanisms. Therefore, it is no surprise that a wide range of athletes prefer the
motivational functions of imagery in sports (Hall et al. 1998). Athletes on all levels learn
to "think positive" and to imagine their own success prior to trials in training and
competition. Indeed, the rowing study by Ban- and Hall (1992) revealed that winning the
race was imagined much more frequently than losing it. This does not mean that the
relation between imagery type and performance is not effective, but it does mean that
different outcomes of imagery should be examined in detail.
9
Introduction
THEORIES OF IMGERY
Beneficial outcomes from imagery interventions in athletes have received substantial

support based upon the results of meta-analytic reviews, but how, exactly, does imagery
result in these benefits? Early theories included both neuromuscular and cognitive
systems. Psychoneuromuscular theory posits that the act of imagery rehearsal replicates
the minute muscle innervations that occur during actual performance. The muscle
innervations are weaker in magnitude but identical in the pattern observed when
physically executing a skill (Jacobson, 1932). According to this view, imagery affects
change through neuromuscular processes. However, evidence in support of
psychoneuromuscular theory is equivocal. Wehner, Vogt, and Stadler (1984) tested this
theory to see if this activation is task-specific. They recorded electromyography (EMG)
activity in the biceps while subjects in (1) active, (2) mental practice, or (3) control
groups completed a paced-contour tracking task. EMG activity was similar between the
active and mental practice groups, but not in the control group, suggesting there may be
some support for psycho-neuromuscular theory. In contrast, Slade, Landers, and Martin
(2002) compared EMG activation in active and passive arms during an imaged
dumbbellcurling task. Although, activity in the active arm increased relative to the
passive arm, the activity recorded did not mirror that of actual performance.
Lang’s bio-informational theory has also received attention in the literature, stating the
importance of stimulus and response propositions (Lang, 1979). This theory is cognitive
in nature, and theorizes that learning and performance involve aspects of the ―scene‖
(stimulus propositions) and their association with feelings and symptoms (response-
propositions) that normally result from the scene. Therefore, performers may be able to
favourably modify their response to situations through imagery. Although research in
non-sport literature provides evidence for bio-informational theory (Bradley, 1991; Lang,
Melamed, & Hart, 1970), the evidence in the sport psychology literature is less clear.
Ziegler (1987) failed to find a difference in effect of stimulus and response propositions
or stimulus only propositions on basketball free-throw performance. Female university
students were randomly assigned to one of five groups: control, physical practice (PP),
passive imagery (I), active imagery with kinesthetic cueing (IC), and imagery plus
physical practice (I/PP). After 3 practice sessions per week for three weeks, the I and IC
10
Introduction
groups improved significantly more than the PP group. However, there were no
differences in improvement between any of the imagery groups, suggesting no benefits of
including response propositions. Smith, Holmes, Collins, and Devonport (2001)
examined the benefits of imagery in novice field hockey players from a bio-informational
perspective, with a stimulus and response imagery group, a stimulusonly group, and a
control group. Imagery was performed three times per week for seven weeks. Both
imagery groups showed improved performance on a penalty flick shot task as assessed
using a point system, with the stimulus and response group showing significantly higher
scores than the stimulus-only group. This study offers some support for Lang’s bio-
informational theory.
More recently, the functional equivalence model of imagery has come to dominate the
framework for imagery in sport. Functional equivalence operates on the hypothesis that
imagery and physical movement recruit common processes and functions in the brain,
and the only distinction is that during imagery, execution of the movement is blocked.
One of the more recent models of imagery based on functional equivalence was Holmes
and Collins’ (2001) PETTLEP model for imagery training. PETTLEP is an acronym for
the physical, environment, task, timing, learning, emotion, and perspective characteristics
of imagery. Physical refers to including sporting implements and perhaps performing
some motor movements. Environment refers to including environmental prompts and
auditory or visual aids. Task refers to performing imagery that is cognitively appropriate
for the skill and level of expertise of the performer. Timing refers to imaging the skill in
real time. Learning involves manipulating the content of the image as the imager
progresses and learns. Emotion refers to tapping into the meaning of the image to the
imager. Perspective involves imaging from an internal perspective for the most part, and
external for more form-based skills. Since neuroscientific evidence has revealed that
similar brain regions and processes are present in physically performing a task and
imaging the task (Stephan et al., 1995; Montoya et al., 1998; Decety et al., 1990; Deiber
et al., 1991; Roland, 1984), the degree of similarity (functional equivalence) should
correlate with the effectiveness and optimization of the session. In order for covert, self-
generated images to satisfy the components of PETTLEP, they should be as similar to or
as vivid as the actual experience. Building off of this, practitioners implementing imagery
11
Introduction
interventions should be concerned about the most effective way to encourage imagery
that is as vivid as possible. One technique that has been incorporated and expected to
satisfy this requirement is relaxation.
Vividness refers to the clarity of the self-generated image, and how similar it manifests
compared to reality, while controllability refers to the imager’s ability to manipulate and
influence the image’s content (Gould, et. al.,2014). In particular, imagery vividness has
been shown to have a moderating effect on the effectiveness of interventions in athletic
populations. Isaac (1992) compared novice and expert trampolinists on the performance
of three skills specific to trampolining. Both experts and novices were assigned to one of
two groups that either engaged in 5 minutes of mental practice of the skills or 5 minutes
of a mental task unrelated to trampoline. Although all of the participants in the mental
practice group improved significantly more than the control group, participants who were
classified as ―high imagers‖ (more vivid imagery) in the experimental group improved
significantly more than ―low imagers‖. Given the aforementioned benefits of relaxation
on mental state (decreased activity, increased focus, etc.), it may be possible that
relaxation training may help performers create more vivid images and control their
content and progression.
The idea of mind –body interaction has a major influence in the field of psychology,
philosophy, medicine, neurobiology placebo effect, the idea that your brain can convince
your body a fake treatment has been the most famous treatment has been the most famous
treatment from many centuries (Shapiro, 1959). There are many more important
contributions taken seriously under this topic, for example there is communication
between brain and the immune system. Descartes/ Cartesian dualism argues that there is a
two-way interaction between mental and physical substances i.e. brain neurotransmitters
and receptors were also found to exist in immune system while chemicals such as
interferon and interleukin were found to affect the brain (blalock,1989, Irwin, 2008, Pert,
Dreher, and ruff, 1998).This form of duality purposes as evidence that physical
mechanism can instantiate the accountancy of mind- body interactions. MINDFULNESS
MEDITATION is one of the many mind-body practices which evaluates the experience
of mind – body interaction. Mind body practices like mindful meditation shares key
components of body- based practice. Body – based exercise emphasizes specific posture
12
Introduction
and body control with a state of relaxed stillness or gentle movement, whereas mind
based practice focus on self -control of attention, emotion and thought in a mindful way
(Tang et al., 2007, 2015, Holzel et al, 2011; Tang, 2017). Mindfulness, is a non -
evaluative form of attention; a mental state allowing individuals to maintain full attention
to present sensations and ongoing experiences (Marlett & Kristeller, 1949). Mindfulness
is paying affect in a particular on purpose; in the present moment & non – judgmentally
(Kabet- Zinn; 2004, p,4). By paying attention in this particular way an awareness
emerges that allows for momenttomoment experience (Kabet – Zinn, 2003). There have
been several researches in this domain which contribute the concept of three components
of mindfulness meditation, which interact closely to constitute a process of enhanced self
– regulation, enhanced attention control, improved emotion regulation and altered self-
awareness. These 3 components occur simultaneously and work together as cyclical
process. Integrating spirituality into treatment i.e., incorporating spirituality in
mindfulness meditation which is also known as vipassana insight meditation. A path of
healing concentrative meditation practitioners learn how to cultivate one part of attention
by focusing on a mantra sound, visual image, object. It begins by focusing individual’s
attention on their breathing. Train the mind to develop concentration and awareness.
Close observation on breathing teaches that each breath is unique and impermanent. Such
as the body in body scanning or sounds or the breath or thoughts. from breathing as the
only point of awareness to a range of object of attention as they change from movement
to movement in the field of awareness. These objects of awareness included thoughts
sounds physical sensations and emotions. What is happening in the present movement
with no others goal. Mindfulness is about being fully awake in our lives. we feel more
alive,we gain immediate access to our own powerful inner recourses for insight
transformation and healing. Mindfulness is a skill that can be learned and practiced in a
disciplined manner.
Another technique quoted as visual imagery also be the mind - based intervention for
healing.The powerful process of visualization: visualization is the process that has been
taught by all the great teachers and avatars throughout the centuries. In Charles Haanel’s
book, the master key system, written in 1912, he gives twenty-four weekly exercises to
master VISUALIZATION The reason visualization is so powerful is because as you
13
Introduction
generate pictures in your mind of seeing yourself with it is you want, you are producing
thoughts and feelings of having it now. When you are visualizing, you are emitting that
powerful frequency out in the universe. the law of attraction will take hold of that
powerful signal and return back to you, just as you saw them in your mind. Visualization
gained popularity in the 1980s when Russians began using the technique to excel in the
sports following the 1984 olympics. Dr. Denis Waitley took the visualization process
from apollo program, and instituted it during the 1980s and 1990s into the Olympic
program. Which was called visual motor rehearsal. When you visualize then you
materialized. Here’s interesting thing about the mind: we took Olympic athletes and had
them run their event only in their mind, and then hooked them up to sophisticated
biofeedback equipment. Incredibly, the same muscles fired in the same sequence when
they were running the race in their mind as when they were running on the track. Its just a
practice. If you’ve been there in the mind you’ll got here in the body. Bedford &
peterson,2010 found visual imagery to be effective on pain and skin disorders when
preceded only by a brief modified body scan exercise of mindfulness mediation.
Kingston, Chadwick, Meron, Sinner (March, 2007) conducted a pilot study for
investigating the effect of mindfulness practice on pain, tolerance, psychological
wellbeing and physical activity. They concluded that mindfulness did increase pain
tolerance, but this was not related to the acquisition of mindfulness skills.
14
Review of Literature
REVIEW OF LITERATURE
Zheng et al (2019) examined mood enhancement effects from 4-week focusing attention
(FA) meditation and 4-week open monitoring (OM) meditation in an 8-week mindfulness
training program designed for ordinary individuals. Forty participants were randomly
assigned to a training group or a control group. All participants were asked to perform
cognitive tasks and subjective scale tests at three time points (pre-, mid-, and post-tests).
Compared with the participants in the control group, the participants in the meditation
training group showed significantly decreased anxiety, depression, and rumination
scores; significantly increased mindfulness scores; and significantly reduced reaction
times (RTs) in the incongruent condition for the Stroop task. The study concluded that 8-
week mindfulness meditation training could effectively enhance the level of mindfulness
and improve emotional states. Moreover, FA meditation could partially improve
individual levels of mindfulness and effectively improve mood, while OM meditation
could further improve individual levels of mindfulness and maintain a positive mood.
Issaku et al (2019) conducted a study on changes in depression and anxiety through

mindfulness group therapy in Japan: the role of mindfulness and self-compassion as
possible mediators.The study explored the mechanisms of action, focusing on
mindfulness, mind wandering, self-compassion, and the behavioural inhibition and
behavioural activation systems (BIS/BAS) as possible mediators. examined 16 people
who suffered from depression and/or anxiety in an 8-week mindfulness group therapy.
Measurements were conducted using questionnaires on depression and trait-anxiety
(outcome variables), mindfulness, mind wandering, self-compassion, and the BIS/BAS
(process variables) at pre- and post-intervention and 2-month follow-up. Changes in the
outcome and process variables were tested, and the correlations among the changes in
those variables were explored. Depression and anxiety decreased significantly, with
moderate to large effect sizes, from pre- to post-intervention and follow-up. In process
variables, the observing and nonreactivity facets of mindfulness significantly increased
from pre- to post-intervention and follow-up. The nonjudging facet of mindfulness and
self-compassion significantly increased from pre-intervention to follow-up. Other facets
15
of mindfulness, mind wandering, and the BIS/BAS did not significantly change.
Improvements in some facets of mindfulness and self-compassion and reductions in BIS
were significantly correlated with decreases in depression and anxiety. The study
concluded that an 8-week mindfulness group therapy program may be effective for
people suffering from depression and anxiety in Japan. Mindfulness and self-compassion
may be important mediators of the effects of the mindfulness group therapy.
Philippe et al (2004) examined the effects of mindfulness meditation on cognitive

processes and affect in patients with past depression. The study described the effects of
an 8-week course in Mindfulness-Based Stress Reduction on affective symptoms
(depression and anxiety), dysfunctional attitudes, and rumination. Given the focus of
mindfulness meditation (MM) in modifying cognitive processes, it was hypothesized that
the primary change in MM practice involves reductions in ruminative tendencies. We
studied a sample of individuals with lifetime mood disorders who were assessed prior to
and upon completion of an MBSR course. The study also compared a waitlist sample
matched with a subset of the MBSR completers. The study concluded that MM practice
primarily leads to decreases in ruminative thinking, even after controlling for reductions
in affective symptoms and dysfunctional beliefs.
Susan et al (2010) founded that although long-term mindfulness meditation practice

promotes executive functioning and the ability to sustain attention, the effects of brief
mindfulness meditation training have not been fully explored. The study examined
whether brief meditation training affects cognition and mood when compared to an active
control group. After four sessions of either meditation training or listening to a recorded
book, participants with no prior meditation experience were assessed with measures of
mood, verbal fluency, visual coding, and working memory. Both interventions were
effective at improving mood but only brief meditation training reduced fatigue, anxiety,
and increased mindfulness. The study concluded that brief mindfulness training
significantly improved visuo-spatial processing, working memory, and executive
functioning. The study findings suggested that 4 days of meditation training can enhance
the ability to sustain attention.
16
Randye J semple (2010) examined the effects of mindfulness meditation on attention.

Mindfulness-based interventions have been incorporated into a variety of
psychotherapies. Attentional disruptions are common in many mental disorders, and it
seems generally accepted that practicing mindfulness enhances attention. The study
tested the hypothesis that mindfulness training could enhance four components of
attention: sustained vigilance, concentration, inhibition of distraction, and executive
control. A randomized three-group design included: (1) a mindfulness meditation group,
(2) a progressive muscle relaxation group to control for effects of physical relaxation on
attention, (3) a wait-listed group to control for practice effects of repeated measures.
Fifty-three community adults were randomly assigned to one of these groups. Forty-five
participants completed the 4-week program. After training and 4 weeks of twice-daily
practice, the mindfulness group demonstrated significantly greater discriminability on a
signal detection task than did the other groups. Significant improvements in sustained
attention were found following mindfulness meditation, which did not appear to be
mediated by relaxation or practice effects. Performances on measures of concentration
and inhibition of distraction did not support the hypothesis. These results partially
support current considerations of mindfulness meditation to enhance attention.
Juliane and Peter (2012) aimed at giving a comprehensive overview of the effects of
mindfulness meditation on various psychological variables, for meditators in nonclinical
settings. Included are 39 studies that fulfilled our sixselection criteria: (1) a mindfulness
meditation treatment, (2)the existence of an inactive control group, (3) a population
ofnonclinical adults, (4) the investigation of psychologicalmeasures that were (5)
assessed at temporal distance from ameditation session, and (6) the availability of
sufficient data tocalculate effect sizes. The dependent variables examined included,
among others, attention, intelligence, self-attributedmindfulness, positive and negative
emotions, emotion regulation, personality traits, self-concept, self-realization, stress,and
well-being. The study founded an effect size of r ¼ 0:27 averagedacross all studies and
dependent variables. The effects differedwidely across dependent variables. Moreover,
largedifferences were found between the effect sizes reported for completeMindfulness-
based Stress Reduction (MBSR) programs vs“pure” meditation. MBSR seems to have its
most powerfuleffect on attaining higher psychological well-being, whereaspure
17
mindfulness meditation studies reported the largesteffects on variables associated with

the concept of mindfulness.
Vincent et al. (2015) examined the effect of imagery on sports performance among track
and field athletes. The study also aimed to identify the effects of different types of mental
imageries such as the internal imageries and external imageries on Track and Field
athletes’ performance. This would lead in identifying the best types of mental practices
that is very effective in improving the athletes’ performances.
The players in this study were trained to play for inter-varsity Track and Field matches.
The instrument used for this study comprised of a 25-item Imagery Questionnaire and
Sport Performance Scale (SPS). The sample consisted of 113 Track and Field Athletes,
including the national athletes (N=37), state athletes (N=38), district athletes (N=25) and
university athletes (N= 13).The result showed that Track and Field athletes represented
university exhibited lower level of imagery usage than athletes from district, whereas
national and state athletes showed the highest levels of imagery usage.
Raweewat et al. (2012) examine the imagery program in Thai Sport School Cyclist-
Students. The experiment was designed in duration of 10 weeks at Lampang Sport
School,Thailand. Samples consisted of 66 cyclist-students through random purposive
sampling, of male(46) and female (20). They were separated into two groups of
experiment (33) and control (33).Thequestionnaire MIQ-R (Moment Imagery
Questionnaire) consists of 8 items of kinesthetic (KI) and visual (VI) to evaluate the
imagery ability. Program imagery was adapted from Hogg(2002), Hall (2008). Before
starting the study, researcher administered a test to see thereliability of the questionnaire:
Reliability for imagery ability=.57. The finding showed that theexperiment group
consisted of male, (Mean=15.5622, SD=15.5530), female (Mean=15.1000,SD=1.10050).
Control Group male (Mean=15.4783, SD=1.64785), female (15.3000,SD=1.15900).
There was an increase in visual imagery (VI) scores across the three differentperiods
where Multivariate results indicated statistically significant F (2, 63) =4.212, p-
value=.019 (p<.05), eta square=.118 (11.8% large effect) at pre-test, post-test 1 and post-
test 2(Experiment and Control group). Kinesthetic imagery (KI) scores increased across
the threedifferent periods where Multivariate results indicated statistically significant F
(2, 63) =.879, p-value=.017 (p<.05), eta square=.121 (12.1% large effect) at pre-test,
18
post-test 1 and post-test 2(Experiment and Control group). The research suggested that
the imagery program doesimprove mental skills of Thailand adolescent cyclists in visual
and kinesthetic imagery ability.
Imran and Ashish (2017) examined the effect of imagery technique using hypnotic state
on performance, primary data has been collected through Martens questionnaire.
Experimental research was carried out to collect the data. The experiment was performed
on 22 cricket team players of two colleges of Suratand Bharuch city. The data was
analysed by applying one sample t-test and regression analysis. The study concluded that
after the experiment of imagery technique using hypnotic state, the performance of
cricket team players has been improved. It was found that imaging competing situation is
more affective component on performance followed by practicing with others, watching
team mate and practicing alone.
Darko et al. (2017) examined the effectiveness of a mindfulness-based intervention in

athletes. In a randomized controlled trial with 22 participants in the experimental and 24
participants in the control group, the effectiveness of the Berlin Mindfulness-based
Training for Athletes (BATL) was tested and compared to a classical sport psychological
intervention. The results of an analysis of covariance with repeated measures indicated
that the intervention group significantly improved mindfulness as a trait compared to the
control group. The study concluded that BATL is an effective strategy to increase
mindfulness in athletes. However, further studies are needed to evaluate the effectiveness
of this intervention in improving performance and to be able to examine its effect
mechanisms.
Yang et al. (2020) examined the effects of Mindfulness Training on Endurance

Performance and Executive Functions in Athletes. In addition, event-related potentials
(ERPs) associated with the Stroop task were assessed to investigate the potential
electrophysiological activation associated with the mindfulness training. Applying a
quasiexperimental design, forty-six university athletes were recruited and assigned into a
five-week mindfulness training program or a waiting list control group. For each
participant, the mindfulness level, endurance performance assessed by a graded exercise
test, executive functions assessed via Stroop task, and N2 component of ERPs were
measured prior to and following the 5-week intervention. After adjusting for the
19
preintervention scores as a covariate, it was found that the postintervention mindfulness

level, exhaustion time, and Stroop task accuracy scores, regardless of task condition, of
the mindfulness group were higher than those of the control group. The mindfulness
group also exhibited a smaller N2 amplitude than the control group. The results suggested
that the five-week mindfulness program can enhance the mindfulness level, endurance
performance, and multiple cognitive functions, including executive functions, of
university athletes. The study concluded that mindfulness training may also reduce
conflict monitoring in neural processes.
Stenling et al. (2017) examined a proposed theoretical model of mindfulness mechanisms

in sports. They conducted two studies (the first study using a cross-sectional design and
the second a longitudinal design) to investigate if rumination and emotion regulation
mediate the relation between dispositional mindfulness and sport-specific coping. Two
hundred and forty-two young elite athletes, drawn from various sports, were recruited for
the cross-sectional study. For the longitudinal study, 65 elite athletes were recruited. All
analyses were performed using Bayesian statistics. The path analyses showed credible
indirect effects of dispositional mindfulness on coping via rumination and emotion
regulation in both the cross-sectional study and the longitudinal study. Additionally, the
results in both studies showed credible direct effects of dispositional mindfulness on
rumination and emotion regulation. Further, credible direct effects of emotion regulation
as well as rumination on coping were also found in both studies. Their findings support
the theoretical model, indicating that rumination and emotion regulation function as
essential mechanisms in the relation between dispositional mindfulness and sport-specific
coping skills. Increased dispositional mindfulness in competitive athletes (i.e., by
practicing mindfulness) may lead to reductions in rumination, as well as an improved
capacity to regulate negative emotions. The study concluded thatby doing so, athletes
may improve their sport-related coping skills, and thereby enhance athletic performance.
Baltar et al. (2018) examined the effects of mindfulness meditation on attentional control
during off-season among football players. The present article hypothesized that those
improvements are associated with increasing levels of attentional control. Altogether,
participants of the study are 40 elite football players who were followed longitudinally
for 4 months during off-season control, and experimental groups were paired based on
20
field position. Mindfulness skills and attentional control were measured. Results showed
that participants from the experimental group kept the same levels of mindfulness skills
and attentional control throughout the whole period of intervention, whereas the control
group presented decrease after the third month in both psychological variables.
The results lead to the conclusion that mindfulness meditation does not improve
attentional control or mindfulness skills; however, it prevents those variables to show
decrease among elite football players.
Kittler et al. (2017) examined the effectiveness of a mindfulness-based intervention in

athletes. In a randomized controlled trial with 22 participants in the experimental and 24
participants in the control group, the effectiveness of the Berlin Mindfulness-based
Training for Athletes (BATL) was tested and compared to a classical sport psychological
intervention. The results of an analysis of covariance with repeated measures indicated
that the intervention group significantly improved mindfulness as a trait compared to the
control group. It can be concluded that BATL is an effective strategy to increase
mindfulness in athletes. However, further studies are needed to evaluate the effectiveness
of this intervention in improving performance and to be able to examine its effect
mechanisms.
Loeb et al. (2018) examined the effects of meditation on the shooting performance.
METHODS: 25 elite shooters were investigated in an independent groups design. The
results in standardised test shootings indoors and in ordinary competitions outdoors were
assessed before and after regular meditation training for the experimental group. The
experience of tension during the test shootings was self-recorded on a visual analogue
scale (VAS). The competition results in the outdoor season (1993), just after the
meditation training period, compared with the results the previous season (1992), were
better in the meditation group (P < 0.05). No significant difference between the groups
was observed in the test shootings before and after the relaxation intervention. A
significant association was shown between low tension and the results in the test
shootings (correlation r = 0.42, P < 0.0001; Wilcoxon rank sum test, z = -3.36, P <
0.001); 18% (= r2) of the variance in performance was explained by tension. The study
concluded thatmeditation may enhance competitive shooting performance.
21
Methodology
METHODOLOGY
STUDY DESIGN - The study design used for this study is an experimental study.
AREA OF RESEARCH - (GNDU) Amritsar
INCLUSION CRITERIA
• Must be a player of some individual sport.
• Age group between18-30 years.
• Athletes should not have any physical illness or psychological illness.
EXCLUSION CRITERIA
• Any eye disabilities.
• Athletes with physical and psychological illness.
• (Neurological disorders) Congenital abnormalities of the brain.
• Any history of concussion in last 6 months.
VARIABLES
Dependant Variables
Independent Variables
SAMPLE SIZE- 40 SUBJECTS
The present research is conducted on 40 subjects from GNDU campus from

various individual sports. This research is based on incidental sample. The total sample is
N=40; n=20males, n=20 females.
MEASUREMENT TOOLS
VEINNA TEST SYSTEM
The Vienna Test System (VTS) is a test system for computerized psychological
assessments. With it, digital psychological tests can be administered and it provides
automatic and comprehensive scoring.
22
Methodology
The system includes classical questionnaires and also tests that can only be scored
by a computer, such as time-sensitive test presentation, multi-media presentation,
adaptive tests, psychomotricity, combinations of tests for specific purposes (test sets) and
differentiated scoring of individual responses.
Determination test
The Determination Test is described as a complex multiple stimuli reaction test

which provides measurement of reactive stress tolerance, attention deficits and reaction
speed in the presence of rapidly changing and continuous optical and acoustic stimuli.
The test is administered and scored by computer as part of the Vienna test System The
test taker is presented with a variety of colour and acoustic stimuli to which he or she has
to respond by pressing coloured buttons (on a specially provided keyboard – the universal
panel) or by pressing foot pedals according to a set of pre-determined rules. The test,
therefore, requires discrimination between different colours and sounds, memorization of
the stimulus configurations, response buttons and response rules, and the correct selection
of appropriate responses
Interpretation of Determination test variables
Correct: This is the main variable details the total number of correct reaction made
before the start of the next but one stimulus. it measures the respondent’s ability in
reacting quick and appropriately in series of reaction chains ,including when working
close to his individual stress tolerance limit. (i.e. longer sequences of simple reaction
tasks).
23
Methodology
Incorrect: This variable describes the tendency to confuse deferent reactions. Incorrect
reactions arises because when under stress the respondent fail to shield the appropriate
reaction from the influence of competing irrelevant stimuli. As a guide to interpretation –
indicate where most confusion arises. Incorrect responses rise.
Omitted: This Variable indicates whether responses have been omitted under time
pressure. Individual who omit a large number of reactions may be unable to maintain
their attention when carrying out tasks of this sort under stress; this means that in
stressful situations they may tend to give up.
OVERVIEW
The Determination Test (DT) is an especially accurate measurement instrument

and applied to assess reactive stress tolerance.
APPLICATION
Measurement of reactive stress tolerance, attention deficits, and reaction speed in

the presence of rapidly changing and continuous optical and acoustic stimuli.
Main areas of application: traffic psychology, aptitude diagnostics in the area of

performance, neuropsychology, clinical psychology, medicine and pharmacology, sport
psychology, motor aptitude diagnostics, and organizational psychology.
THEORETICAL BACKGROUND
The central objects of measurement in the DT-test are reactive stress tolerance
and the related reaction speed. The DT-test requires, as cognitive partial performances, to
discriminate colors and acoustic signals, to memorize the relevant characteristics of
stimulus configurations and response buttons as well as the assignment rules, and to
select the relevant reactions according to the assignment rules laid down in the
instructions and / or learned during the course of the test. The difficulty of the DT-Test
lies in the production of continuous, sustained rapid and varied reactions to rapidly
changing stimuli.
ADMINISTRATION
This test is an enhanced version of the Vienna Determination Unit (DUnit).

However, the color stimuli are presented via the monitor and the acoustic stimuli via the
24
Methodology
Test System interface. The respondent reacts by pressing the appropriate buttons on the
panel. In spite of these differences, studies show that the results of DT and D-Unit
coincide to a large extent (Karner& Biehl, 2001). Stimulus presentation occurs in three
different ways, namely in the adaptive mode (the presentation speed adjusts to the
performance level of the respondent), in the action mode (no time limit) and in the
reaction mode (fixed time limit). The headsets supplied guarantee an undisturbed
stimulus presentation.
SCORING
Depending on the stimulus/reaction mode, the variables Median reaction time,

Number of correct reactions (on time, delayed), Number of incorrect reactions, Number
of omitted reactions, and Number of stimuli are scored.
RELIABILITY
For all test forms the internal consistencies for the main variables lie between
r=0.98 and r=0.99.
VALIDITY
An extreme-group validation carried out by Karner (2000) found significant

differences in the Determination Test between drivers who had committed alcohol-related
offenses and the norm group. The test results of the drivers who had committed alcohol-
related offences were significantly worse than those of the norm population. A study by
Neuwirth and Dorfer (2000) showed that the Determination Test could distinguish
between all the referral groups tested in the course of a traffic-psychological assessment
(psychi-atric and neurological clients, clients who had been involved in alcohol abuse)
and the norm group. A study by Karner& Neuwirth (2000) showed significant
correlations between the result of the DT and a driving test. The convergent validity of
the test was demonstrated by Karner& Biehl (2000), who found that it correlated with the
construct-related RST3 test. Other studies carried out in the field of traffic psychology
also confirm the validity of the test.
NORMS
For the DT forms S1 – S6 representative norms are available that vary in size
between N=102 and N=1179; some of the norms are also available separated according to
25
Methodology
age, gender and educational level. Special norms from among the following are also
available for these forms: norms for drivers with conspicuous behaviour, Portuguese
norm sample, Portuguese norms for drivers with conspicuous behaviour, norms of stroke
patients, norms of German professional drivers.
TESTING TIMES
Between 6 and 15 minutes (including instruction and practice phase), depending

on test form.
COGNITRON
Cognitron is based on the Reulecke's theoretical model, which sees concentration

as a state that is essentially described by three variables:
Energy: The concentrative state is exhausting and uses up energy.
Function: Function of concentration while coping with a task.
Precision: The quality of the mastering of tasks. In test forms with unlimited working
time the variable Energy in the sense of Reulecke (1991) is recorded via the time needed
for a predetermined precision and function.
Interpretation of Cognitron test variables
Mean time “correct rejections”: This variable measures selective attention in the form
of the energy needed to maintain a particular level of accuracy. Individuals with a high
score on this variable are characterized by a high level of concentration ability. This
means that the individual’s ability to focus his or her attention on relevant information is
well developed .such individuals have a fast working style during concentrated work.
Sum “correct rejection”: This Variable is used to assess the accuracy of concentrated
working. Individuals with a high score on this variable display a high level of accuracy in
concentrated working. If the respondent’s score on this variable is noticeably higher than
his/her score on the variable “mean time correct rejection”, this reflects a working style
that tends to be slow but exact. If the reverse in the case, the results reflect a style of
concentrated working that tend to be inaccurate but fast.
26
Methodology
ADMINISTRATION
Either the work panel or the computer keyboard serves as input medium. An
animated instruction phase and an error-sensitive practice phase introduce the task at
hand. In test forms with unlimited working time it is the task of the respondent, to
compare an abstract figure with the model, and assess its identity. After the answer was
entered, the next task follows automatically. Skipping a task, going back to a previous
task or correcting a task is not possible. For test forms with fixed working time a reaction
is only required, if a figure is identical to the model. At the end of the presentation time
the next tasks follows automatically. Skipping a task or going back to a previous task is
not possible.
TEST FORMS
Six test forms with unlimited working time (S1-S3, S7-S9) and three test forms
(S4-S6) with a fixed working time of 1.8 sec. are available. The test forms S1/S4, S2/S5
and S3/S6 contain the same stimulus material. The 3 groups differ by the complexity of
the patterns. Test forms S7 contains greatly reduced stimulus material. The figure from a
task field has only to be compared with one figure in one of the display fields. S8 and S9
contain very simple constant stimulus material, S8 being slightly more difficult.
Additionally both test forms are limited to seven minutes.
SCORING
Main variable of the test forms S1-S3, S7, S11: Mean time "correct rejection"
(sec); Main variables of the test forms S4-S6: Total "correct reactions", Total "incorrect
reactions". Main variables of the test forms S8-S9: Total "reactions" (correct and
incorrect reactions), percentage "incorrect reactions.
RELIABILITY
The reliabilities are very high, the majority of them being over r=0.95.
NORMS
For the COG forms S1 – S5 and S8, S9 and S11 norm samples ranging in size
from N=165 to N=1230 are available. Most of the norms are also available separated
according to age and educational level. The reliabilities are very high, the majority of
them being over r=0.95.
27
Methodology
TESTING TIME
Between 5 and 20 minutes (including instruction and practice phase), depending

on test form.
POWER OF MINDFULNESS MEDITATION & SINGING MEDITATION BOWL
Mindfulness is being aware it’s noticing and playing attention to thoughts,

feelings, behaviour, and everything else. mindfulness can be practiced at any time,
wherever we are , whoever we are with, and whatever we are doing , being fully engaged
in the here and now.
MINDFULNESS IS THE AWARENESS OF “SOME THING,” WHILE

MEDITATION IS THE AWARENESS OF “NO –THING.”
Singing bowls are also used during Buddhist meditation as a means to facilitate
entry into deep meditative states. Playing a singing bowl before meditating allows the
brain to synchronize with the sound frequencies of the bowl and assists in maintaining
focus and relaxation.
28
Methodology
PROCEDURE
SELECTION OF PARTICIPANTS
The team coach was contacted and the players were selected on the basis of
inclusion and exclusion criteria (aged between 18 to 30 years). They were randomly
allocated to two groups (i.e., male and female).
40 subjects
Group A Group B
20 males 20 females
PARTICIPANTS WERE EXPLAINED ABOUT THE STUDY
Participants were explained about the nature of the study and time required for the
study to be completed i.e., 4 weeks and were asked to stay true and dedicated to the
protocol. They were asked to sign the informed consent form. Their psychological
counselling was also done to know their perspective of meditation and to know about
their past achievements or failures etc.
29
Methodology
PHASE I – PRE-TEST WAS CONDUCTED
I have administered pre-test, on the total sample of40 subjects (N= 40.n =
20males; n = 20females) Determination test and Cognitron test on Veinna test system.
The athletes of both groups were invited to MYAS department for the conduction of pre
research data using VTS – determination test. And Results were recorded All subjects
performed the test on the digital device
PHASE II - TAUGHT THE PARICIPANTS ABOUT BASICS OF MEDITATION

(1st week)
“Mediation is the dissolution of thoughts in eternal awareness or pure consciousness

without objectification, knowing without thinking, merging finitude in infinity.”
Basics were taught to the subjects.
Participants were asked to hydrate themselves before beginning with the procedure.
Instructions given by the experimenter were as followed
 Given specific time to reach on one particular place.
 Meditation position is important because it calms the mind . when we sit cross-
legged and straighten our back, we allow the vital energies of our bodies to flow
freely.
 Sit comfortably, your legs loosely crossed and both feet resting below the
opposite knee. Sit up straight , so that your head and neck are in line with your
spine.
 Participants were asked to close their eyes.
 Just to follow the natural flow of breathing and no special effort to control the
breath.
 Participants were asked to Focus their attention on the breath with each inhale and
exhale.
PHASE III – CONCENTRATIVE MEDITATION (2nd week)
1. Concentrative meditation – participants were asked not to close eyes in 2nd week.
30
Methodology
2. Time duration remained same i.e., 10-15 min.
3. The choice of the object varied depending on the day. (For example- they were
asked focus on a tree or sunset i.e., vision or the sounds of birds i.e., hearing or
feel the wind i.e., touch or focus on fragrance of grass i.e., smell randomly).
4. Different olfactory senses were used for the concentrative meditation.
5. Enjoying the practice of concentration is a pleasure not a goal.
6. They were asked to allow their feelings to arise as they will notice them and let
them go.
7. They were asked to sit straight (spine should be straight) and breathe normally.
PHASE IV – COMBINATION OF MINDFULNESS AND CONCENTRATIVE

WAS USED (3rd week)
1. Participants were asked to practice a combination of basics meditation .
2. Simply focus your attention on your breathe without controlling its pace or
intensity.
3. If their mind wandered, they were asked to return their focus back to their breathe.
4. Duration of time 30-45min.
5. Introducing the singing meditation bowl to the subjects during meditation
31
Methodology
PHASE V - IMAGERY TECHNIQUE WAS USED (4th week)
1. In the 4th week imagery technique was used, participants were asked to close
their eyes.
2. Where participants used imagination, (think about that for a movement)

(positive) to picture a person, place, etc e.g. Imagining the warmth of the sun on
their skin, or feeling happy and having a good time, or their past achievements in
their games.
3. They were asked to use all their senses to get the clarity of their imagination in
that it relies on the use of all of their senses, auditory olfactory etc.
PHASE VI – POST TESTING
In post testing all the 40 subjects were re-administered on Cognitron and

Determination test- Vienna test system
32
Methodology
Results were digitally recorded.
STATISTICAL ANALYSIS WAS DONE
The various statistical formulae, which have been used for the analysis of present
data are presented as follows:
1. ARITHMETIC MEAN (x̄ ):
Arithmetic mean gives the average value of the whole range of data given by
adding together all the items and dividing this total by the number of items, and is given
by the following formula.
x=X/N
Where x = Arithmetic Mean
N= Total number of variables
X= Sum of variables
2. STANDARD DEVIATION (SD)
It gives the degree of dispersion or deviation of the recorded data from the mean.
It is given by the formula:
SD = (X-X)/N
33
Methodology
Where
X-X = Deviation of variable from the mean
N = Total number of variables
SD = Standard Deviation
3. STANDARD ERROR
It enables the measurement of magnitude of sampling error. It is calculated by the

following formula:
SE = SD/N
Where
SE = Standard error
SD = Standard deviation
UNPAIRED t TEST
An unpaired t-test (also known as an independent t-test) is a statistical procedure

that compares the averages/means of two independent or unrelated groups to determine if
there is a significant difference between the two.
34
Methodology
PAIRED t- TEST
In Paired T-Test, they compare the means of two groups of observations. The
observations must be randomly assigned to each of the two groups so that the difference
in response seen is due to the treatment and not because of any other factors. If two
samples are given, then the observation of one sample can be paired with the observation
of the other sample.
35
Results
RESULTS
All subjects completed the study. The demographic details of the subjects are
given in the tables below. Statistical package for Social Sciences (SPSS) was used to
compare the data. As the means and SD were normally distributed parametric statistics
were used for statistical analysis. A determination test and cognition test was used to
identify the reaction time, stress tolerance limit and attention
Within Group
Table No: 4.1 Comparison between pre and post data of male athletes with correct
response
Group A
Paired T Test
CORRECT
PRE POST
Mean 207.75 271.50
S.D. 24.815 26.319
Number 20 20
Mean Difference 63.75
Paired T Test 11.844
P value <0.001
Table Value at 0.05 2.09
Result Significant
Table 4.1 shows the mean and standard deviation of pre and post data of male
athletes with correct response in determination test. Mean and SD for pre and post data
were 207.75&24.815 and 271.50&26.319 respectively. Therefore, the result is significant
at P <0.001 level.
36
Results
Figure No: 4.1 Graphical representations of pre and post data of male athletes with
correct response
Comparison within the Group
300.00
271.50
250.00
207.75
200.00
150.00
100.00
50.00
24.815 26.319
0.00
PRE POST
CORRECT
GROUP A
Mean S.D.
37
Results
Table No: 4.2 Comparison between pre and post data of female athletes with correct
response
Group B
Paired T Test
CORRECT
PRE POST
Mean 222.70 274.65
S.D. 23.470 24.064
Number 20 20
Paired T Test 8.035
P value <0.001
Result Significant
Table 4.2 shows the mean and standard deviation of pre and post data of female
athletes with correct response in determination test. Mean and SD for pre and post data
were 222.70 &23.470 and 274.65 &2 4.064 respectively. Therefore, the result is
significant at P<0.001 level.
Figure No: 4.2 Graphical representations of pre and post data of female athletes

300.00
274.65
250.00
222.70
200.00
150.00
100.00
23.470 24.064
50.00
0.00
PRE POST
CORRECT
GROUP B
Mean S.D.
38
Results
Table No: 4.3 Comparison between pre and post data of male athletes with incorrect
response
Group A
Paired T Test
INCORRECT
. PRE POST
Mean 29.45 17.75
S.D. 15.271 7.348
Number 20 20
Paired T Test 3.339
P value 0.0034
Result Significant
athletes with incorrect response in determination test. Mean and SD for pre and post data
were 29.45&15.271 and 17.75&7.348 respectively. Therefore, the result is significant at
P≤0.0034 level.
incorrect response

30.00 29.45
25.00
20.00 17.75
15.271
15.00
7.348
10.00
5.00
0.00
PRE POST
INCORRECT
GROUP A
Mean S.D.
39
Results
Table No: 4.4 Comparison between pre and post data of female athletes with
incorrect response
Group B
Paired T Test
INCORRECT
. PRE POST
Mean 22.60 16.15
S.D. 11.222 7.555
Number 20 20
Paired T Test 2.339
P value 0.0304
Result Significant
athletes with incorrect response in determination test. Mean and SD for pre and post data
were 22.60 &11.222 and 16.15 &7.555 respectively. Therefore, the result is significant at
P ≤0.0304 level.
Figure No: 4.4 Graphical representation of pre and post data of female athletes with
incorrect response

25.00
22.60
20.00
16.15
15.00
11.222
10.00 7.555
5.00
0.00
PRE POST
INCORRECT
GROUP B
Mean S.D.
40
Results
Table No: 4.5 Comparison between pre and post data of male athletes with omitted
response
Group A
Paired T Test
OMITTED
. PRE POST
Mean 17.35 10.85
S.D. 3.746 3.977
Number 20 20
Paired T Test 5.109
P value 0.0001
Result Significant
athletes with omitted response in determination test. Mean and SD for pre and post data
were 17.35&3.746 and 10.85&3.977 respectively. Therefore, the result is significant at P
<0.0001 level.
Figure No: 4.5 Graphical representation of pre and post data of male athletes with
omitted response

18.00 17.35
16.00
14.00
12.00 10.85
10.00
8.00
3.746 3.977
6.00
4.00
2.00
0.00
PRE POST
OMITTED
GROUP A
Mean S.D.
41
Results
omitted response
Group B
Paired T Test
OMITTED
. PRE POST
Mean 15.85 9.65
S.D. 4.716 4.171
Number 20 20
Paired T Test 6.449
P value <0.001
Result Significant
athletes with omitted response in determination test. Mean and SD for pre and post data
were 15.85 &4.716 and 9.65 &4.171 respectively. Therefore, the result is significant at
P<0.001 level.

16.00 15.85
14.00
12.00
9.65
10.00
8.00
4.716 4.171
6.00
4.00
2.00
0.00
PRE POST
OMITTED
GROUP B
Mean S.D.
42
Results
Table No: 4.7 Comparison between pre and post data of male athletes with median
reaction time
Group A
Paired T Test
MEDIAN REACTION TIME
. PRE POST
Mean 0.80 0.71
S.D. 0.057 0.056
Number 20 20
Paired T Test 5.531
P value <0.001
Result Significant
Table 4.7 shows the mean and standard deviation of pre and post data difference
of male athletes with median reaction time in determination test. Mean and SD for pre
and post data were 0.80&0.057 and 0.71&0.056 respectively. Therefore, the result is
significant at P <0.001 level.

0.90
0.80 0.80
0.71
0.70
0.60
0.50
0.40
0.30
0.20 0.057 0.056
0.10
0.00
PRE POST
GROUP A
Mean S.D.
43
Results
Table No:4.8 Comparison between pre and post data of female athletes with median
reaction time
Group B
Paired T Test
. PRE POST
Mean 0.80 0.71
S.D. 0.065 0.057
Number 20 20
Paired T Test 4.674
P value 0.0002
Result Significant
of male athletes with median reaction time in determination test. Mean and SD for pre
and post data were 0.80&0.065 and 0.71 &0.057 respectively. Therefore, the result is
significant at P≤ 0.0002 level.
Figure No: 4.8 Graphical representation of pre and post data of female athletes with

0.90
0.80 0.80
0.71
0.70
0.60
0.50
0.40
0.30
0.20 0.065 0.057
0.10
0.00
PRE POST
GROUP B
Mean S.D.
44
Results
Table No: 4.9 Comparison between pre and post data of male athletes with number
of stimuli
Group A
Paired T Test
NUMBER OF STIMULI
. PRE POST
Mean 239.25 291.95
S.D. 19.876 24.776
Number 20 20
Paired T Test 10.160
P value <0.001
Result Significant
of male athletes with number of stimuli in determination test. Mean and SD for pre and
post data were 239.25&19.876 and 291.95 & 24.776 respectively. Therefore, the result is
significant at P<0.001.
number of stimuli

300.00 291.95
250.00 239.25
200.00
150.00
100.00
19.876 24.776
50.00
0.00
PRE POST
NUMBER OF STIMULI
GROUP A
Mean S.D.
45
Results
number of stimuli
Group B
Paired T Test
NUMBER OF STIMULI
. PRE POST
Mean 248.80 292.50
S.D. 22.232 22.922
Number 20 20
Paired T Test 6.527
P value <0.001
Result Significant
of female athletes with number of stimuli in determination test. Mean and SD for pre and
post data were 248.80 &22.232 and 292.50 & 22.922 respectively. Therefore, the result is

300.00 292.50
250.00 248.80
200.00
150.00
100.00
22.232 22.922
50.00
0.00
PRE POST
NUMBER OF STIMULI
GROUP B
Mean S.D.
46
Results
Table No: 4.11 Comparison between pre and post data of male athletes with
reactions
Group A
Paired T Test
REACTIONS
. PRE POST
Mean 237.20 289.25
S.D. 24.304 25.530
Number 20 20
Paired T Test 7.715
P value <0.001
Result Significant
of male athletes with reactions in determination test. Mean and SD for pre and post data
were 237.20 & 24.304 and 289.25 & 25.530 respectively. Therefore, the result is
significant at P <0.001 level.
reactions

300.00 289.25
250.00 237.20
200.00
150.00
100.00
24.304 25.530
50.00
0.00
PRE POST
REACTIONS
GROUP A
Mean S.D.
47
Results
reactions
Group B
Paired T Test
REACTIONS
. PRE POST
Mean 246.75 290.80
S.D. 27.532 25.712
Number 20 20
Paired T Test 6.034
P value <0.001
Result Significant
of female athletes with reactions in determination test. Mean and SD for pre and post data
were 246.75 & 27.532 and 290.80 & 25.712 respectively. Therefore, the result is
with reactions

300.00 290.80
250.00 246.75
200.00
150.00
100.00
27.532 25.712
50.00
0.00
PRE POST
REACTIONS
GROUP B
Mean S.D.
48
Results
Table No: 4.13 Comparison between pre and post data of male athletes with mean
time ‘correct rejection’.
Group A
Paired T Test
MEAN TIME "CORRECT REJECTION" (SEC)
. PRE POST
Mean 2.24 2.15
S.D. 0.636 0.342
Number 20 20
Paired T Test 0.650
P value 0.5237
Result Not-Significant
of male athletes with mean time ’correct rejection’ in cognition test. Mean and SD for pre
and post data were 2.24 & 0.636 and 2.15 & 0.342 respectively. Therefore, the result is
not-significant at P≤0.5237 level.

2.50
2.24 2.15
2.00
1.50
1.00 0.636
0.342
0.50
0.00
PRE POST
GROUP A
Mean S.D.
49
Results
Table No: 4.14 Comparison between pre and post data of female athletes with mean
time ‘correct rejection’.
Group B
Paired T Test
. PRE POST
Mean 2.57 2.15
S.D. 0.752 0.267
Number 20 20
Paired T Test 2.375
P value 0.0283
Result Significant
of female athletes with mean time ’correct rejection’ in cognition test. Mean and SD for
pre and post data were 2.57 & 0.752 and 2.15 & 0.267 respectively. Therefore, the result
is significant at P≤0.0283 level.

3.00
2.57
2.50
2.15
2.00
1.50
0.752
1.00
0.267
0.50
0.00
PRE POST
GROUP B
Mean S.D.
50
Results
Table No: 4.15 Comparison between pre and post data of male athletes with sum
‘HITS’.
Group A
Paired T Test
SUM "HITS"
. PRE POST
Mean 21.15 22.95
S.D. 1.981 0.826
Number 20 20
Paired T Test 4.639
P value 0.0002
Result Significant
of male athletes with sum ‘HITS’ in cognition test. Mean and SD for pre and post data
were 21.15& 1.981 and 22.95 & 0.826 respectively. Therefore, the result is significant at
P≤0.0002 level.
sum ‘HITS’

25.00
22.95
21.15
20.00
15.00
10.00
1.981 0.826
5.00
0.00
PRE POST
SUM "HITS"
GROUP A
Mean S.D.
51
Results
Table No: 4.16 Comparison between pre and post data of female athletes with sum
‘HITS’
Group B
Paired T Test
SUM "HITS"
. PRE POST
Mean 21.85 23.20
S.D. 1.631 0.894
Number 20 20
Paired T Test 3.178
P value 0.0049
Result Significant
of female athletes with sum ‘HITS’ in cognition test. Mean and SD for pre and post data
were 21.85& 1.631and 23.20&0.894 respectively. Therefore, the result is significant at
P≤0.0049 level.
Figure No: 4.16 Graphical representation of pre and post data of female athletes
with sum ‘HITS’

25.00
23.20
21.85
20.00
15.00
10.00
1.631 0.894
5.00
0.00
PRE POST
SUM "HITS"
GROUP B
Mean S.D.
52
Results
Table No: 4.17 Comparison between pre and post data of male athletes with sum
‘CORRECT REJECTION’.
Group A
Paired T Test
SUM "CORRECT REJECTION"
. PRE POST
Mean 32.00 34.55
S.D. 2.884 0.999
Number 20 20
Paired T Test 3.780
P value 0.0013
Result Significant
of male athletes with sum ‘CORRECT REJECTION’ in cognition test. Mean and SD for
pre and post data were 32.00& 2.884 and 34.55 &0.999 respectively. Therefore, the result
is significant at P≤0.0013.

35.00 34.55
32.00
30.00
25.00
20.00
15.00
10.00 2.884
0.999
5.00
0.00
PRE POST
GROUP A
Mean S.D.
53
Results
Table No: 4.18 Comparison between pre and post data of female athletes with sum
‘CORRECT REJECTION’.
Group B
Paired T Test
. PRE POST
Mean 32.05 34.85
S.D. 5.000 1.137
Number 20 20
Paired T Test 2.685
P value 0.0147
Result Significant
of female athletes with sum ‘CORRECT REJECTION’ in cognition test. Mean and SD
for pre and post data were 32.05 & 5.000and 34.85 & 1.137 respectively. Therefore, the
result is significant at P value≤ 0.0147 level.

35.00 34.85
32.05
30.00
25.00
20.00
15.00
10.00 5.000
1.137
5.00
0.00
PRE POST
GROUP B
Mean S.D.
54
Results
Between the Group Unpaired T Test
Table No: 4.19 Comparison between Pre and Post Data of Group A vs Group B with
correct response
Comparison
CORRECT
Unpaired T Test
PRE POST
Group A Group B Group A Group B
Mean 207.75 222.70 271.50 274.65
S.D. 24.815 23.470 26.319 24.064
Number 20 20 20 20
Mean Difference 14.95 3.15
Unpaired T Test 1.957 0.395
P value 0.0577 0.6950
Table Value at 0.05 2.02 2.02
Result Not-Significant Not-Significant
Table 4.19 shows the comparison of Group A vs Group B for pre and post data
with respect to correct response. Mean and standard deviation of pre data for Group A
and Group B is 207.75 & 24.815 and 222.70 & 23.470 respectively. Mean and standard
deviation of post data for Group A and Group B is 271.50 & 26.319 and 274.65 & 24.064
respectively. Therefore, the results for pre and post are not significant at P ≤ 0.0577 and P
≤ 0.6950 level respectively.
55
Results
Figure No: 4.19 Graphical Representation of Group A vs Group B in pre and post
data with correct responses
Comparison between the Groups

300.00
271.50 274.65
250.00
222.70
207.75
200.00
150.00
100.00
50.00
24.815 23.470 26.319 24.064
0.00
GROUP A GROUP B GROUP A GROUP B
PRE POST
CORRECT
COMPARISON
Mean S.D.
56
Results
Table No:4.20 Comparison between Pre and Post Data of Group A vs Group B with
incorrect response
Comparison
INCORRECT
Unpaired T Test
PRE POST
Mean 29.45 22.60 17.75 16.15
S.D. 15.271 11.222 7.348 7.555
Number 20 20 20 20
P value 0.1143 0.5013
with respect to incorrect response. Mean and standard deviation of pre data for Group A
and Group B is 29.45 & 15.271 and 22.60 &11.222 respectively. Mean and standard
deviation of post data for Group A and Group B is 17.75 & 7.348 and 16.15&7.555
57
Results
data with incorrect responses
30.00 29.45
25.00
22.60
20.00
17.75
16.15
15.271
15.00
11.222
10.00
7.348 7.555
5.00
0.00
PRE POST
INCORRECT
COMPARISON
Mean S.D.
58
Results
omitted response
Comparison
OMITTED
Unpaired T Test
PRE POST
Mean 17.35 15.85 10.85 9.65
S.D. 3.746 4.716 3.977 4.171
Number 20 20 20 20
P value 0.2723 0.3576
with respect to incorrect response. Mean and standard deviation of pre data for Group A
and Group B is 17.35&3.746 and 15.85 & 4.716 respectively. Mean and standard
deviation of post data for Group A and Group B is 10.85&3.977 and 9.65&4.171
≤ 0.3576 level respectively
59
Results
data with omitted responses
18.00
17.35
16.00 15.85
14.00
12.00
10.85
10.00 9.65
8.00
6.00
4.716
3.977 4.171
3.746
4.00
2.00
0.00
PRE POST
OMITTED
COMPARISON
Mean S.D.
60
Results
Comparison

Unpaired T Test
PRE POST
Mean 0.80 0.80 0.71 0.71
S.D. 0.057 0.065 0.056 0.057
Number 20 20 20 20
P value 0.9384 0.9777
with respect to median reaction time. Mean and standard deviation of pre data for Group
A and Group B is 0.80 & 0.057 and 0.80 & 0.065 respectively. Mean and standard
deviation of post data for Group A and Group B is 0.71 & 0.056 and 0.71 & 0.057
61
Results
Figure No:4.22 Graphical Representation of Group A vs Group B in pre and post

data with median reaction time
0.90
0.80 0.80
0.80
0.71 0.71
0.70
0.60
0.50
0.40
0.30
0.20
0.10 0.057 0.065 0.056 0.057
0.00
PRE POST
COMPARISON
Mean S.D.
62
Results
no. of stimuli
Comparison
NUMBER OF STIMULI
Unpaired T Test
PRE POST
Mean 239.25 248.80 291.95 292.50
S.D. 19.876 22.232 24.776 22.922
Number 20 20 20 20
P value 0.1603 0.9423
with respect to number of stimuli. Mean and standard deviation of pre data for Group A
and Group B is 239.25&19.876 and 248.80 &22.232 respectively. Mean and standard
63
Results
data with number of stimuli

300.00
291.95 292.50
250.00 248.80
239.25
200.00
150.00
100.00
50.00
22.232 24.776 22.922
19.876
0.00
PRE POST
NUMBER OF STIMULI
COMPARISON
Mean S.D.
64
Results
reactions
Comparison
REACTIONS
Unpaired T Test
PRE POST
Mean 237.20 246.75 289.25 290.80
S.D. 24.304 27.532 25.530 25.712
Number 20 20 20 20
P value 0.2521 0.8493
with respect to reactions. Mean and standard deviation of pre data for Group A and
Group B is 237.20&24.304 and 246.75& 27.532 respectively. Mean and standard
deviation of post data for Group A and Group B is 289.25& 25.530 and 290.80 & 25.712
65
Results
data with reactions

300.00
289.25 290.80
250.00 246.75
237.20
200.00
150.00
100.00
50.00
24.304 27.532 25.530 25.712
0.00
PRE POST
REACTIONS
COMPARISON
Mean S.D.
66
Results
Comparison

Unpaired T Test
PRE POST
Mean 2.24 2.57 2.15 2.15
S.D. 0.636 0.752 0.342 0.267
Number 20 20 20 20
P value 0.1393 0.9873
with respect to mean time correct rejection. Mean and standard deviation of pre data for
Group A and Group B is 2.24&0.636 and 2.57&0.752 respectively. Mean and standard
67
Results
data with mean time correct rejection
3.00
2.57
2.50
2.24
2.15 2.15
2.00
1.50
1.00
0.752
0.636
0.50 0.342
0.267
0.00
PRE POST
COMPARISON
Mean S.D.
68
Results
sum ‘hits’.
Comparison
SUM "HITS"
Unpaired T Test
PRE POST
Mean 21.15 21.85 22.95 23.20
S.D. 1.981 1.631 0.826 0.894
Number 20 20 20 20
P value 0.2300 0.3641
with respect to sum hits. Mean and standard deviation of pre data for Group A and Group
B is 21.15&1.981 and 21.85&1.631 respectively. Mean and standard deviation of post
data for Group A and Group B is 22.95& 0.826 and 23.20& 0.894 respectively.
Therefore, the results for pre and post are not significant at P ≤ 0.2300 and P ≤ 0.3641
level respectively.
69
Results
data with sum ‘hits’
25.00
22.95 23.20
21.85
21.15
20.00
15.00
10.00
5.00
1.981 1.631
0.826 0.894
0.00
PRE POST
SUM "HITS"
COMPARISON
Mean S.D.
70
Results
sum ‘correct rejection’.
Comparison

Unpaired T Test
PRE POST
Mean 32.00 32.05 34.55 34.85
S.D. 2.884 5.000 0.999 1.137
Number 20 20 20 20
P value 0.9693 0.3808
with respect to sum correct rejection. Mean and standard deviation of pre data for Group
A and Group B is 32.00&2.884 and 32.05&5.000 respectively. Mean and standard
deviation of post data for Group A and Group B is 34.55& 0.999 and 34.85&1.137
71
Results
data with sum ‘correct rejection’.
35.00 34.55 34.85
32.00 32.05
30.00
25.00
20.00
15.00
10.00
5.000
5.00 2.884
0.999 1.137
0.00
PRE POST
COMPARISON
Mean S.D.
72
Discussion
DISCUSSION
In the recent decade, meditation and related techniques have grown increasingly popular
in the Sports psychology. The purpose of this research was to see how mindfulness
meditation affects sports performance. Mindfulness meditation practice improves stress
tolerance. Moreover, researchers have found that regular mindfulness practice is
associated with improvements in cognitive processing, such as attention orientation,
executive attention, and working memory (Jha, Stanley, Kiyonaga, Wong, & Gelfand,
2010; van den Hurk, Giommi, Gielen, Speckens, & Barendregt, 2010). A mindfulness
meditation assists athletes in developing a deep understanding of themselves.
The present study indicated significant difference on psychological variables i.e. reaction
time, attention, stress tolerance limit and visual motor activity in experimental group
which was provided mindfulness meditation intervention. These all variables are
measured through determination test on Vienna test system and post scores of
experimental group indicated improvement in stress tolerance, attention and reaction
time. The result was supported by previous researches. Self- regulation process which
was a meditative technique was used to increase attention and awareness of athletes so
that they are able to focus better (Walsh &Shapiro,2006; Bond et al.,2009). Another
supportive research revealed that meditation allows practitioners to reduce stress levels
on the task and make better decisions in sports because of mindfulness meditation
practice. Mindfulness has been demonstrated to boost athletes’ capacity to deal with
failure (Kabat-Zinn,1990).
The pre-post data of group (A) males and group (B) female athletes with correct response
was compared. The mean outcome of group (A) improved from pre score 207.75 to post
score 271.50 that showed a significant difference in males performance . Male’s ability to
respond quickly and appropriately was increased after doing the mindfulness meditation.
Similarly, the mean outcome of group B(females) scored in pre-data was 222.70 and in
post data was 274.65 respectively. The significant difference was found in the
performance of females. To support this, athletes who participated in 8 weeks of a
Mindfulness based Stress Reduction technique experienced a significant addition in their
stress tolerance limit (Morone et al., 2009).
73
Discussion
Pre-post data of group (A) male and group (B) female athletes with incorrect response
was compared. The mean outcome of group (A) improved 29.45 and 17.75that showed a
significant difference in male performance; similarly group (B) of females 22.60 and
16.15 respectively. Therefore it was found that athletes’ incorrect reactions were less. It
was indicated that under stress conditions, where most confusion arises, incorrect
responses were reduced because their focused attention was improved and they
committed less mistakes in reacting incorrect. Eberth (2012) revealed that one of the
strongest effects of the mindfulness meditation was on stress reduction.
Pre-post data of group (A) male and group (B) female athletes with omitted response
were compared the mean came out to group (A) 17.35 and 10.85 group (B) 15.85 and
9.65 respectively. This means that in stressful situations athlete never give up. It is well
documented that consistent and mindful meditation training promotes lasting changes in
cognition and well-being (Cahn & Polich, 2006). Our findings show that there are
immediate, benefits to athletes practicing mindfulness meditation.
The current study revealed gender difference on “correct rejections” i.e. the accuracy of
concentrated working. In group B (females) the mean came out 2.57 and 2.15
respectively. It was increased after mindful meditation practicing, whereas, the group A
(males) showed no significant difference 2.24 and 2.15 in the pre and post data , This
indicates that the concentration level improved, but it does not imply that group (A) data
was significant, whereas, the group (B) data showed significance. Thus, the female
athletes have a fast working style during concentrated work. There is a need of further
detailed study on the same subject with higher sample size, longer duration and increased
period of training.
The another important result of the present study was on the variable of sum correct
rejection in cognitron that assessed the accuracy of concentrated working. In group (A)
males score 21.15 as mean value in pre test and the mean value 22.95 in post test.the
significant difference was found on sum correct rejection. The results revealed that males
improved in concentrated working after getting mindfulness meditation training.
Similarly in females group (B) 21.85 was the pre score and 23.20 was the post score on
sum correct rejection, which showed significant difference statistically. Susan et al
74
Discussion
(2010) had conducted a study on mindful meditation practice , this study concluded that
mindfulness training significantly improve visuo-spatial processing and working
memory. The study suggested that 4 days of mindful meditation training could enhance
the ability to sustain attention.
The significant gender difference was found on the variable mean time correct rejection .
the results revealed that females mean scores were higher than males . the present
results indicated that females performed better than males on concentrated working .
Limitations
1. It’s difficult to predict which sports would benefit directly from this training,
based on the most recent research. It is clear that athletes gain many benefits as
stated above, but which individual sports would benefit the most is unclear.
2. Researcher have emphasized that individual athletic intervention programs to

each sport is important to their effectiveness.
Recommendations for future researches
1. Future research should also determine how mindfulness can be presented

specifically for individual sports.
2. More large scales sample will help to find better results for generalizations.
75
Conclusion
CONCLUSION
In conclusion, the results of this study indicate that mindfulness meditation has been
effective in increasing the attention, stress tolerance limit and visual motor activity
among athletes. Statistical difference was observed on reaction time, correct responses,
in-correct responses, omitted responses tested by Vienna test system (VTS). Effects of
mindfulness meditation can be seen on various continuum. Thus this research concludes
that above mentioned mindfulness meditation is an effective technique and can be applied
on athletes to improve their performance and other variability’s.
76
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TO STUDY THE EFFECT OF VISUAL IMAGERY WITH

MINDFUL MEDITATION ON PSYCHOLOGICAL

MASTERS IN SPORTS PSYCHOLOGY

Supervised by: Submitted by:

MYAS-GNDU DEPARTMENT OF SPORTS SCIENCES AND MEDICINE

(Dr. Sonia Kapur)

Date (Dr. Shweta Shenoy)

SR. NO TOPIC PAGE NO.

2. REVIEW OF LITERATURE 15-21

4.19 Comparison between Pre and Post Data of Group A vs Group B 55

4.20 Comparison between Pre and Post Data of Group A vs Group B 57

4.21 Comparison between Pre and Post Data of Group A vs Group B 59

4.22 Comparison between Pre and Post Data of Group A vs Group B 61

4.23 Comparison between Pre and Post Data of Group A vs Group B 63

4.24 Comparison between Pre and Post Data of Group A vs Group B 65

4.25 Comparison between Pre and Post Data of Group A vs Group B 67

4.26 Comparison between Pre and Post Data of Group A vs Group B 69

4.27 Comparison between Pre and Post Data of Group A vs Group B 71

4.1 Graphical representations of pre and post data of male athletes 37

4.2 Graphical representations of pre and post data of female athletes 38

4.3 Graphical representations of pre and post data of male athletes 39

4.4 Graphical representation of pre and post data of female athletes 40

4.5 Graphical representation of pre and post data of male athletes 41

4.6 Graphical representations of pre and post data of female athletes 42

4.7 Graphical representation of pre and post data of male athletes 43

4.8 Graphical representation of pre and post data of female athletes 44

4.9 Graphical representations of pre and post data of male athletes 45

4.10 Graphical representations of pre and post data of female athletes 46

4.11 Graphical representations of pre and post data of male athletes 47

4.12 Graphical representations of pre and post data of female athletes 48

4.13 Graphical representations of pre and post data of male athletes 49

4.14 Graphical representations of pre and post data of female athletes 50

4.15 Graphical representation of pre and post data of male athletes 51

4.16 Graphical representation of pre and post data of female athletes 52

4.17 Graphical representations of pre and post data of male athletes 53

4.18 Graphical representations of pre and post data of female athletes 54

4.19 Graphical Representation of Group A vs Group B in pre and 56

4.20 Graphical Representation of Group A vs Group B in pre and 58

4.21 Graphical Representation of Group A vs Group B in pre and 60

4.22 Graphical Representation of Group A vs Group B in pre and 62

4.23 Graphical Representation of Group A vs Group B in pre and 64

4.24 Graphical Representation of Group A vs Group B in pre and 66

4.25 Graphical Representation of Group A vs Group B in pre and 68

4.26 Graphical Representation of Group A vs Group B in pre and 70

4.27 Graphical Representation of Group A vs Group B in pre and 72

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