The pursuit of excellence in sports is no longer defined solely by physical strength or technical  mastery. Increasingly, attention is turning towards the mental preparedness of athletes as a key  determinant of success. Among youth athletes, particularly those in Malaysian Sports Schools, the  integration of psychological skills within training is becoming essential for both performance and  personal development. 

The Importance of Psychological Skills 

Adolescence is a period of rapid physical, emotional, and cognitive growth. Student-athletes, who  must balance academic responsibilities with demanding training schedules, are especially  vulnerable to stress and inconsistent performance. Psychological Skills Training (PST)—which  includes goal setting, self-talk, imagery, and relaxation—has been shown to enhance concentration,  emotional regulation, and resilience (Lange-Smith et al., 2023; Reinebo et al., 2024). 

Global evidence suggests that PST interventions have moderate to large effects on sport  performance across diverse contexts (Brown & Fletcher, 2016). Recent meta-analyses further  confirm that psychological interventions significantly reduce competitive anxiety, especially among  youth athletes (Li, Yang, & Wang, 2025; Wang et al., 2024). 

These skills also carry educational benefits. Goal setting fosters motivation, imagery supports  problem-solving, and relaxation promotes focus. For this reason, psychological skills are  increasingly recognized not only as performance tools but also as educational strategies that support  holistic development in youth. 

Challenges Among Malaysian Athletes 

Despite strong international evidence, research in the Malaysian context is still emerging. A study of  302 athletes aged 13–16 years from five Malaysian Sports Schools revealed that athletes reported  moderate levels of competitive anxiety and relatively low mental toughness, despite frequent use of  psychological skills such as self-talk, goal setting, imagery and relaxation.  

Gender differences were also observed: female athletes reported significantly higher levels of  competitive anxiety than male athletes, echoing findings from meta-analyses that confirm women  consistently report greater pre-competition anxiety (Rice et al., 2018). Such results highlight the  importance of tailored interventions that consider both cultural and gender-specific needs. 

Core Psychological Skills 

The research underscored the significance of four core skills: 

• Goal Setting: Provides athletes with structured, measurable objectives that sustain motivation. 

• Self-Talk: Shapes emotional regulation by reinforcing positive internal dialogue and reducing  negative thoughts. 

• Imagery: Enables athletes to mentally rehearse performance scenarios, preparing them for high pressure contexts.

• Relaxation: Calms nerves through techniques such as deep breathing and progressive muscle  relaxation, helping athletes manage stress. 

These skills were found to be strongly interrelated, suggesting that the development of one often  reinforces the others. This integrated pattern aligns with Vealey’s (2023) updated framework, which  positions mental training not only as a foundation for performance but also as a means to support  athletes’ wellbeing and overall psychological growth. 

Educational Implications 

The findings carry important implications for the education sector: 

• For Coaches: Embedding psychological training into daily routines can strengthen mental  readiness as reliably as physical drills. 

• For Teachers: Skills such as goal setting and positive self-talk can be transferred to the  classroom, equipping students with tools for academic resilience. 

• For Policymakers: There is an urgent need for structured PST programs in sports schools,  ensuring psychological development receives equal attention as physical training (Park & Jeon,  2022). 

By integrating these approaches, Malaysia can bridge the gap between international best practices  and local realities. 

Conclusion 

The evidence is clear: psychological skills are central to athlete development. While Malaysian  sports school athletes show promising use of such skills, their moderate anxiety and relatively low  mental toughness point to the need for structured interventions. Developing a context-specific  Psychological Skills Training Model (PSTM) will not only improve athletic performance but also  nurture resilience, confidence, and emotional well-being in adolescents. 

Ultimately, strengthening the minds of young athletes means preparing them not just for  competition, but for the broader challenges of life. 

References  

Brown, D. J., & Fletcher, D. (2016). Effects of psychological and psychosocial interventions  on sport performance: A meta-analysis. Sports Medicine, 47(1), 77–99. https://doi.org/ 10.1007/s40279-016-0552-7 

Lange-Smith, S., Cabot, J., Coffee, P., Gunnell, K., & Tod, D. (2023). The efficacy of  psychological skills training for enhancing performance in sport: A review of reviews.  International Journal of Sport and Exercise Psychology, 22(4), 1012–1029. https://doi.org/ 10.1080/1612197X.2023.2168725 

Li, S., Yang, J., & Wang, C. (2025). The effect of psychological interventions on athletes’  anxiety: A systematic review and meta-analysis. Frontiers in Psychology, 16, 1621635.  https://doi.org/10.3389/fpsyg.2025.1621635

Park, I., & Jeon, J. (2022). Psychological skills training for athletes in sports: Web of  Science bibliometric analysis. Healthcare, 11(2), 259. https://doi.org/10.3390/ healthcare11020259 

Reinebo, G., Alfonsson, S., Jansson-Fröjmark, M., Rozental, A., & Lundgren, T. (2024).  Effects of psychological interventions to enhance athletic performance: A systematic review  and meta-analysis. Sports Medicine, 54(2), 347–373. https://doi.org/10.1007/ s40279-023-01931-z 

Rice, S. M., Gwyther, K., Santesteban-Echarri, O., Baron, D., Gorczynski, P., Gouttebarge,  V., Reardon, C. L., Hitchcock, M. E., Hainline, B., & Purcell, R. (2018). Determinants of  anxiety in elite athletes: A systematic review and meta-analysis. British Journal of Sports  Medicine, 53(11), 722–730. https://doi.org/10.1136/bjsports-2018-099277 

Vealey, R. S. (2023). A framework for mental training in sport: Enhancing mental skills,  wellbeing, and performance. Journal of Applied Sport Psychology, 36(2), 365–384. https:// doi.org/10.1080/10413200.2023.2274459 

Wang, X., Nasiruddin, N. J. B. M., Ji, S., Gao, X., Hassan, M. Z. B., Dong, D., & Samsudin,  S. B. (2024). Effects of mindfulness-based programs on competitive anxiety in sports: A  meta-analysis. Current Psychology, 43(20), 18521–18533. https://doi.org/10.1007/ s12144-024-05648-8

Written by Nur Syahirah binti Sahri