A mental block in gymnastics is a performance-inhibiting phenomenon in which a gymnast loses the ability to perform previously automatic skills without any obvious reason. To explore this condition in NCAA Women’s Gymnastics, female collegiate gymnasts (N = 100) completed an online survey that included established questionnaires assessing presence of mental blocks and assessing perfectionism, rumination, and reinvestment levels. Results showed that the majority of gymnasts experience mental blocks across all divisions of NCAA Women’s Gymnastics. A MANOVA analysis revealed higher levels of ruminative reflection and conscious motor processing in gymnasts who have experienced mental blocks compared to gymnasts who have not experience mental blocks. These findings increase the understanding of mental blocks and indicate that aspects of rumination and reinvestment may increase vulnerability to the condition. Future research in this area might offer further insight into underlying causes of mental block development and possible interventions to help affected gymnasts and coaches more effectively.

ABSTRACT:A mental block in performing backward moving skills in gymnastics is a troubling phenomenon in which a gymnast loses the ability to perform previously automatic backward moving skills as a normal part of a routine. To address the lack of scientific research on the phenomenon, five gymnasts who were currently experiencing a mental block on backward skills were interviewed about their experiences, thoughts, and feelings before, during, and after the first experience of the mental block. Results indicated that the mental blocks started at the age of 6-11, with an initial balk on floor or beam after an extended period of positive experiences with performing the affected skills. The mental block often spread to other events and cycled between periods of performance and balking. The ability to visualize the affected skills was found to cycle with the physical performance. Negative reactions of coaches, such as forcing back tumbling when the gymnasts felt that they were unable, were reported to worsen the mental block. These findings enhance understanding of the experience of gymnasts with mental blocks and suggest the need for further research on the causes of, solutions to, and the prevention of mental blocks.

This is the known first study completed on NCAA gymnastics motivations to participate in strength and conditioning. The study was open to all NCAA women's artistic gymnastics participants. Research included the completion of an online survey (n = 141) with the opportunity to volunteer for a follow up phone interview (n = 5). Three research questions were examined: 1. What are the motivations of student-athletes in NCAA Women's Artistic Gymnastics to participate in strength and conditioning training? 2. How does motivation to participate in strength and conditioning training influence the performance level of the student-athletes? 3. How does motivation to participate in strength and conditioning training influence the injury rate of the student-athletes? Overall, this study did not identify significant findings in the relationship with motivation to participate in strength and conditioning training with level of performance or injury rates. Qualitative phone interviews provided additional insight on experiences and feelings toward strength and conditioning training, which can be utilized by both researchers and practitioners. In order to further explore the relationship between strength and conditioning and gymnastics performance more research needs to be completed.

ABSTRACT: Flikikammo in gymnastics is a troubling phenomenon in which gymnasts lose the ability to perform previously automatic backward moving skills as a normal part of a routine. To evaluate this phenomenon over time, gymnasts (n = 3) and cheerleaders (n = 2) who were currently experiencing flikikammo filled out 6-10 weekly surveys assessing the severity of their flikikammo, self-efficacy to perform the affected skills, perceived pressure from coaches and upcoming competition or performance, and the level of physical well-being, energy, and life stress. Age-, level-, and sport-matched gymnasts (n = 3) and cheerleaders (n = 2) served as controls. Results indicated that perceived pressure from coaches was related to the severity of flikikammo (r = 0.40, p = 0.04), with gymnasts under the age of 18 showing the strongest relationship (r = 0.61, p = 0.01). Fatigue level and severity of flikikammo were found to have a significant negative relationship (r = -0.32, p = 0.04), indicating that high energy was related to more severe flikikammo. Higher levels of life stress were found to be related to higher flikikammo severity for participants under the age of 18 (r = 0.49, p = 0.04), and lower flikikammo severity among participants over the age of 18 (r = -0.57, p = 0.00). These findings enhance understanding of the factors related to the severity of flikikammo. Additional research may help identify ways to alleviate and/or prevent flikikammo.

Exploring Body-Mind Centering features 35 essays on Body-Mind Centering (BMC), an experiential practice based on the application of anatomical, physiological, psychophysical, and developmental principles. Using the work of BMC founder Bonnie Bainbridge Cohen as a springboard, the book showcases diverse situations—from medical illness to blocked creativity—in which this discipline is applied with transformative results. Exploring Body-Mind Centering is divided into three sections, preceded by an introduction framing BMC as a pathway to becoming aware of relationships that exist throughout the body and mind and using that awareness to act. The first section lays the groundwork for this process, with real-life experiences and exercises that encourage readers to interact with the text. Section two contains valuable case stories describing the experiences of BMC students and practitioners as they work with clients. Section three shows how BMC can be integrated with other disciplines and practices that include the arts, medicine, and yoga. The book concludes with a biography of Cohen, a profile of the School for Body-Mind Centering, and a history of BMC.

Praise for Mind Gym "Believing in yourself is paramount to success for any athlete. Gary's lessons and David's writing provide examples of the importance of the mental game." --Ben Crenshaw, two-time Masters champion and former Ryder Cup captain "Mind Gym hits a home run. If you want to build mental muscle for the major leagues, read this book." --Ken Griffey Jr., Major League Baseball MVP "I read Mind Gym on my way to the Sydney Olympics and really got a lot out of it. Gary has important lessons to teach, and you'll find the exercises fun and beneficial." --Jason Kidd, NBA All-Star and Olympic gold-medal winner In Mind Gym, noted sports psychology consultant Gary Mack explains how your mind influences your performance on the field or on the court as much as your physical skill does, if not more so. Through forty accessible lessons and inspirational anecdotes from prominent athletes--many of whom he has worked with--you will learn the same techniques and exercises Mack uses to help elite athletes build mental "muscle." Mind Gym will give you the "head edge" over the competition.