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participation. Specifically, gymnasts with higher anxiety and low abilities to cope with

adversity are more likely to discontinue gymnastics training. On the other hand,

gymnasts with support from family and friends were more likely to continue. This

study also revealed that gymnasts who perceived coaches as providing low amounts of

non-reinforcement/ignoring mistakes feedback (i.e., ignoring the athlete when she

makes a mistake), and, who perceived coaches as providing high amounts of

punishment-oriented feedback, (i.e., immediate conditioning, kicked out of the

workout), were more likely to discontinue gymnastics training. It is the researcher’s

opinion that many gymnastics coaches believe that non-reinforcement/ignoring

mistakes feedback and the use of punishment-oriented feedback are the best ways to

inculcate disciplined performance in their athletes. On the other hand, to become a

champion gymnast, the athlete must remain in the sport and continue to train. If

gymnasts quit the sport because of too much non-reinforcement/ignoring mistakes and

too much punishment-oriented feedback then they will not become successful in their

sport.

Kerr and Pos (1994) demonstrated a difference in the psychological mood

experience between high level and low level competitive gymnasts both in the training

setting as well as the competition setting. The researcher utilized the Telic State

Measure (Svebak & Murgatroyd, 1985) to measure mood during gymnastic training and

competition, and the Stress Arousal Checklist (Mackay, Cox, Burroughs, & Lazzerini,

1978) to measure stress and arousal. The training program for the higher level

gymnasts was longer and more serious-minded. The results indicated that the arousal

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