Pub Date : 2020-11-04DOI: 10.1080/21520704.2020.1838980
A. Oliver, P. McCarthy, Lindsey Burns
Abstract Concentration, focusing on the most relevant information for further processing, is regarded as a prerequisite for successful sporting performance. Athletes must possess awareness, knowledge, and controllability of their attention to concentrate effectively. One way to develop this awareness, knowledge, and controllability of attention is through the mechanism of meta-attention – thinking about, knowing about, and controlling attention. Meta-attention illuminates the underlying cognitive mechanisms that direct the attentional spotlight. We open with a brief background of attention and outline how concentration can be understood through a metacognitive lens. Next, we present Think Aloud Level 3 as a tool for capturing meta-attentional processes during sport performance. Finally, we discuss the applied implications of adopting a meta-attentional approach to understand concentration.
{"title":"Teaching Athletes to Understand Their Attention Is Teaching Them to Concentrate","authors":"A. Oliver, P. McCarthy, Lindsey Burns","doi":"10.1080/21520704.2020.1838980","DOIUrl":"https://doi.org/10.1080/21520704.2020.1838980","url":null,"abstract":"Abstract Concentration, focusing on the most relevant information for further processing, is regarded as a prerequisite for successful sporting performance. Athletes must possess awareness, knowledge, and controllability of their attention to concentrate effectively. One way to develop this awareness, knowledge, and controllability of attention is through the mechanism of meta-attention – thinking about, knowing about, and controlling attention. Meta-attention illuminates the underlying cognitive mechanisms that direct the attentional spotlight. We open with a brief background of attention and outline how concentration can be understood through a metacognitive lens. Next, we present Think Aloud Level 3 as a tool for capturing meta-attentional processes during sport performance. Finally, we discuss the applied implications of adopting a meta-attentional approach to understand concentration.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"58 1","pages":"196 - 210"},"PeriodicalIF":1.8,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89674005","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 : 2020-10-05DOI: 10.1080/21520704.2020.1826615
J. Ekengren, N. Stambulova, U. Johnson
Abstract The authors of this paper share how they developed and validated an applied framework termed the career-long psychological support services in Swedish handball (CPS-H). The CPS-H is grounded in career research within Swedish handball and examples of efficient career assistance practice complemented by applied experiences of the first author. The authors used a heuristic approach to sketch the CPS-H initial version, which later was validated in three focus groups with end-users (handball players, coaches, and sport psychology practitioners) and transformed into the validated CPS-H. Promoting a combination of the proactive, educational, whole career, whole environment, and whole person approaches, the framework is structured as having interrelated parts addressing questions: where (changes in the contexts), when (ages, career stages), what (athletes’ needs and potential working issues), who (support providers), why (philosophy shared by the stakeholders), and how (forms of services) of psychological support. The authors further reflect on the CPS-H and its implementation and provide general and stage-specific recommendations for support providers. Although the CPS-H is contextualized in a specific sport and culture, some lessons can be applicable across countries and sport boarders.
{"title":"Toward the Career-Long Psychological Support Services: Insights from Swedish Handball","authors":"J. Ekengren, N. Stambulova, U. Johnson","doi":"10.1080/21520704.2020.1826615","DOIUrl":"https://doi.org/10.1080/21520704.2020.1826615","url":null,"abstract":"Abstract The authors of this paper share how they developed and validated an applied framework termed the career-long psychological support services in Swedish handball (CPS-H). The CPS-H is grounded in career research within Swedish handball and examples of efficient career assistance practice complemented by applied experiences of the first author. The authors used a heuristic approach to sketch the CPS-H initial version, which later was validated in three focus groups with end-users (handball players, coaches, and sport psychology practitioners) and transformed into the validated CPS-H. Promoting a combination of the proactive, educational, whole career, whole environment, and whole person approaches, the framework is structured as having interrelated parts addressing questions: where (changes in the contexts), when (ages, career stages), what (athletes’ needs and potential working issues), who (support providers), why (philosophy shared by the stakeholders), and how (forms of services) of psychological support. The authors further reflect on the CPS-H and its implementation and provide general and stage-specific recommendations for support providers. Although the CPS-H is contextualized in a specific sport and culture, some lessons can be applicable across countries and sport boarders.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"110 1","pages":"245 - 258"},"PeriodicalIF":1.8,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82073486","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 : 2020-10-01DOI: 10.1080/21520704.2020.1825024
D. Tod, Hayley E. McEwan, C. Chandler, M. Eubank, M. Lafferty
Abstract Theories based in symbolic interactionism and narrative psychology can help us understand practitioner identity. Drawing on theories from these approaches, our purpose in this article is to distill research on sport psychologist growth, argue professional identity is a central goal in practitioner development, and offer applied implications. Professional growth includes movement from the self as an expert, who solves clients’ problems, to the self as a facilitator, who works alongside clients. Practitioners strive toward being authentic and along the way, develop self-awareness, learn to manage anxiety, and choose their preferred ways of working. A key feature of being authentic is an articulated professional identity. Practitioners can shape their professional identities by interacting with helpful people, consuming various genres of literature, and engaging in different types of writing.
{"title":"The Gravitational Pull of Identity: Professional Growth in Sport, Exercise, and Performance Psychologists","authors":"D. Tod, Hayley E. McEwan, C. Chandler, M. Eubank, M. Lafferty","doi":"10.1080/21520704.2020.1825024","DOIUrl":"https://doi.org/10.1080/21520704.2020.1825024","url":null,"abstract":"Abstract Theories based in symbolic interactionism and narrative psychology can help us understand practitioner identity. Drawing on theories from these approaches, our purpose in this article is to distill research on sport psychologist growth, argue professional identity is a central goal in practitioner development, and offer applied implications. Professional growth includes movement from the self as an expert, who solves clients’ problems, to the self as a facilitator, who works alongside clients. Practitioners strive toward being authentic and along the way, develop self-awareness, learn to manage anxiety, and choose their preferred ways of working. A key feature of being authentic is an articulated professional identity. Practitioners can shape their professional identities by interacting with helpful people, consuming various genres of literature, and engaging in different types of writing.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"15 1","pages":"233 - 242"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79029194","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 : 2020-10-01DOI: 10.1080/21520704.2020.1825027
F. Champ, N. Ronkainen, Martin A. Littlewood, M. Eubank
Abstract The purpose of this article is to present existential and cultural psychology approaches to understanding athlete identity, and offer strategies for the development of well-rounded, reflexive and self-aware youth sports performers. Recently, the sport psychology discourse on athletic identity has diversified with a range of alternative approaches and methodologies now being employed by academics and applied practitioners. These alternative approaches advocate that identity interests can be simultaneously personal, social and cultural. Consequently, we recommend that Sport Psychology Consultant’s (SPC’s) should operate at both an organizational and individual level with the aim of facilitating elite youth athletes to (a) identify meaningful personal goals and values, (b) take responsibility and ownership for their development, (c) reflect on their limitations and possibilities, and (d) embrace not diminish alternative narratives.
{"title":"Supporting Identity Development in Talented Youth Athletes: Insights from Existential and Cultural Psychological Approaches","authors":"F. Champ, N. Ronkainen, Martin A. Littlewood, M. Eubank","doi":"10.1080/21520704.2020.1825027","DOIUrl":"https://doi.org/10.1080/21520704.2020.1825027","url":null,"abstract":"Abstract The purpose of this article is to present existential and cultural psychology approaches to understanding athlete identity, and offer strategies for the development of well-rounded, reflexive and self-aware youth sports performers. Recently, the sport psychology discourse on athletic identity has diversified with a range of alternative approaches and methodologies now being employed by academics and applied practitioners. These alternative approaches advocate that identity interests can be simultaneously personal, social and cultural. Consequently, we recommend that Sport Psychology Consultant’s (SPC’s) should operate at both an organizational and individual level with the aim of facilitating elite youth athletes to (a) identify meaningful personal goals and values, (b) take responsibility and ownership for their development, (c) reflect on their limitations and possibilities, and (d) embrace not diminish alternative narratives.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"10 1","pages":"219 - 232"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82074984","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 : 2020-10-01DOI: 10.1080/21520704.2020.1833124
C. Wagstaff, A. Quartiroli
Abstract The field of sport psychology has faced a challenge in its professional formation, to the extent that some scholars have argued that its status as a healthy, sustainable, or viable profession is an illusion. Within the discipline, there continues to be a range of professional qualifications, educational and training pathways, and labels used to define the study and application of sport psychology. This diversity is a by-product of complex legal, social, political, cultural, and contextual issues characterizing the world of sport psychology. We argue that there exist multiple – or perhaps fragmented – professional identities within sport psychology and that this has led to confusion and a lack of regulation across the field as a whole, and may contribute to unethical, ineffective, and unclear service delivery and pose challenge for the development of personal practitioner identity. Considering these observations, we call on scholars to study professional identity within sport psychology and how it is conceptualized, experienced, and implemented by professionals in practice.
{"title":"Psychology and Psychologists in Search of an Identity: What and Who are we, and Why Does It Matter?","authors":"C. Wagstaff, A. Quartiroli","doi":"10.1080/21520704.2020.1833124","DOIUrl":"https://doi.org/10.1080/21520704.2020.1833124","url":null,"abstract":"Abstract The field of sport psychology has faced a challenge in its professional formation, to the extent that some scholars have argued that its status as a healthy, sustainable, or viable profession is an illusion. Within the discipline, there continues to be a range of professional qualifications, educational and training pathways, and labels used to define the study and application of sport psychology. This diversity is a by-product of complex legal, social, political, cultural, and contextual issues characterizing the world of sport psychology. We argue that there exist multiple – or perhaps fragmented – professional identities within sport psychology and that this has led to confusion and a lack of regulation across the field as a whole, and may contribute to unethical, ineffective, and unclear service delivery and pose challenge for the development of personal practitioner identity. Considering these observations, we call on scholars to study professional identity within sport psychology and how it is conceptualized, experienced, and implemented by professionals in practice.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"20 1","pages":"254 - 265"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73833712","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 : 2020-10-01DOI: 10.1080/21520704.2020.1825025
N. Stambulova, T. Ryba
Abstract In this paper, we present a single case study of identity crisis that unfolded in the cultural transition context. Our participant was ‘Jenni’ – a 26 years old female basketball player with the double (Scandinavian and African American) ethnic identity. In a series of life story interviews, she shared her story of migrating to the USA at the age of 16 for sport and study. Jenni’s transition narrative was extracted and analyzed using several complementary theoretical frameworks, including the intersectionality perspective on identity. The analysis of the transition narrative revealed that in spite of the pre-transition high expectations about the transition success, Jenni experienced a crisis-type cultural transition with her identity crisis at its heart. Jenni’s significant others voluntary or involuntary contributed to her identity crisis by problematizing and/or marginalizing layers of her identity. We conclude with recommendations for sport psychology practitioners and other stakeholders to help them support athletic migrants’ identity negotiations.
{"title":"Identity and Cultural Transition: Lessons to Learn from a Negative Case Analysis","authors":"N. Stambulova, T. Ryba","doi":"10.1080/21520704.2020.1825025","DOIUrl":"https://doi.org/10.1080/21520704.2020.1825025","url":null,"abstract":"Abstract In this paper, we present a single case study of identity crisis that unfolded in the cultural transition context. Our participant was ‘Jenni’ – a 26 years old female basketball player with the double (Scandinavian and African American) ethnic identity. In a series of life story interviews, she shared her story of migrating to the USA at the age of 16 for sport and study. Jenni’s transition narrative was extracted and analyzed using several complementary theoretical frameworks, including the intersectionality perspective on identity. The analysis of the transition narrative revealed that in spite of the pre-transition high expectations about the transition success, Jenni experienced a crisis-type cultural transition with her identity crisis at its heart. Jenni’s significant others voluntary or involuntary contributed to her identity crisis by problematizing and/or marginalizing layers of her identity. We conclude with recommendations for sport psychology practitioners and other stakeholders to help them support athletic migrants’ identity negotiations.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"78 1","pages":"266 - 278"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76452739","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 : 2020-10-01DOI: 10.1080/21520704.2020.1835134
M. Eubank, N. Ronkainen, D. Tod
{"title":"New Approaches to Identity in Sport","authors":"M. Eubank, N. Ronkainen, D. Tod","doi":"10.1080/21520704.2020.1835134","DOIUrl":"https://doi.org/10.1080/21520704.2020.1835134","url":null,"abstract":"","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"2 1","pages":"215 - 218"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79691382","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 : 2020-10-01DOI: 10.1080/21520704.2020.1833123
Ashley M. Coker-Cranney, Zenzi Huysmans, Seth Swary
Abstract In sport, athletes are socialized to the expectations of the athlete role (i.e., sport ethic), including those expectations that require them to sacrifice themselves and prioritize their sport. Through the socialization process, athletes learn the implications of their ability to sacrifice and focus to fulfill identity related expectations. For some athletes, informal expectations become mandates, and overconforming athletes utilize maladaptive efforts to meet those mandates (e.g., disordered eating behaviors, playing injured, performance enhancing substance use). As athletes’ identities evolve over time, their relationships with the sport ethic changes, requiring various interventions (e.g., narrative therapy, identity exploration/reorganization, motivational interviewing, acceptance and commitment therapy) from skilled professionals as they navigate their sport cultures. Therefore, practitioners working with athletes to navigate the sport ethic should be mindful of several considerations, including identity foreclosure and the sport subculture, which will inevitably have impact on their work.
{"title":"The Only Constant is Change: Exploring Shifting Relationships in Sport Overconformity through a Narrative Identity Lens","authors":"Ashley M. Coker-Cranney, Zenzi Huysmans, Seth Swary","doi":"10.1080/21520704.2020.1833123","DOIUrl":"https://doi.org/10.1080/21520704.2020.1833123","url":null,"abstract":"Abstract In sport, athletes are socialized to the expectations of the athlete role (i.e., sport ethic), including those expectations that require them to sacrifice themselves and prioritize their sport. Through the socialization process, athletes learn the implications of their ability to sacrifice and focus to fulfill identity related expectations. For some athletes, informal expectations become mandates, and overconforming athletes utilize maladaptive efforts to meet those mandates (e.g., disordered eating behaviors, playing injured, performance enhancing substance use). As athletes’ identities evolve over time, their relationships with the sport ethic changes, requiring various interventions (e.g., narrative therapy, identity exploration/reorganization, motivational interviewing, acceptance and commitment therapy) from skilled professionals as they navigate their sport cultures. Therefore, practitioners working with athletes to navigate the sport ethic should be mindful of several considerations, including identity foreclosure and the sport subculture, which will inevitably have impact on their work.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"8 1","pages":"279 - 291"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88585840","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 : 2020-10-01DOI: 10.1080/21520704.2020.1825026
M. Andersen
Abstract Ideas about self and identity being illusions have been around for a long time in both Eastern and Western philosophies and psychologies. In this article, I trace the concept of there being no independent self (separate from conscious experience) from its ancient roots in the philosophies of Heraclitus and the Buddha through the Age of Enlightenment (David Hume) to modern times (William James, the Dalai Lama). In sport and exercise psychology, substantial interest has grown in mindfulness practices with little attention paid to its original goal in Buddhism of the realization of no-self. The question is, however, what might be the usefulness of these concepts about the illusory nature of the self and identity in the world of sport and exercise psychology service?
{"title":"Identity and the Elusive Self: Western and Eastern Approaches to Being No One","authors":"M. Andersen","doi":"10.1080/21520704.2020.1825026","DOIUrl":"https://doi.org/10.1080/21520704.2020.1825026","url":null,"abstract":"Abstract Ideas about self and identity being illusions have been around for a long time in both Eastern and Western philosophies and psychologies. In this article, I trace the concept of there being no independent self (separate from conscious experience) from its ancient roots in the philosophies of Heraclitus and the Buddha through the Age of Enlightenment (David Hume) to modern times (William James, the Dalai Lama). In sport and exercise psychology, substantial interest has grown in mindfulness practices with little attention paid to its original goal in Buddhism of the realization of no-self. The question is, however, what might be the usefulness of these concepts about the illusory nature of the self and identity in the world of sport and exercise psychology service?","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"28 17 1","pages":"243 - 253"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87818571","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 : 2020-09-18DOI: 10.1080/21520704.2020.1822968
Scott Pierce, E. Martin, Kelly R. Rossetto, Liam O'Neil
Abstract Student-athletes in the United States encounter a myriad of academic, athletic, and social challenges as they transition into their first year of college sport and life. During this transition, strengths-based, psychological skills programming can provide valuable skill-building education as well as awareness and development of social support resources. The purpose of this paper is provide an overview of the development and implementation of a resilience-based educational program to support student-athletes during the transition from high school into their first year of college, explore student-athlete perceptions of the program, and identify lessons learned for sport psychology practitioners.
{"title":"Resilience for the Rocky Road: Lessons Learned from an Educational Program for First Year Collegiate Student-Athletes","authors":"Scott Pierce, E. Martin, Kelly R. Rossetto, Liam O'Neil","doi":"10.1080/21520704.2020.1822968","DOIUrl":"https://doi.org/10.1080/21520704.2020.1822968","url":null,"abstract":"Abstract Student-athletes in the United States encounter a myriad of academic, athletic, and social challenges as they transition into their first year of college sport and life. During this transition, strengths-based, psychological skills programming can provide valuable skill-building education as well as awareness and development of social support resources. The purpose of this paper is provide an overview of the development and implementation of a resilience-based educational program to support student-athletes during the transition from high school into their first year of college, explore student-athlete perceptions of the program, and identify lessons learned for sport psychology practitioners.","PeriodicalId":45448,"journal":{"name":"Journal of Sport Psychology in Action","volume":"79 12 1","pages":"167 - 180"},"PeriodicalIF":1.8,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83219411","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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