The aim of the present study was to compare the effectiveness of a learned preperformance routine (PPR) with an intuitively developed one before a simulation race on advanced swimmers’ speed and motor efficiency, as well as self-efficacy and emotional regulation. In total, 46 National Collegiate Athletic Association Division I swimmers were stratified to either the control (intuitively developed PPR) or the PPR condition, which included four instructional sessions aimed at developing a PPR. A simulated competitive race was organized before and after the intervention. For each simulation, speed and motor efficiency were measured during the race, and self-efficacy and emotions, after the completion of the race. Nonsignificant effects were revealed for speed, motor efficiency, and self-efficacy following the intervention. However, performing a learned PPR prior to racing significantly influenced the swimmers’ emotional state. These results provide some support for the effect of a PPR on emotional regulation prior to a swimming race.

本研究的目的是将学习的赛前表演程序（PPR）的效果与直观开发的赛前程序进行比较，然后进行关于高级游泳者的速度和运动效率以及自我效能和情绪调节的模拟竞赛。总共有46名美国国家大学体育协会I类游泳者被分为对照组（直观发展为PPR）或PPR条件，其中包括四个旨在制定PPR的指导课程。干预前后组织了一次模拟竞赛。对于每次模拟，在比赛结束后都要测量速度和运动效率，以及自我效能感和情绪。干预后发现速度，运动效率和自我效能无显着影响。然而，在赛车之前进行有经验的PPR会显着影响游泳者的情绪状态。这些结果为游泳比赛前PPR对情绪调节的作用提供了支持。