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EQOL Journal (2021) 13(1): 13-21
ORIGINAL ARTICLE
13
Mental toughness and performance strategies of martial artists in
practice and competition
Atefeh Beheshti1✉ • Hassan Gharayagh Zandi1 • Zahra Fathirezaie2 •
Fatemeh Heidari1
Received: 7th February, 2021 DOI: 10.31382/eqol.210602
Accepted: 22th March, 2021
© The Author(s) 2021. This article is published with open access.
Abstract
This study’s objective was to analyze the
relationship between mental toughness and martial
artists’ performance strategies. Two hundred
athletes (male: 105, female: 95) with an age range of
18-36 years (mean:25.12, s=4.96) who competed at
university to the national standard of martial arts
participated in this study. Participants answered
mental toughness questionnaires and performance
strategies inventory. The Pearson correlation results
showed a positive and significant relationship
between mental toughness and automaticity, goal-
setting, imagery, self-talk, and emotional control,
and a negative and significant relationship between
mental toughness and attentional control in practice.
Furthermore, there is a positive and significant
relationship between mental toughness and
activation, relaxation, self-talk, imagery, goal-
setting, and emotional control in the competition.
The multiple linear regression analysis results
showed that goal-setting and imagery in practice and
competition, self-talk in practice, and relaxation in
the competition could predict mental toughness. In
analyzing the subscales of mental toughness, it was
concluded that tough emotions could be loaded on
eight subscales of performance strategies. In the
Independent-Sample T-Test, the significant
differences related to gender were that men
reported higher levels of self-talk (t=3.24,
p<0.001), automaticity (t=2.76, p<0.006), goal-
setting (t=2.63, p<0.009), imagery (t=2.18,
p<0.03) and relaxation (t=2.17, p<0.03) than
women.
Keywords mental toughness • performance •
psychological skills • martial art • sport
psychology.
Introduction
Martial arts are forms of self-defence that
originated in the Far East. This sport has
historically emphasized concepts such as self-
control, body control, and order. In the teachings
of martial arts, continuous evaluation of thoughts
and actions is critical, and it is believed that these
evaluations cause self-awareness and personality
development (Lakes & Hoyt, 2004) (Romanenko
et al., 2018). Regarding martial arts, Fuller (1988)
stated, “From a psychotherapeutic perspective,
martial arts may be seen as potential human
purification systems that provide attractive,
practical models for teaching the mechanism of
psychological intervention.”
Psychological Skills (PS) are a set of trainable
psychological abilities that help athletes improve
performance, rise pleasure, or achieve self-
satisfaction in sports and more physical activity
(Kristjánsdóttir, Erlingsdóttir, Sveinsson, 2018;
Barker, Slater, Pugh, Mellalieu, McCarthy, Jones,
2020). Common psychological skills include goal-
✉
beheshti.atefeh@ut.ac.ir
1
University of Tehran, Faculty of Physical
Education and Sport Sciences, Tehran, Iran
2
University of Tabriz, Faculty of Physical
Education and Sport Sciences, Tabriz, Iran
EQOL Journal (2021) 13(1): 13-21
14
setting, imagery, self-talk, emotional control,
relaxation, automaticity, activation, and attention
control (Röthlin, Horvath, Trösch, Holtforth, &
Birrer, 2020; Feddersen, Keis, & Elbe, 2020; Thomas
& Over, 1994) have concluded that emotional control
is an integral aspect of golf’s sport in constructing a
tool for his report in measuring the psychological
skills. Weinberg’s (2018) study has also shown that
negative emotions cause dysfunction in sports. On the
other hand, Sadeghi et al. (2010) found that imagery,
self-talk, goal-setting, and relaxation were the most
needed psychological strategies in practice and
competition conditions. Several studies have shown
that imagery, self-talk, and relaxation in practice and
competition, improve athletes’ performance (Gould,
Dieffenbach, 2002; Frey, Laguna, & Ravizza, 2003).
Studies of wrestlers and Rugby players found that
successful people in sports used positive imagery and
self-talk compared to their peers (Gould, Eklund, &
Jackson, 1993; Neil, Mellalieu, & Hanton, 2006). In
addition to the above studies’ results, Gould &
Maynard (2009) found that successful Olympic
performance with self-confidence, concentration,
emotional control, automaticity, self-talk, imagery,
goal-setting, and optimism has been associated. The
psychological skills mentioned are also seen in the
concept of mental toughness.
Mental toughness (MT) is commonly defined as a
psychological resource that allows a person to
maintain or improve performance in challenging
situations (Yankov, Davenport, & Sherman, 2019;
Bird, Simons, & Jackman, 2020). According to recent
definitions, MT has a multifaceted structure that
allows the continuous pursuit of functional excellence
regardless of type (internal, external), direction
(positive, negative), degree (mild, severe), and
experienced demands Provide (McGeown, St Clair-
Thompson, & Clough, 2016; Manley,
Jarukasemthawee, & Pisitsungkagarn, 2019). Given
the role of MT in reinforcing adaptive responses to
stress, positive and negative situations and events are
often considered as an essential factor in athletic
success (Coulter, Mallett, 2016; Gerber, Kalak,
Lemola, Clough, Perry, Pühse, Elliot, Holsboer‐
Trachsler, 2013). In interviews with hundreds of
athletes (Loehr, 1982) concluded that 50% of athletic
success is a psychological factor called mental
toughness. He found that MT allows a person to show
their skills and talents despite much pressure. MT,
like other personality traits, is somewhat influenced
by a person’s genetics. However, due to the
significant importance of environmental factors,
researchers investigate the factors affecting mental
toughness. For example, a qualitative MT study in
cricket reported the essential role of environmental
influences such as motivational climate, parenting,
influence, upbringing, and exposure to tough
competitive environments (Bull, Shambrook, James,
& Brooks, 2005; Vaughan, Carter, Cockroft, 2018).
Several studies have found changes in MT during
human development. They have considered the
changes to be influenced by different people (coach,
peers), experiences (important events), and personal
factors (curiosity) (Mahoney, Ntoumanis, Mallett, &
Gucciardi, 2014; Thelwell, Such, Weston, Such, &
Greenlees, 2010; Stamp et al., 2015). Gordon &
Gucciardi (2007) found that mentally tough athletes
are more successful than others. A study by Sheard
(2012) showed that MT could be manipulated using
psychological skills training. According to the results
of Connaughton et al. (2010), Retrospective research
on elite athletes has shown that psychological skills
training plays an essential role in promoting MT in
athletes. In confirmation of the previous study,
Mellalieu & Hanton (2006) suggested that the proper
use of some psychological skills leads to an increase
in mental toughness, thus establishing a positive
relationship between mental toughness and the use of
psychological strategies. Likewise, Mack (2019)
showed that the rated players as the best performers
had higher MT scores. The findings confirm the vital
relationship between MT and the use of psychological
skills and performance. Consequently, he
Recommends that psychological skills as an effective
way in the development of MT. Thus, goal setting,
self-talk, and imaging are basic performance
strategies that prepare athletes to deal with
competitive anxiety. According to Crust & Azadi
(2010a), there is a significant positive correlation
between MT and psychological skills such as goal-
setting and imagery. Evidence from the study
Nicholls et al. (2008) also shows that MT has a
positive and significant relationship with imagery,
cost of effort, and logical analysis and has a negative
and significant relationship with avoidance,
distraction, and resignation.
Based on the above literature, this study was
conducted to expand the knowledge available in
sports psychology literature to improve martial artists'
performance. We expect to provide a comprehensive
assessment of martial artist's psychological skills and
strategies to assist coaches and sports psychologists
in better preparation and implementation of mental
training. This evaluation is practical for better
planning and ranking of athletes. Therefore, the
present study investigates the relationship between
EQOL Journal (2021) 13(1): 13-21
15
mental toughness and martial artists’ performance
strategies, including activation, automaticity,
emotional control, goal-setting, imagery, relaxation,
self-talk, attentional control, and negative thinking in
practice and competition.
Method
Participants were 200 club/ university athletes from 4
universities in Tehran in 2019 (male: 105, female: 95)
aged between18 to 36 years (mean:25.12, s=4.96)
who participated in this study. Athletes had a martial
activity experience between 5 and 15 years (mean:
8.80, s=3.88). The research sample included karate
(n=25), taekwondo (n=61), kickboxing (n= 36),
vovinam (n=3), Muay Thai (n=17), kung fu (n=15),
o- sport (n= 40), judo (n=3). All participants were
informed about the purpose of the study and the basis
for participating in it. Athletes were also assured that
their answers and information would be kept
confidential. Finally, informed consent was obtained
from them to participate in the research.
Participants were given a booklet that included
demographic questionnaires, mental toughness, and
performance strategies.
Mental toughness in Sport Questionnaire (MTSQ-
50). The Mental Toughness in Sport Questionnaire
(Harmison, 2012), a 50-item questionnaire, was used
to measure athletes’ mental toughness. MTSQ
measures five subscales of mental toughness, namely
tough beliefs (e.g., “I believe 100% in my ability to
respond successfully to challenging, competitive
situations”), tough attitudes (e.g., “I stick to what I do
best in my sport, even during times in a competition
when I am not playing well”), tough skills (e.g.,
“After making a mistake during the competition, I
quickly forget about the error and mentally let go”),
tough values(e.g., “To play at my best, I must manage
my worry and physical nervousness about my
performance”), and tough emotions(e.g., “Due to mt
strong desire to perform well, I often feel an
overpowering amount of pressure being placed upon
me to succeed”). This questionnaire allows
respondents to rate their responses on a 7-point Likert
scale, 1 = strongly disagree to 7 = strongly agree. This
questionnaire has validity in the culture used.
Cronbach’s reliability in the present study is 0.95.
Test of Performance Strategies-2 (TOPS-2P).
Performance Strategies Test-2 (Thomas, Murphy, &
Hardy, 1999), a 64-item test, was used to assess
athletes’ psychological skills and strategies. For this
study, 64 items related to the subscales of activation
(e.g., “During practice I can get my intensity levels
just right”), self-talk(e.g., “I say things to myself to
help my practice performances”), imagery(e.g.,
“During practice I visualize successful past
performances”), Automaticity (e.g., “During practice
I am able to perform skills without consciously
thinking”), Goal-setting(e.g., “I set realistic but
challenging goals for myself”), Emotional
control(e.g., “During practice my emotions keep me
from performing my best”), relaxation (e.g., “During
practice I use relaxation techniques to improve my
performance”), and Attentional control (e.g., “My
attention wanders while I am training”) were used.
The 64 items used in this study are rated on a 5-point
Likert scale from 1= never to 5=always. This
questionnaire has validity in the culture used, and its
Cronbach’s reliability is 0.79 in the present study.
After obtaining ethical approval, correspondence
was first made with the team’s coaches to involve the
athletes in the research. In the next step, the study’s
purpose and how to complete the questionnaires were
explained to the athletes. Before participating in the
study, athletes completed informed written consent
and ensured that the study results were confidential.
Also, these athletes were informed that if they wished
to withdraw, they could withdraw from the study at
any time. Finally, after the training, the MTSQ-50 and
TOPS-2P questionnaires were distributed. The
athletes completed them separately. The researcher
was present to answer the athlete’s possible questions
during the athletes’ answers to the questionnaires.
Participants took about 20 minutes to complete the
questionnaires.
Before the initial analysis, the missing data values
were examined, and it was found that there was no
missing data. The data were examined for normality,
and finally, it was found that the distribution of
research data is normal. Descriptive statistics,
including M and s, were calculated for all research
variables. For this correlational study, Pearson
correlation was used to evaluate the relationships
between variables, and multiple linear regression
analysis (enter method) was used to determine the
predictive power of predictor variables. An
independent t-test was used to examine the gender
differences between the test variables. All statistical
analyzes were performed by SPSS 22.0 software.
EQOL Journal (2021) 13(1): 13-21
16
Results
Descriptive data from answering the MTSQ-50 and
TOPS-2P questionnaires can be seen in (Tables 1 and
2), respectively.
Table 1. Means and Standard Deviations of the MTSQ-50
Data
N=200
Variable
Mean±SD
Total mental toughness
260.65±42.01
Tough belief
54.06±9.58
Tough attitude
53.93±10.10
Tough skill
52.48±9.01
Tough value
55.00±10.84
Tough emotion
45.16±7.70
Table 2. Means and Standard Deviations of TOPS Data
N=200
Practice
Competition
Variable
Mean±SD
Mean±SD
Activation
11.69±1.57
11.91±1.75
Automaticity
12.40±2.49
12.23±2.38
Emotional control
12.55±1.85
11.95±1.94
Goal-setting
13.92±3.10
13.85±3.18
Imagery
14.07±3.44
13.84±3.63
Relaxation
12.20±2.45
12.73±3.14
Self-talk
14.09±3.67
13.46±3.89
Attentional control
11.85±1.84
-
Negative thinking
-
11.46±1.76
The Pearson correlation and multiple linear
regression analysis results are shown in (Tables 3 and
4). The results indicate that the subscales of
performance strategies (goal-setting, imagery, self-
talk, and emotional control) in the practice and
competition sections have the most positive and
significant relationship with the total mental
toughness score. Also, automaticity in the practice
and activation and relaxation in the competition
section has a positive and significant relationship with
the total mental toughness score. This relationship is
negative and significant in the attention control
subscale of performance strategies. In analyzing the
relationships between the subscales of mental
toughness and the subscales of performance strategies
through correlation and multiple linear regression, it
was concluded that the subscale of tough emotion is
associated with the use of performance strategies in
practice and competition. Besides, a significant
relationship was found between tough emotions in 13
subscales of the 16 subscales of performance
strategies, with the range of relationships ranging
from -0.37 (attentional control) to 0.63 (self-talk).
The multiple linear regression analysis results
showed that some MTSQ-50 subscales significantly
predict performance strategies in practice and
competition. The R2- values of the research variables
are between 0% and 19% of the variance in
performance strategies. According to (Cohen, J.,
Cohen, P., West, S.G. and Aiken, 1983), estimates of
effect size, the variance related to goal-setting and
imagery in practice and competition, self-talk in
practice, and relaxation in the competition were
moderate. Small residual R2s should be used with
caution when less than 10% of the variance is
significant for relationships. Also, in the
Independent-Sample T-Test, in subscales of
performance strategies, the significant differences
related to gender were that men reported higher levels
of self-talk (t=3.24, p<0.001), automaticity (t=2.76,
p<0.006), goal-setting (t=2.63, p<0.009), imagery
(t=2.18, p<0.03) and relaxation (t=2.17, p<0.03) than
women.
EQOL Journal (2021) 13(1): 13-21
17
Table 3. Results of Pearson correlation analysis between the Use of Performance Strategies and Mental Toughness
Total
mental
toughness
Tough
belief
Tough
attitude
Tough
skill
Tough
value
Tough
emotion
Activation
(P)
-0.07
-0.03
0.11
0.05
-0.03
-0.22
(C)
0.24
0.17
0.21
0.19
-0.20
-0.31
Automaticity
(P)
0.19
0.10
0.07
0.20
0.20
0.32
(C)
0.06
0.01
-0.19
0.11
0.06
0.14
Emotional control
(P)
0.26
0.18
0.15*
0.26
0.21
0.41
(C)
0.15
0.08
0.11
0.07
0.13
0.33
Goal-setting
(P)
0.44
0.33
0.28
0.31
0.42
0.63
(C)
0.40
0.31
0.25
0.26
0.39
0.55
Imagery
(P)
0.41
0.33
0.29
0.30
0.42
0.50
(C)
0.44
0.36
0.28
0.34
0.46
0.55
Relaxation
(P)
-0.02
-0.13
-0.08
0.02
-0.02
0.12
(C)
0.37
0.26
0.24
0.37
0.36
0.44
Self-talk
(P)
0.36
0.25
0.22
0.31
0.37
0.48
(C)
0.30
0.20
0.17
0.32
0.31
0.36
Attentional control
(P)
-0.31
-0.26
-0.22
-0.21
-0.32
-0.37
Negative thinking
(C)
-0.03
0.01
-0.06
-0.01
-0.02
-0.04
P: Practice, C: Competition. Bolded values are P<0.01.
Table 4. Results of The Multiple Linear Regression Analysis
Dependent variable
R2
ANOVA
Variables loading significantly and beta value
Activation
(P)
0.00
1.09
(ß= -0.07)
(C)
0.05
12.66
Total mental toughness (ß =-0.24)
Automaticity
(P)
0.03
7.99
Tough emotion (ß =0.19)
(C)
0.00
0.90
(ß =0.06)
Emotional control
(P)
0.06
15.23
Total mental toughness (ß =0.26)
(C)
0.02
5.06
Tough emotion (ß =0.15)
Goal-setting
(P)
0.19
47.84
Tough emotion (ß =0.44)
(C)
0.15
38.12
Tough emotion (ß =0.40)
Imagery
(P)
0.16
41.10
Tough emotion (ß= 0.41)
(C)
0.19
49.40
Tough emotion (ß= 0.44)
Relaxation
(P)
0.00
0.16
(ß =-0.02)
(C)
0.13
32.21
Tough emotion (ß= 0.37)
Self-talk
(P)
0.13
30.84
Tough emotion (ß =0.36)
(C)
0.08
20.45
Tough emotion (ß =0.30)
Attentional control
(P)
0.09
20.97
Tough skill (ß =-0.31)
Negative thinking
(C)
0.00
0.18
(ß =-0.03)
P: Practice, C: Competition. Bolded values are P<0.01.
EQOL Journal (2021) 13(1): 13-21
18
Discussion
The present study aimed to investigate the
relationship between mental toughness and martial
artists’ performance strategies. The study results
show that mental toughness is significantly related to
several performance strategies in practice and
competition.
In terms of practice, the results showed a positive
and significant correlation between the total score of
mental toughness and goal-setting, imagery, self-talk,
emotional control, and automaticity. However, a
significant inverse relationship was found between
the total score of mental toughness and attention
control. The findings of this study are consistent with
the (Kristjánsdóttir, Jóhannsdóttir, Pic, & Saavedra,
2019) findings entitled psychological skills, mental
toughness, and anxiety in handball players. Also, it is
consistent with research findings (Gould, D., &
Maynard, 2009) that emphasize the importance of
imagery, goal-setting, self-talk, and automaticity in
improving an athlete's performance.
According to the explicit monitoring theory,
competitive conditions increase self-awareness and
anxiety (Baumeister, 1984). In other words, the
processing under pressure changes from an automatic
state to a controlled state. The control of attention and
baseball pressure confirms the low correlation
between mental toughness and automaticity, and
attention control (Gray, 2004). In general,
considering the training conditions in which the
pressure is less than the competitive conditions, it can
be said that there is a degree of automation in the
training conditions that confirms the results of this
assumption.
A positive and significant correlation was
obtained in the competition section between the total
score of mental toughness and activation, emotional
control, goal-setting, imagery, relaxation, and self-
talk. This section’s results align with Nicholls et al.
(2008) research, which shows a significant
relationship between mental toughness and relaxation
and imagery. It can be said that changing the stimulus
from rest to work and adjusting the stimulation level,
managing energy levels, and reducing stress in the
competition phase and between competitions is very
important. The findings of this study confirm this
(Tenenbaum G, 2020).
Considering the findings in the two parts of
practice and competition and comparing them, it was
concluded that the subscales of emotional control,
goal-setting, imagery, and self-talk are the only
subscales of performance strategies that are positively
and significantly related to mental toughness.
According to linear regression results, out of the four
common subscales of practice and competition, only
three goal-setting, imagery, and self-talk variables
can predict mental toughness. Previous studies have
emphasized the importance of goal-setting, imagery,
and self-talk (Tenenbaum G, 2020). According to
(Crust & Azadi, 2010b), a positive and significant
relationship between mental toughness and the use of
psychological skills such as goal-setting and imagery
is mentioned, which indicates that athletes with high
mental toughness are looking for alternative ways to
improve their performance. Evidence from (Nicholls
et al., 2008) also shows that mental toughness is
positively and significantly related to imagery, self-
talk, and goal-setting.
In the analysis of MTSQ-50 subscales, it was
found that the subscales of tough emotions are a
subscale of mental toughness that is directly loaded to
8 subscales of performance strategies. According to
this study, the more the athlete masters automaticity,
emotional control, goal-setting, imagery, relaxation,
and self-talk, the tougher and this mental toughness
arises from the athlete’s tough psychological and
physiological emotions in training and competitive
conditions. This finding is consistent with Gucciardi
et al.'s (2008) findings and emphasizes the
importance of emotions.
Due to gender differences in the subscales of
performance strategies, men had higher scores than
women in self-talk, automaticity, goal-setting,
imagery, and relaxation. This study shows that the
amount or manner of men using psychological skills
is different from women. As in physical training,
different exercises are performed in men and women,
so the exercises should be done uniquely in the more
effective use of women’s psychological skills
(Kristjánsdóttir, Erlingsdóttir, Sveinsson, &
Saavedra, 2018). The results obtained in this part of
the study align with the Harwood & Cumming (2004)
results.
The current study has its limitations. First, the
TOPS questionnaire was used to assess the
psychological skills of athletes. The TOPS
questionnaire's purpose is to measure a person’s use
of psychological skills and determine whether
athletes have a proper understanding of these skills.
Or, can they use these skills more effectively? There
is no definite answer. The second limitation is caution
in interpreting evidence from research that uses
EQOL Journal (2021) 13(1): 13-21
19
multiple correlations. Another limitation is that it
should be noted that mental toughness is not
measured solely by the athlete’s use of psychological
skills and is a variable that goes beyond a set of
performance strategies. Horsburgh et al. (2009) show
that mental toughness has a genetic dimension and the
acquired dimension. Nicholls et al.’s (2008) study
also point to the lack of mental toughness variability
from one situation to another and its behavior as
personality traits. Therefore, mental toughness should
not be considered a one-dimensional variable. The
last limitation is that the current study's psychological
variables can be related to athletes' personality traits.
This possibility has not been investigated in this
study.
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How to cite this article:
APA:
Beheshti, A., Gharayagh Zandi, H., Fathirezaie, Z., & Heidari, F. (2021). Mental
toughness and performance strategies of martial artists in practice and
competition. Exercise and Quality of Life, 13(1), 13-21.
doi:10.31382/eqol.210602
MLA:
Beheshti, Atefeh, et al. "Mental toughness and performance strategies of martial
artists in practice and competition." Exercise and Quality of Life 13.1
(2021): 13-21.
Chicago:
Beheshti, Atefeh, Hassan Gharayagh Zandi, Zahra Fathirezaie, and Fatemeh Heidari.
"Mental toughness and performance strategies of martial artists in practice
and competition." Exercise and Quality of Life 13, no. 1 (2021): 13-21.
