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In addition, a pilot study, based on the drafted outline, was conducted by the present researcher to interview two national team gymnastics athletes to improve the operational skills required for the interviews.

The interviews were conducted face-to-face by the present author; the average duration was approximately 30 min, and all interviews were recorded. The collection of observed data was completed by three people: the first person used a digital video camera to record the behavior of all participating athletes prior to ascending the platform or springboard off-platform.

The second person used a digital video camera to record the behavior of the participating athletes when they were on the platform or springboard on-platform. Grounded theory involves the development of a new theory based on raw data, to guide the development of theory driven by qualitative research Glaser, ; Charmaz, The strategy proposed by grounded theory and the method of constructing theory using qualitative data have been widely applied to different fields and disciplines.

Based on the results of comparative analysis, Charmaz suggested that we should regard grounded theory and corresponding methods as a set of principles and practices, rather than prescriptions or packaged procedures.

On that account, a grounded-theory perspective that emphasizes the flexible use of coding guidelines is suitable for addressing the research questions of the present study. Therefore, this theory was employed as the data analysis method, based on the following process: open coding, axial coding, and selective coding were primarily applied; then, key behaviors were identified and a PPR model was developed.

The coding system was developed strictly following the qualitative research process. First, two of the present researchers participated in the analysis of all of the collected data independently and established a preliminary coding table according to standard theoretical definitions in psychology.

Next, a group discussion was conducted to resolve any disagreement on themes and groupings of behaviors until consensus was reached. Following the construction of the preliminary coding table, the researchers referred to the principles of thematic analysis and combined themes based on their similarities, so as to establish a more complex second-level coding table.

Specifically, each theme was compared to each of the other themes, so that any themes with a similar meaning were combined, and themes with contrasting meanings were separated. Following the group discussion, the two researchers consistently agreed on the coding system to be applied. All records of the interviews were first transcribed by the researcher.

Next, the transcripts were checked against the records to ensure the accuracy of the information. Another member of the research team was also invited to conduct a second check of the transcripts to compare them against the records. The verified information was then imported into QSR Nvivo 7.

Firstly, the researcher conducted a preliminary coding table for the data, according to the research purpose. Next, a group discussion was conducted to resolve any disagreement on the theme and grouping of the behavior until a consensus was reached.

The five types of validity standards include descriptive validity, interpretive validity, theoretical validity, generalizability, and evaluative validity and triangulation methods were used test the validity of the data.

Firstly, four strategies, used to improve the descriptive validity of the data, were adopted during the data collection process: 1 the interviewer ensured that the recording equipment was functional during the interview; 2 the transcriber ensured that the interviews had been transcribed verbatim; 3 the initial coding components and categories were sent to the interviewees for verification, and their suggestions were considered to ensure the accuracy of the terms; 4 finally, both athletes and coaches were interviewed to ensure that the collected data from the two groups complemented one another.

Secondly, two strategies were adopted to improve the interpretive validity of the data: 1 a group of experts, specialized in psychology, was recruited to provide suggestions and guidance throughout the entire research process, from preparation to implementation of the research; 2 during the transcription and coding process, the researcher maintained close communication with the interviewees athletes and coaches for advice and suggestions.

Thirdly, expert meetings were organized at each data analysis stage, and the OG-P experts were invited to evaluate the accuracy of the data coding.

Fourthly, the research results were sent to some interviewees, who confirmed that the results accurately reflected their situation and presented some abstract concepts in a more tangible manner, as well as confirming that the results could be internally generalized.

This study also received recognition from target readers and relevant professionals, following communication with them; the constructed PPRs achieved acceptable external generalizability. Fifthly, the researcher comprehensively reviewed and studied existing research and related theories on PPRs, from home and abroad, to gain a full understanding of the technical, psychological, and competitive characteristics of diving.

In addition, the researcher also investigated the background of the interviewees in terms of years of service as an athlete or coach, as well as educational background. Expert meetings were held throughout the entire research process to improve its evaluative validity.

Lastly, triangulation, which refers to the use of different data sources, methods, analyses, and theories as a means of ensuring the accuracy of research results, was adopted.

In this study, the findings from the interviews were further verified during the observation process, and the findings from the observations were compared with those from the interviews to ensure that the findings from the two methods matched, confirmed, and supplemented one another.

Moreover, the study not only included athletes as interviewees but also coaches. During the observation process, both horizontal and vertical comparisons were conducted.

Due to the word count restriction, the original quotes of the interviewees were only included for a limited number of topics. The analysis of the interview results with the athletes and coaches yielded four components and 16 categories of PPRs, as presented in Table 3.

Table 3. List of the components and categories of the PPRs collected through the interviews. The analysis of the behavior of 13 athletes off-platform showed that the athletes tended to exhibit the following behaviors: 1 climbing out of the pool to salute the referee and the audience; 2 listening to or checking the announced score of the dive; 3 showering with hot water and then drying off; 4 returning to the rest zone to rest; 5 warming up; 6 looking for the coach; 7 imitating the moves of the dive; 8 showering; and 9 waiting for their turn of the next dive.

In addition, following a comparison between the observed behavior and the results of the interviews, three additional categories related to behavioral strategies emerged as follows: 1 climbing out of the pool to salute the referee and the audience; 2 listening to or checking the announced score of the dive; and 3 showering with hot water and then drying.

These three categories were considered supplementary to the findings of the interviews. The analysis of the behavior of 13 athletes on-platform showed that the athletes tended to exhibit the following behaviors: 1 physical arousal behavior, such as clenching the fists, treading water, shaking and swinging the legs, bending the knees, rotating the head, and twisting the neck; 2 adjusting the springboard springboard diving ; 3 imitating the moves of the dive platform diving ; 4 throwing the towel; 5 adjusting breathing; 6 listening to the broadcast and the starting signal prior to beginning their dive; 7 habitual behavior, such as rubbing hands, squeezing wrists, touching hips, and rubbing face; 8 standing still; and 9 diving.

A comparison of the observed categories with the results of the interview yielded one additional category related to behavioral strategies: standing still. With the development of technological counseling services for the Olympic diving team, and the in-depth investigation of the present study, it was determined that certain associations existed between the behavior of outstanding athletes on the diving platform and their performance during competition.

For that reason, the present researchers conducted an investigation on the behaviors of key athletes from the national team during major competitions. Physical arousal behavior on the platform was divided into upper limb movement and lower limb movement.

In addition, habitual behavior that frequently occurred in the same dive group and the order of the movement of each action were analyzed and summarized. Cognitive processes and the stress levels of the athletes accompanying these frequently occurring habitual behaviors were further verified based on observation results and interviews.

Since the goal of the present study was not to develop PPRs for a specific athlete or to establish a relationship between PPRs and competition performance, only the data of Athlete 5 Olympic champion , who performed behavior B in 10 major competitions, were presented and analyzed.

The relationship between the frequency of the habitual behaviors, length of time standing still, and achievements in each competition are presented in Table 4 and Figure 1.

More data and behavioral analysis information on other athletes are not included in this paper, due to the word limit. Table 4. Analysis of the on-platform behaviors of AI5 prior to performing B.

Figure 1. Scatter plots of the relationship between scores and on-platform behaviors of interviewee 5 prior to performing B. The frequency of habitual behavior of AI5 ranged between 4 and 7 times and the duration of standing still time ranged between 3 and 6 s prior to performing B.

In addition, the resulting score of the performance appeared to be higher when the frequency of the habitual behavior was 6 or 7 times and the duration of the standing still time ranged between 4 and 6 s. A further interview with AI5 showed that the habitual behavior was usually accompanied by self-talk, intense concentration, and adjustment of breathing, while standing still was accompanied by visualizing the moves of the dive.

In addition, different athletes tended to show unique behavioral characteristics and patterns on the diving platform prior to their dives. The characteristics and patterns not only provide the basis for constructing PPRs but also serve as a key reference for coaches and athletes to develop personalized PPRs.

Therefore, it is of great importance to elucidate such a relationship prior to developing PPRs. In order to present the distribution of the components and categories of the PPRs during the diving competition more clearly, the diving process was divided into three parts Figure 2 and 10 stages.

In light of the findings obtained through the interviews and observations, combined with the three-part model of the diving process, the diving PPRs were constructed Figure 3. Pace setting during the competition is a very important step to ensure effective self-regulation during the competition.

The behavior of athletes with more experience in competitions lends itself to a certain pace. For example, the usual pace during the Olympic Games is approximately one behavior per minute. The progress of the competitions is usually controlled by the corresponding TV stations, as they need time to broadcast other information, such as advertisements.

During this stage, athletes use various strategies of self-regulation, such as visualizing the moves of the dive, adjusting breathing, self-talk, listening to music, and chatting with others, to rest.

Other self-regulation strategies include not watching the dives of the other athletes and trying to avoid receiving information related to the performance of other athletes. When the athletes are preparing for the next dive, the coach usually gives instructions related to the essentials of the next dive and the moves that they should pay attention to.

The athletes usually reinforce their understanding of the instructions by imitating or visualizing the moves of the dive.

It was also found that the sequence of stage 2 and 3 warm up depends on the personal habits of the athletes rather than being fixed.

Specifically, some of investigated athletes went directly to their coaches for instruction following the rest stage, while other athletes preferred to warm up prior to receiving instructions from their coach. During this stage, common warm-up activities are carried out; the athletes tend to apply imitation and visualization of the dive moves to activate their body and mind and reinforce the essentials of the dive.

In addition, athletes are required to shower and test the water to prepare their body for diving into the water.

The time spent on showering and water temperature testing was believed by the interviewees to have a certain impact on the preparation of the dive. Therefore, the athletes tend to be nervous during this stage and usually adopt self-talk and breathing regulation to assist self-regulation.

This stage is a transition stage between two dives. A certain number of behaviors is expected from the athletes, such as climbing out of the pool to salute the referee and the audience, listening to or checking the announced score of the dive, showering with hot water and then drying the body, looking for the coach, returning to the rest zone, putting on clothes, and resting.

One other important aspect at this stage is to forget the result of the previous dive, regardless of it being good or bad, and swiftly adjust oneself for the next dive. One of the interviewees described this stage as follows:.