Pub Date : 2022-08-11DOI: 10.1080/21520704.2022.2103222
A. Augustus, S. Zizzi, Thomas O. Minkler, Christopher Lindauer
Abstract Mindfulness-based interventions can be an effective way to simultaneously address student-athlete well-being and sport performance. A key component in adapting mindfulness-based interventions is that different periods of the season (e.g., preseason vs. peak training) present different performance and well-being considerations. This paper is structured to explore the salient considerations for the different periods of the season and to add recommendations for integrating mindfulness core concepts and specific training exercises into each period. These recommendations were assembled by the team of et al., including a NCAA Division 1 head swim coach, a Certified Mental Performance Consultant with applied mindfulness experience and publications, and two Ph.D. students with coaching backgrounds. The recommendations provided were influenced by the current research on mindfulness and performance psychology, as well as the applied consulting and coaching experiences of the co-authors. In addition to these broad recommendations, the authors offer a case example of periodized mindfulness exercises to apply within a week-long micro-cycle.
{"title":"Mindfulness for the Moment: Adapting Interventions for the Period of the Sport Season","authors":"A. Augustus, S. Zizzi, Thomas O. Minkler, Christopher Lindauer","doi":"10.1080/21520704.2022.2103222","DOIUrl":"https://doi.org/10.1080/21520704.2022.2103222","url":null,"abstract":"Abstract Mindfulness-based interventions can be an effective way to simultaneously address student-athlete well-being and sport performance. A key component in adapting mindfulness-based interventions is that different periods of the season (e.g., preseason vs. peak training) present different performance and well-being considerations. This paper is structured to explore the salient considerations for the different periods of the season and to add recommendations for integrating mindfulness core concepts and specific training exercises into each period. These recommendations were assembled by the team of et al., including a NCAA Division 1 head swim coach, a Certified Mental Performance Consultant with applied mindfulness experience and publications, and two Ph.D. students with coaching backgrounds. The recommendations provided were influenced by the current research on mindfulness and performance psychology, as well as the applied consulting and coaching experiences of the co-authors. In addition to these broad recommendations, the authors offer a case example of periodized mindfulness exercises to apply within a week-long micro-cycle.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"25 1","pages":"1 - 14"},"PeriodicalIF":1.8,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91134776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-11DOI: 10.1080/21520704.2022.2104980
J. Heidari
Abstract The professionalization of German soccer initiated a licensing and certification process of elite youth soccer academies also warranting the employment of sport psychological personnel. As part of this amendment, I was able to obtain a part-time position as a sport psychologist in this setting for the first time. Since the starting phase as a novice sport psychologist in this particular environment comes with a number of difficulties, I elaborate on some overarching pitfalls I was initially confronted with in my tenure. My descriptions combine my personal experiences as a novice in the field with research findings in this applied setting. The goal is to provide insights and recommendations for action for neophyte sport psychologists working in elite youth soccer academies and related environments. I specifically address the topics getting to know the organizational structure, building trust, justifying your presence, satisfying the needs of everyone, and role diversity. The practical reflections conclude with discussing strategies for how to improve neophyte sport psychologists’ path in youth academy settings in order to solidify sport psychology in sports and especially in soccer.
{"title":"Pitfalls for Young Neophyte Sport Psychologists – Experiences From Working in an Elite Youth Academy in German Soccer","authors":"J. Heidari","doi":"10.1080/21520704.2022.2104980","DOIUrl":"https://doi.org/10.1080/21520704.2022.2104980","url":null,"abstract":"Abstract The professionalization of German soccer initiated a licensing and certification process of elite youth soccer academies also warranting the employment of sport psychological personnel. As part of this amendment, I was able to obtain a part-time position as a sport psychologist in this setting for the first time. Since the starting phase as a novice sport psychologist in this particular environment comes with a number of difficulties, I elaborate on some overarching pitfalls I was initially confronted with in my tenure. My descriptions combine my personal experiences as a novice in the field with research findings in this applied setting. The goal is to provide insights and recommendations for action for neophyte sport psychologists working in elite youth soccer academies and related environments. I specifically address the topics getting to know the organizational structure, building trust, justifying your presence, satisfying the needs of everyone, and role diversity. The practical reflections conclude with discussing strategies for how to improve neophyte sport psychologists’ path in youth academy settings in order to solidify sport psychology in sports and especially in soccer.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"1 1","pages":"71 - 85"},"PeriodicalIF":1.8,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83145690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-11DOI: 10.1080/21520704.2022.2103220
Michael McGreary, Robert Morris
Abstract This article presents a reflective account of psychological support provided to a professional female footballer. Underpinned by a client-led counselling approach, the client engaged in a process of self-exploration to facilitate managing the challenges of the juniorto-senior transition within professional women’s football. The athlete experienced challenges around balancing roles, self-concept, and self-induced pressures. Through the use of Socratic questioning and a role-play technique, the client increased her self-knowledge (e.g., awareness of the pressures she placed upon herself) to manage the challenges (e.g., physical demands, social life) she experienced. The athlete demonstrated subjective improvements in both performance and wellbeing. Pertinent issues such as transference and countertransference are discussed, and readers are encouraged to consider incidents of when they may occur.
{"title":"Providing Psychological Support for the Junior to Senior Transition in Professional Female Football: An Individual Case Study","authors":"Michael McGreary, Robert Morris","doi":"10.1080/21520704.2022.2103220","DOIUrl":"https://doi.org/10.1080/21520704.2022.2103220","url":null,"abstract":"Abstract This article presents a reflective account of psychological support provided to a professional female footballer. Underpinned by a client-led counselling approach, the client engaged in a process of self-exploration to facilitate managing the challenges of the juniorto-senior transition within professional women’s football. The athlete experienced challenges around balancing roles, self-concept, and self-induced pressures. Through the use of Socratic questioning and a role-play technique, the client increased her self-knowledge (e.g., awareness of the pressures she placed upon herself) to manage the challenges (e.g., physical demands, social life) she experienced. The athlete demonstrated subjective improvements in both performance and wellbeing. Pertinent issues such as transference and countertransference are discussed, and readers are encouraged to consider incidents of when they may occur.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"6 1","pages":"260 - 271"},"PeriodicalIF":1.8,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81680720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-11DOI: 10.1080/21520704.2022.2104979
P. Scales
Abstract This paper builds off of the special JSPA issue on New Approaches to Identity in Sport (Eubank et al., 2020). One of the central challenges in competitive sports, with particular importance for the organization of youth sports at both the developmental and performance levels, is how coaches can increase the odds of student-athletes performing at their personal best level (which enhances the chances of winning contests) but without sacrificing their physical, mental, emotional, social, and spiritual well-being in the process. This paper describes the “Compete-Learn-Honor” (CLH) approach to coaching and player development as one way of meeting that challenge. CLH focuses on the process of personal improvement but without having high levels of ego investment in and self-worth judgments about the winning or losing outcome. The theory and research underlying the CLH approach are described, and practical examples are given of using CLH to create a task- and mastery-involved focus on the joy of playing and the fun challenge of problem-solving in competition, resulting in athlete well-being and more frequent performance at personal best levels.
{"title":"The Compete-Learn-Honor Approach to Coaching and Player Development: Promoting Performance Growth While Enhancing Well-Being","authors":"P. Scales","doi":"10.1080/21520704.2022.2104979","DOIUrl":"https://doi.org/10.1080/21520704.2022.2104979","url":null,"abstract":"Abstract This paper builds off of the special JSPA issue on New Approaches to Identity in Sport (Eubank et al., 2020). One of the central challenges in competitive sports, with particular importance for the organization of youth sports at both the developmental and performance levels, is how coaches can increase the odds of student-athletes performing at their personal best level (which enhances the chances of winning contests) but without sacrificing their physical, mental, emotional, social, and spiritual well-being in the process. This paper describes the “Compete-Learn-Honor” (CLH) approach to coaching and player development as one way of meeting that challenge. CLH focuses on the process of personal improvement but without having high levels of ego investment in and self-worth judgments about the winning or losing outcome. The theory and research underlying the CLH approach are described, and practical examples are given of using CLH to create a task- and mastery-involved focus on the joy of playing and the fun challenge of problem-solving in competition, resulting in athlete well-being and more frequent performance at personal best levels.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"21 1","pages":"51 - 60"},"PeriodicalIF":1.8,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85096697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-11DOI: 10.1080/21520704.2022.2103221
Karisa L. Kuipers, Jenn M. Jacobs, Lindsey A. Miossi, Javon Davis
Abstract Sport and exercise psychology (SEP) educators are tasked with fostering innovation in the classroom. Given the current generation of students’ heightened attraction to technology along with an increase in social isolation due to the COVID-19 pandemic, social media may be useful in the classroom. The purpose of this article is to explain the process of implementing social media as a tool to foster engagement and connection in two sections of an online SEP university course. Feedback from students indicated using social media for assignments fostered a connected learning environment and provided a refreshing way to engage with peers. Lessons learned are provided for instructors considering using social media.
{"title":"Using Social Media to Foster Engagement and Connection in Sport Psychology Classrooms","authors":"Karisa L. Kuipers, Jenn M. Jacobs, Lindsey A. Miossi, Javon Davis","doi":"10.1080/21520704.2022.2103221","DOIUrl":"https://doi.org/10.1080/21520704.2022.2103221","url":null,"abstract":"Abstract Sport and exercise psychology (SEP) educators are tasked with fostering innovation in the classroom. Given the current generation of students’ heightened attraction to technology along with an increase in social isolation due to the COVID-19 pandemic, social media may be useful in the classroom. The purpose of this article is to explain the process of implementing social media as a tool to foster engagement and connection in two sections of an online SEP university course. Feedback from students indicated using social media for assignments fostered a connected learning environment and provided a refreshing way to engage with peers. Lessons learned are provided for instructors considering using social media.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"2 1","pages":"272 - 281"},"PeriodicalIF":1.8,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87709217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-11DOI: 10.1080/21520704.2022.2103224
A. Price, D. Collins
Abstract Judging soccer players’ game understanding can pose ambiguities for coaches and coaching teams, partly due to the many situational factors which can affect how a player thinks on field. Consequently, interdisciplinary coaching teams must have a shared and coherent view on what game understanding looks like and why. Therefore, initial purposes of this case study were to establish coaches’ views on levels of player understanding, and to check the coherence of these views between the coaching team. Importantly, a final purpose was to demonstrate the application of our process, to provide coaching teams with tools to measure and build Shared Mental Models (SMM’s). One team of high-level youth soccer coaches evaluated their players’ levels of understanding before and after a discussion-based workshop intervention. Findings indicated the importance of ongoing critical dialogue between coaches about game understanding. Conclusions highlighted the need for an interdisciplinary approach when building a SMM of game understanding, and in particular the skills and knowledge a psychology practitioner can bring to technical coaches facing these challenges.
{"title":"Contributing to a Coaching Team’s Shared Mental Model of Player Game Understanding: An Intervention within High-Level Youth Soccer","authors":"A. Price, D. Collins","doi":"10.1080/21520704.2022.2103224","DOIUrl":"https://doi.org/10.1080/21520704.2022.2103224","url":null,"abstract":"Abstract Judging soccer players’ game understanding can pose ambiguities for coaches and coaching teams, partly due to the many situational factors which can affect how a player thinks on field. Consequently, interdisciplinary coaching teams must have a shared and coherent view on what game understanding looks like and why. Therefore, initial purposes of this case study were to establish coaches’ views on levels of player understanding, and to check the coherence of these views between the coaching team. Importantly, a final purpose was to demonstrate the application of our process, to provide coaching teams with tools to measure and build Shared Mental Models (SMM’s). One team of high-level youth soccer coaches evaluated their players’ levels of understanding before and after a discussion-based workshop intervention. Findings indicated the importance of ongoing critical dialogue between coaches about game understanding. Conclusions highlighted the need for an interdisciplinary approach when building a SMM of game understanding, and in particular the skills and knowledge a psychology practitioner can bring to technical coaches facing these challenges.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"43 1","pages":"25 - 39"},"PeriodicalIF":1.8,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87210684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-02DOI: 10.1080/21520704.2022.2103223
C. Maher, A. Mugford
Abstract The time of pandemic has been a challenging one for most people in sport organizations. These individuals include athletes, coaches, support staff members, and administrators, as well as sport psychology practitioners. A range of human and systemic factors have coalesced to create volatility, ambiguity, and stress for all these stakeholders, affecting how they work, relate to one another, and make decisions. Within this context, this paper centers attention on why and how practitioners of sport psychology in professional sport organizations can manifest leadership by taking actions in support of athletes and coaches, actions that are under practitioner control and influence. The leadership actions considered include promoting an interdisciplinary perspective on providing mental health support to athletes; communicating and collaborating with other professionals; emphasizing acceptance; embracing routines; manifesting humility; and engaging in the process of professional practice. This article concludes with reflections about how these leadership actions can transfer from professional sport organizations to collegiate settings and scholastic school environments.
{"title":"Controlling the Controllables in Sport Organizations during the Time of Pandemic: Leadership Actions for Sport Psychology Practitioners","authors":"C. Maher, A. Mugford","doi":"10.1080/21520704.2022.2103223","DOIUrl":"https://doi.org/10.1080/21520704.2022.2103223","url":null,"abstract":"Abstract The time of pandemic has been a challenging one for most people in sport organizations. These individuals include athletes, coaches, support staff members, and administrators, as well as sport psychology practitioners. A range of human and systemic factors have coalesced to create volatility, ambiguity, and stress for all these stakeholders, affecting how they work, relate to one another, and make decisions. Within this context, this paper centers attention on why and how practitioners of sport psychology in professional sport organizations can manifest leadership by taking actions in support of athletes and coaches, actions that are under practitioner control and influence. The leadership actions considered include promoting an interdisciplinary perspective on providing mental health support to athletes; communicating and collaborating with other professionals; emphasizing acceptance; embracing routines; manifesting humility; and engaging in the process of professional practice. This article concludes with reflections about how these leadership actions can transfer from professional sport organizations to collegiate settings and scholastic school environments.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"125 1","pages":"15 - 24"},"PeriodicalIF":1.8,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79507786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/21520704.2021.1988784
Gabrielle M. Salvatore, William R. Low
Sport and Exercise Psychology (SEP) experts were asked to respond to the following question: “What ‘conventional wisdom’ in sport psychology would you challenge? Why?” Control the controllables is a performance directive routinely used in sport psychology as a way of helping athletes focus on the present moment, direct their effort, and minimize their attention on things beyond their influence. Although a helpful orientation, it can sometimes drive a rigidity around the concept of control that causes performers to focus so much on external circumstances that they miss the opportunity to control the one thing that’s always within their power—themselves. Your perspective, willingness to adjust, and capacity for flexibility are “controllables” that increase your ability to respond in performance situations. So, remember, in performance and life, the most important thing to control is yourself.
{"title":"In the Huddle","authors":"Gabrielle M. Salvatore, William R. Low","doi":"10.1080/21520704.2021.1988784","DOIUrl":"https://doi.org/10.1080/21520704.2021.1988784","url":null,"abstract":"Sport and Exercise Psychology (SEP) experts were asked to respond to the following question: “What ‘conventional wisdom’ in sport psychology would you challenge? Why?” Control the controllables is a performance directive routinely used in sport psychology as a way of helping athletes focus on the present moment, direct their effort, and minimize their attention on things beyond their influence. Although a helpful orientation, it can sometimes drive a rigidity around the concept of control that causes performers to focus so much on external circumstances that they miss the opportunity to control the one thing that’s always within their power—themselves. Your perspective, willingness to adjust, and capacity for flexibility are “controllables” that increase your ability to respond in performance situations. So, remember, in performance and life, the most important thing to control is yourself.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"22 1","pages":"208 - 210"},"PeriodicalIF":1.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74245041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/21520704.2022.2101812
C. Maher
{"title":"Contributing to Team Performance in Professional Sports: Applied Mental Performance","authors":"C. Maher","doi":"10.1080/21520704.2022.2101812","DOIUrl":"https://doi.org/10.1080/21520704.2022.2101812","url":null,"abstract":"","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"424 1","pages":"213 - 214"},"PeriodicalIF":1.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84931244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-13DOI: 10.1080/21520704.2022.2054886
M. Fry, Candace M. Hogue, J. Claunch, Susumu Iwasaki
Abstract The Zuni Youth Enrichment Project (ZYEP) is dedicated to enhancing the quality of life for children living in the Pueblo of Zuni, a rural Indigenous community. Sport and exercise psychology scholars have highlighted the need for greater diversity in applied sport psychology research, arguing specifically for greater exposure to applied work with populations from traditionally underrepresented backgrounds. This paper describes a collaboration between an Indigenous youth program and a sport psychology lab that included the development of a coaching workshop for a sport-based positive youth development program. Collaborative efforts and the coaching workshop activities are shared, along with lessons learned.
{"title":"A Successful Collaboration between an Indigenous Youth Sport Program and Sport Psychology Faculty and Students","authors":"M. Fry, Candace M. Hogue, J. Claunch, Susumu Iwasaki","doi":"10.1080/21520704.2022.2054886","DOIUrl":"https://doi.org/10.1080/21520704.2022.2054886","url":null,"abstract":"Abstract The Zuni Youth Enrichment Project (ZYEP) is dedicated to enhancing the quality of life for children living in the Pueblo of Zuni, a rural Indigenous community. Sport and exercise psychology scholars have highlighted the need for greater diversity in applied sport psychology research, arguing specifically for greater exposure to applied work with populations from traditionally underrepresented backgrounds. This paper describes a collaboration between an Indigenous youth program and a sport psychology lab that included the development of a coaching workshop for a sport-based positive youth development program. Collaborative efforts and the coaching workshop activities are shared, along with lessons learned.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"79 1","pages":"245 - 259"},"PeriodicalIF":1.8,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83354365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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