The Concept of Online Mental Training
Emerging technologies are offering new ways to conceptualise and deliver education and in the process are revolutionising how learners learn, think, and build knowledge (Canada, 2000; Evans & Nation, 2000; Land & Hannafin, 2000; McConnell, 2002; Salmon, 2000). Technology is becoming integral to the teaching-learning process as ongoing advancements continue to offer new avenues for learning (Burge & Haughey, 2001; DeBard & Guidera, 2000). Advances in technology are transforming education in the field of physical education (Goggin, Finkenberg, & Morrow, 1997; Martens, 1997). In sport psychology, practitioners and researchers are beginning to explore how they can use the Web to their advantage. Most are using the Web to deliver text-based information, market their products and services, communicate with athletes and others in the field, deliver online courses, engage in scholarly discussion, and share and disseminate research (Stodel & Farres, 2000b). However, the full capacity of the web as an interactive, dynamic educational tool has not yet been harnessed by those in the field.
Stodel and Farres (2002) explored the potential of the Web for sport psychology by considering the concept of online MT. They concluded that “the capabilities of the Web to support interactivity and make [MT] services and resources easily accessible to a wide range of athletes make it an attractive and viable option for delivering [MT]” (Stodel & Farres, 2002, p. 113). However, despite this appeal we have been unable to find a fully interactive MT environment on the Web that provides athletes with a collaborative learning environment supported by expert practitioners within which they can develop their mental skills.