International Journal of Sport and Exercise Psychology

ISSN: 1612-197X (Print) 1557-251X (Online) Journal homepage: http://www.tandfonline.com/loi/rijs20

Periodization of psychological preparation within

the training process

Boris Blumenstein & Iris Orbach

To cite this article: Boris Blumenstein & Iris Orbach (2018): Periodization of psychological
preparation within the training process, International Journal of Sport and Exercise Psychology,
DOI: 10.1080/1612197X.2018.1478872

To link to this article: https://doi.org/10.1080/1612197X.2018.1478872

Published online: 30 May 2018.

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International Journal of Sport and Exercise Psychology, 2018
https://doi.org/10.1080/1612197X.2018.1478872

Periodization of psychological preparation within the training process

Boris Blumensteina,b* and Iris Orbacha
a
Ribstein Center for Sport Medicine Sciences and Research, Wingate Institute, Netanya, Israel; bPhysical
Education Department, Givat Washington Academic College, Ashdod, Israel
(Received 11 February 2018; accepted 16 April 2018)

Psychological preparation (PP) is an essential fundamental factor of any sport training

programme. This preparation is critical and influential in the athlete’s success. Periodization is
a basic principle in sport training which enables the coach to plan and manage the training
process. A typical training programme consists of three main phases: preparatory, competitive,
and transition. The practice within these phases includes four different preparations: physical,
technical, tactical, and psychological. Within the ideal training programme each of the four
preparations should be coordinated with the other preparations in each training phase. In this
paper, the integration of PP within the training phase is discussed and described by the
periodization principle. The periodization of biofeedback training as applied in the Learning-
Modification-Application approach framework and the transfer of learned psychological skills
to the field while using the Simulation Training Programme has proven to be effective while
working with elite athletes. Real-world evidence for the effectiveness of this idea was
investigated in numerous research studies and in practical work with 38 medalists from 14
different sport disciplines in various top-level events.
Keywords: periodization; psychological preparation; Learning-Modification-Application
approach; simulative-training-exercise-programme

Sport training is a special pedagogical process, which is oriented towards an athlete’s maximal
achievement in competition. For this purpose, the training process is focused on increasing the
athlete’s work capacity and skill capabilities, and on developing stable psychological qualities
for successful performance in training and competition settings (Bompa, 1999; Bompa & Buzzi-
chelli, 2015; Carrera & Bompa, 2007). This process is based on long-time planning with progress-
ively growing training loads, a combination of load and rest, and balance of volume and intensity
of workloads. A perennial training process utilises innovative knowledge from sport-related
domains, such as sport medicine, physiology, biomechanics, nutrition, and sport psychology, in
the athlete’s preparation (e.g. Bompa, Blumenstein, Hoffmann, Howell, & Orbach, in press;
Edmonds & Tenenbaum, 2012). This paper focuses on the integration of psychological prep-
aration (PP) within the training process. This integration is based on a fundamental concept in
sport training – the periodization principle, and presents a pioneering psychological skill training
(PST) programme which realises this principle.

Periodization of sport training

In the 1960s and 1970s scientists and practitioners, mainly from the Eastern Bloc countries, devel-
oped the concept of periodization (Harre, 1982; Matveyev, 1981; Ozolin, 1970). Later, in the

*Corresponding author. Email: borisb@wingate.org.il

© 2018 International Society of Sport Psychology

2 B. Blumenstein and I. Orbach

1990s, Bompa (1999) adapted and popularised this concept in the West. Periodization is a funda-
mental principle in sport training which play a significant role in planning and managing the train-
ing programme (Bompa, 1999; Bompa & Buzzichelli, 2015). In line with the periodization
principle, sport training consists of phases and cycles in which workloads, intensity, volume,
and recovery time are planned and manipulated over the training days, weeks (i.e. microcycle),
months (i.e. mesocycle), and years (i.e. macrocycle). A typical training programme consists of
three main phases, namely the preparatory (general and specific), competition, and transition
(recovery) (Bompa, 1999; Harre, 1982; Matveyev, 1981; Zatsiorsky & Kraemer, 2006). The prac-
tice within these phases includes four different preparations: physical, technical, tactical, and
psychological (Bompa, 1999; Matveyev, 1981; Platonov, 1986).
Physical preparation is considered to be the dominant component of most training theories
(Brown, 2001; Harre, 1982). The main goals of physical preparation are: (1) to develop the rel-
evant fitness component (e.g. endurance, strength, flexibility, and speed) which is required for
specific sport disciplines, and (2) to refine the specific motor abilities that are required for the
highest level of proficiency during the competition phase. To achieve the first goal of physical
preparation the psychological practice should focus especially on motivational aspects, goal
setting, and mental/physical recovery. Psychological practice for achieving the second goal of
physical preparation should be oriented on short version of main psychological strategies such
as relaxation, imagery, self-talk, and concentration. Finally, the above strategies should be inte-
grated within the athlete’s precompetitive and preperformance routines. The main aim of technical
preparation is to perfect the movement patterns and their components (Bompa, 1999; Schack &
Bar-Eli, 2007). Practice of technical elements requires the athlete’s concentration on improving
the accuracy and speed of the movement. This practice enables the athlete to quickly and accu-
rately perform the skills necessary to excel during real sport events. The main goal of tactical
preparation is to provide the athlete with the strategic knowledge required for him/her to effec-
tively execute the overall movements. Athletes are taught how to develop the game plan or com-
petition strategy that best fits their sport, and which will increase the probability of exhibiting
superiority over their opponents (Henschen, Statler, & Lidor, 2007) Refining tactical elements
should require athlete’s practice on his/her self-regulation skills, effective decision-making, and
focus/attention capabilities. The objective of PP is to teach and practice the athletes’ task-specific
psychological techniques as part of PST. These techniques can help them overcome emotional
and mental barriers, such as fear of failure, high anxiety, loss of attention focus, low self-confi-
dence, and negative thoughts that may be experienced during practice, competitions, and
games (Blumenstein & Orbach, 2012a, 2012b; Blumenstein, Lidor, & Tenenbaum, 2005;
Vealey, 2007; Weinberg & Gould, 2015).
In an ideal training programme, each of the four preparations should be effectively coordi-
nated with the other preparations in each training phase (Balague, 2000; Blumenstein &
Orbach, 2012a, 2012b; Blumenstein, Lidor, & Tenenbaum, 2007; Holliday et al., 2008).
However, in real life, clear relationships exist only among the physical, technical, and tactical
preparations. These three preparations are routinely practiced and monitored within the training
process using objective measurements, while taking into considerations the physical, technical,
and tactical elements. This is usually done by the coach and professional staff in order to
analyse and correct performance while using innovative technological devices during each
phase of training (Bompa et al., in press; Schack & Bar-Eli, 2007).
The current state of the PP is different compared to the other three preparations. On one hand,
most athletes and coaches have reported that PP is critical to professional athletic success (Vealey,
2007). On the other hand, the most of elite athletes do not integrate PST into their daily physical
training regime, and use the various mental techniques mainly in competitions (Blumenstein &
Orbach, 2012b; Raalte & Petitpas, 2009; Vealey, 2007). This might be explained by the fact
 International Journal of Sport and Exercise Psychology 3

that coaches and athletes are not aware of the following: (a) psychological skills can be learned
and practiced; (b) psychological skills can be monitored through objective and introspective
measures; and (c) PP can be linked to an athlete’s training goals and become part of his/her prac-
tice (Blumenstein et al., 2007; Blumenstein & Orbach, 2012b; Cox, 2012; Krane & Williams,
2015; Vealey, 2007; Weinberg & Gould, 2015; Weinberg & Williams, 2015). Finally, sport psy-
chologists do not have enough information regarding the theory and methodology of sport train-
ing, and therefore they often provide PP separately from the training process (Blumenstein &
Orbach, 2012b; Weinberg & Gould, 2015; Weinberg & Williams, 2015).
Based on all of the above, this paper presents an innovative framework which applies the per-
iodization principle as a guideline for integrating PP within the training process. Our main argu-
ment in this paper is that PST as part of PP can be provided by utilising the Learning-
Modification-Application (LMA) approach and the Simulation Training Exercise Programme
(STEP) as practical tools for transferring the learned psychological skills from laboratory to
field. The theoretical underpinnings of the PST within the training phases and their implemen-
tation are outlined next.

Psychological preparation and periodization

Numerous studies have found a positive effect of PST on athletic performance in individual and
team sports (Vealey, 2007; Weinberg & Gould, 2015; Weinberg & Williams, 2015). In spite of
this, PST is not an integral part of athletic preparation. In cases where PST is being provided,
it is practiced separately and does not take into account the current phase of the training pro-
gramme, its goal, or the content in which the athlete is involved. In some cases when athletes
report on using some mental techniques, it is usually only in competition settings (Blumenstein
& Orbach, 2012b; Frey, Laguna, & Ravizza, 2003; Vealey, 2007). PST should correspond to the
objectives of each training phase: preparatory (i.e. general/specific), competition, and transition
(Balague, 2000; Blumenstein et al., 2005, 2007; Blumenstein & Orbach, 2012a, 2012b; Holliday
et al., 2008). The main objective of each phase and its psychological correlates will be presented
below, followed by a detailed discussion of PST integration within the training process (Table 1).

Preparatory phase: general preparation

The main objective of the general preparation (GP) of the preparatory phase is to help athletes
improve their physical and motor abilities as required by the specific sport (Bompa, 1999;
Bompa & Buzzichelli, 2015). This can be achieved by hard, voluminous, monotonous work
with numerous exercise repetitions. In this phase it is important to improve the athlete’s ability
to endure big loads of training. Therefore, PST should be oriented towards physical and psycho-
logical rest, recovery relaxation, daily and weekly motivation, concentration under fatigue, and
clear goal setting. In addition, it is important to create a positive attitude to training goals and
heavy loads. The above can be achieved by using psychological techniques/strategies such as pro-
gressive muscle relaxation (Jacobson, 1938), imagery (e.g. Morris, 2010; Suinn, 1993), concen-
tration (Moran, 2010), biofeedback training (BFBT) (e.g. Blumenstein & Orbach, 2014), and goal
setting (e.g. Gould, 2015).

Preparatory phase: specific preparation

The main objective of the specific preparation (SP) within the preparatory phase is to further
develop the athlete’s physical abilities according to the unique physical and physiological charac-
teristics of a specific sport, developing the athlete’s sport form and readiness for competition
4 B. Blumenstein and I. Orbach

Table 1. Periodization of psychological preparation.

Preparatory phase
GP SP Competition phase Transition phase
Main aims Learn basic Modify Transfer and apply Use psychological
psychological psychological psychological techniques for
strategies for skills and skills to the field recovery and rest
developing self- strategies based and competition between seasons
regulation abilities on sport-specific
demands
Special Positive attitude Combine dominant Keep optimal sport Evaluation and
attention towards the daily psychological form and self- recovery between
training load and skills relevant to confidence, stress competition
sport regime, weekly sport discipline management, events and
recovery, sport coping skills seasons
motivation
Place of Lab Lab and field Field Lab and home
PST

(Blumenstein et al., 2007; Blumenstein & Orbach, 2012a, 2012b; Bompa & Haff, 2009). Accord-
ingly, the intensity of practice increases and the number of repeated exercises substantially
decreases. The main objective of PST within SP is to practice psychological skills/strategies in
order to enhance the physical, technical, and tactical skills required for a specific sport type. In
this phase, it is especially important to consider the technical preparation, in which mental and
motor control play a vital role.
In the SP, the athlete is exposed to a variety of actual environmental factors related to a com-
petition situation. Therefore, the psychological techniques are performed under special stress dis-
tractions, and are modified towards sport-specific demands. In addition, during this period the
athlete participates in some competitions, and therefore the PST in the individual sport should
focus more on parameters such as self-confidence, self-regulation, and concentration. In team
sports, the PST centres on developing team cohesion, communication, leadership, group
dynamics, and the relationships between players. The sport psychology consultant takes part in
athlete/team practice, introduces psychological techniques in training, identifies weaknesses in
the athlete/team PP, and, finally, optimises the precompetitive routine. In this period it is important
to pay attention to the interaction between the psychological, tactical, and technical preparations.
To summarise, in the preparatory phase the athlete develops a framework for the physical,
technical, tactical, and PPs for the upcoming competition phase (Lidor, Tenenbaum, Ziv, &
Issurin, 2016). Eventually, during the SP, the psychological techniques are modified towards
the sport-specific skills of each chosen sport.

Competitive phase
The main objective of the competitive phase is to improve the athletes’ motor and psychological
abilities in as many competitions as possible, so that peak performance can be achieved. In this
phase, PST plays a critical role and has a significant impact on the athlete’s performance enhance-
ment. During this phase, the intensity of the performed technical elements increases and the rep-
etitions decrease, while the total time of training decreases. In addition, the athlete intensively
participates in a variety of competitions. The ultimate goal of PST in this period is to transfer a
large part of the mental training from the laboratory to the field, and to apply the psychological
strategies in different training and competition situations. Moreover, the psychological strategies
 International Journal of Sport and Exercise Psychology 5

are modified to the training and competition demands, such as the duration and specificity of the
sport. Therefore, in this period psychological skills are more related to the kind of sport, the actual
environment factors of competition, and being an integral part of the precompetitive routine (Blu-
menstein et al., 2007; Blumenstein & Orbach, 2012a, 2012b; Weinberg & Gould, 2015; Weinberg
& Williams, 2015). Special attention in this phase is given to precompetitive, competitive, and
preperformance routines (Cotterill, 2010; Schack, Whitmarsh, Pike, & Redden, 2005), concen-
tration (Moran, 2010), self-confidence (Feltz & Oncu, 2014), short version of muscle relaxation
(Jacobson, 1938), BFBT (Blumenstein & Orbach, 2012b, 2014), and recovery following training
and competitions (Elbe & Kellmann, 2007).

Transition phase
The objective of the transition phase is to enhance physical and psychological rest and to make
sure that an acceptable level of the athletes’ GP is maintained. Athletes are advised to remain
active during this phase, so that they will be better prepared for the next preparation phase in a
new training cycle. The main objective of PST within the transition phase is mental recovery,
such as relaxation, listening to special individualised music, and breathing exercises, while incor-
porating BFB games (Blumenstein & Orbach, 2012a, 2012b, 2014).

Psychological preparation and BFBT: integration within the training process

In the scientific literature, BFBT in sport is described as an effective tool used as part of PP in
various sports (Blumenstein & Orbach, 2014; Collins & McPherson, 2006; Edmonds & Tenen-
baum, 2012; Perry, Shaw, & Zaichkowsky, 2011; Strack, Linden, & Wilson, 2011). It was
suggested that BFBT has a positive effect on athletic performance when employed as a com-
ponent of a larger package of psychological skill interventions/strategies (Petruzzello, Landers,
& Salazar, 1991) and a significant component of PST (Beauchamp, Harvey, & Beauchamp,
2012; Blumenstein & Orbach, 2012b, 2014; Zaichkowsky, 2009). There are substantial reasons
for successfully using BFBT as part of an athlete’s PP. First, BFBT, similar to physical training,
is based on the educational approach, which includes: (a) clear training goals; (b) a varied collec-
tion of psychological strategies and exercises as training means; (c) training sessions’ plan and
structure in which improvement can be observed; and (d) transferring learning skills from lab
to the field. Second, psychophysiological monitoring of an athlete’s emotional state represents
an objective source of information. Finally, using psychophysiological measurements promotes
the understanding of the athlete’s brain and complexity of sport performance (Blumenstein &
Orbach, 2014; Collins & McPherson, 2006; Hatfield & Hillman, 2001; Strack et al., 2011; Zaich-
kowsky, 2009). However, some studies and practitioners point to the fact that transferring BFBT
and learned response from the laboratory setting to real life can be problematic. (Blumenstein &
Orbach, 2014; Crews, Lochbaum, & Karoly, 2001). To overcome this limitation, the following
approaches were developed: (1) The Wingate 5-Step Approach (W5SA: Blumenstein, Bar-Eli,
& Tenenbaum, 1997); (2) The Vancouver programme (Beauchamp et al., 2012); and (3) The
LMA (Blumenstein & Orbach, 2012b) approach. The advantages of these programmes are the
integration of the periodization principle, the incorporation of the ability to transfer the learned
response to the field, and being a significant part of PST. Finally, and most important, elite athletes
of Olympic and Paralympic levels reported positive effects of these programmes on their perform-
ance (Beauchamp et al., 2012; Blumenstein & Orbach, 2012a, 2012b, 2012c, 2012d, 2015).
The first programme to be presented is the W5SA. This programme has been used success-
fully in scientific research and applied experience for more than 20 years (e.g. Israeli athletes
during four summer Olympic Games), and has received international acknowledgment
6 B. Blumenstein and I. Orbach

(Blumenstein & Bar-Eli, 2005; Blumenstein & Orbach, 2012b, 2014; Edmonds & Tenenbaum,
2012; Strack et al., 2011). The W5SA includes a self-regulation test and five steps: (1) Introduc-
tion: Learning and practicing basic self-regulation techniques; (2) Identification: Selecting and
practicing BFB modalities relevant to sport disciplines; (3) Simulation: BFB training under simu-
lated competitive stress; (4) Transformation: Transferring BFB training using portable BFB
devices to the athlete’s training; and (5) Realisation: Evaluating psychological skills in a competi-
tive environment. The W5SA has been applied to different populations (e.g. children, adolescents,
elite competitors), in a variety of tasks (i.e. various sports/activities), and for diverse situations
(e.g. training, top competitions) (Bar-Eli & Blumenstein, 2004a, 2004b; Bar-Eli, Dreshman, Blu-
menstein, & Weinstein, 2002; Blumenstein & Bar-Eli, 2001).
Studies that are based on the W5SA model demonstrate that the first three steps (i.e. Introduc-
tion, Identification, and Simulation) are appropriate mainly for instructional purposes in youth
sport, whereas the overall model is more suitable to the elite-level athlete preparing for compe-
tition (Bar-Eli & Blumenstein, 2004a; Blumenstein & Bar-Eli, 2005). Followed by numerous
studies and practical work with athletes, the W5SA has been evaluated as “one of the best pub-
lished program guides … ” (Strack et al., 2011, p. 85). Detailed descriptions of the W5SA can be
found in a variety of published scientific literature (e.g. Blumenstein & Orbach, 2012a, 2012b,
2014; Blumenstein & Weinstein, 2011; Blumenstein et al., 1997, 2002).
Another programme that integrated BFBT as part of PST was developed for the Canadian
National Short-Track Speed Skating team, and continued over a three-year period leading up
to the Vancouver 2010 Olympic Games (Beauchamp et al., 2012). The BFBT protocols were
adapted from the work of Wilson, Peper, and Moss (2006). This programme emphasised a
seven-phase model in an effort to enhance sport performance: (1) orientation/observation, (2)
sport analysis, (3) individual and team assessment, (4) concept utilisation, (5) PST intervention
strategies, (6) implementation, and (7) evaluation. This programme has had successful results
with Canada’s Olympic short-track speedskating team. However, this programme should be
applied with other sport disciplines and research designs to strengthen its qualities.

The LMA approach

The newly developed LMA approach is a multifaceted psychological programme, integrating
BFBT with other psychological strategies into one intervention package based on the periodiza-
tion principle (Blumenstein & Orbach, 2012a, 2012b, 2014). The LMA approach is composed of
three dimensions (i.e. Learning, Modification, and Application) and a 7-stress distraction scale
(i.e. 1–2 light, 3–4 moderate, 5–7 high). The first step of the LMA approach, the Learning
stage, is provided during the GP of the athlete’s training process. Basic psychological strategies
are learned and practiced with BFB under “light” levels of stress distractions/situations, mainly in
a laboratory setting.
The Modification stage is applied parallel to the SP phase of the athlete’s training. At this stage
the athlete integrates the technical and tactical components of his/her performance into practice.
The content and length of the psychological intervention package (i.e. psychological strategies
with BFB) are modified according to the sport discipline and combined with the athlete’s perform-
ance in a training and a competition setting. These sessions are provided in a lab/training setting
under “moderate” stress distractions.
The Application stage of the LMA approach is linked to the competition phase of the athlete’s
training. The focus of this stage is to practice the technical/tactical elements relevant to the ath-
lete’s competitive performance. The practice sessions include BFBT with the simulation of pre-
vious competition events, and generating real-life situations using a variety of “high” stress
distractions which are based on the demands of the sport discipline. Psychological strategies
 International Journal of Sport and Exercise Psychology 7

are applied to the preperformance routine and the athlete’s overall performance. Long-term prac-
tice with the LMA approach allows the athlete to achieve optimal performance in critical
moments of competition.

Simulation training exercise programme

For the complete transfer of psychological skills from laboratory to field, we developed the STEP
(Blumenstein et al., 2007; Blumenstein & Orbach, 2012a, 2012b, 2015). STEP is composed of
special exercises and simulated competition situations alleged to improve the athlete’s psycho-
logical skills and performance. The motor tasks are practiced during mental training sessions,
and the psychological techniques are used for positive transfer to competition, in order to
improve performance. Previous researchers and practitioners have developed exercises to
achieve this goal – specifically for improving concentration, such as the “concentration grid”
(Harris & Harris, 1984) and the “pendulum” (Weinberg, 1988). In addition, “adversity training”
(Loehr, 1986), “simulation training” (Orlick, 1990), a “reaction training program” (Blumenstein
et al., 2005; Blumenstein & Orbach, 2012b), and a “specific psychological program” (Blumen-
stein & Orbach, 2012a) were developed and put into practice for better transferring of psychologi-
cal skills from lab to field.
Overall, the combination of STEP with the LMA approach continuously contributes to the
application of psychological skills in training and competition. The STEP is usually provided
as an independent programme, or as part of an intervention package that is applied in SP and
competition phases prior to important events. The special exercises, simulated situations, and
psychological techniques used as part of the STEP are adjusted based on the demands of the
sport (i.e. individual and team), the periodization of the specific sport, and the needs of the
athletes and the coaches (see Blumenstein et al., 2007; Blumenstein & Orbach, 2012a,
2012b, 2015).
STEP includes different motor exercises, such as: (a) Stop Reaction Exercise (SRE); (b) Time
Reproduction Exercise (TRE); and (c) Reaction Training Programme (RTP). In SRE the athlete
holds a stopwatch while his/her thumb presses on the start-stop button. The main goal of this exer-
cise is to start and stop the time as fast as possible. To achieve good results, the athlete must learn
how to relax his/her muscles and concentrate on the act itself, while finding the optimal balance
between muscle tension and the necessary concentration level. In TRE the athlete is asked to
reproduce a time period of 5 seconds without looking at the time clock. The goal is to reproduce
a time that is close to 5 seconds based on a sport discipline. In some sport disciplines, such as
combat sport, it is recommended to use RTP (Blumenstein et al., 2005, 2007: Blumenstein &
Orbach, 2012a, 2012b). The main objective of RTP is to improve the athlete’s response to differ-
ent situations. This computerised training programme consists of three reaction time (RT) tasks:
simple RT (1 stimulus, 1 response); two-choice RT (2 stimuli, 2 responses); and discrimination
RT (2 stimuli, 1 response).
Similarly to the LMA approach, the acquisition and application of STEP is based on the per-
iodization principle (Table 2). In the STEPinitial athletes learn and practice the two motor exer-
cises, TRE and SRE, which are provided in the GP of the training periodization phases. The
goal in this stage is to learn the movement and to connect it to the relevant psychological strategies
(e.g. muscle relaxation, concentration, self-talk, and imagery). In the STEPadvanced, which takes
place in the SP, the athletes continue to perfect the movement with relevant psychological strat-
egies while being exposed to different demands, which allows for better results in task perform-
ance. Finally, in the STEPrealisation, which is provided in the competitive phase, athletes practice
the exercises under situations and conditions that are designed to be similar to real-life sport-
specific competition demands.
8 B. Blumenstein and I. Orbach

Table 2. The integration of LMA and STEP within an athlete’s training process.
Preparatory phase
General Specific Competitive phase Transition phasea
LMA Learning Modification Application
STEP STEPinitial STEPadvanced STEPrealisation
Lab/Field Ratio % 70/30 50/50 30/70
a
During the Transition Phase athletes are directed to use psychological techniques for recovery and rest in both laboratory
and home settings.

Integration of psychological preparation programme: real-life evidence

PP as described above is a psychological skill-oriented programme. The effectiveness of this pro-
gramme and its elements were investigated in numerous research projects and practical work with
athletes at varied ages, skill levels, and sport disciplines (e.g. Blumenstein et al., 2005; Blumen-
stein & Orbach, 2012a, 2012b, 2014, 2015; Lidor, Blumenstein, & Tenenbaum, 2007). The idea
of the integration of PP Programme within the training process based on the periodization prin-
ciple was successfully applied during work with elite athletes at various top-level sport events.
The psychological programme was provided to athletes who competed in four Olympic
Games, four world championships, and six European championships, in which 38 athletes
from 14 different sport disciplines achieved medals. A major reason for the positive results is
due to the integration of PP within the athletes’ training process based on the periodization
principle.

Final considerations
The aim of this paper was to demonstrate how PP can be incorporated within the preparation,
competition, and transition phases of the training process. This integration can be realised by
using the periodization principle as a guideline for sport psychology intervention. Therefore,
the relevant PST for achieving the best performance results should be being modified and prac-
ticed based on athlete’s training preparation phases.
BFBT as part of the athlete’s PST is an effective tool for prompt realisation of the above argu-
ment. LMA and STEP provide the athlete with a framework that allows the transfer of learned
psychological skills from laboratory to field and the integration of PST within the athlete’s
preparation.
In order to realise and to be able to apply the concept of periodization of PST, modern edu-
cational programmes of sport psychology consultants should include professional knowledge in
sport sciences with an emphasise on the theory and methodology of sport training and intensive
psychological practical experience. Sport psychology consultants should be aware of the relevant
sport discipline demands, and should maintain a relationship of full cooperation with the coaching
staff.

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