Pub Date : 2022-03-25DOI: 10.1080/10413200.2022.2046658
Susanne Meckbach, C. Wagstaff, G. Kenttä, R. Thelwell
Abstract In this study, we provide a novel account of the selection and development of a staff team for the Swedish national men’s football team for the 2018 FIFA World Cup. A total of 37 interviews took place at six time points over a 21-month period to track the values-based steps taken by the national Head Coach to build his support team. The sample was employed in a variety of roles including Head Coach, Assistant Head Coach, Goalkeeping Coach, Mentor to the Head Coach, Performance Analyst, Sports Psychologist, three Scouts, and a Team Manager. The data are presented in a temporal manner and organized according to three core values which were espoused by and later adopted as a value system by the support team: candor, humility, community. The data provide novel insight into the recruitment, formation, and development of the support team underpinned by a value system promoted by the Head Coach using candor, humility, and community. The presentation of longitudinal reflections from the Head Coach and members of the staff team during their build-up to, and excellent performance at the World Cup finals offer a significant contribution to knowledge regarding how a values-led approach was experienced in elite sport. The findings offer salient implications for research and practice. Lay summary: This is a case study of the selection, formation, and development of a support team for the Swedish national football team over 21 months before the men’s 2018 FIFA World Cup. We explored the values-led leadership approach of the Head Coach across this period, presenting data from interviews over time-related to the impact of this values-led approach on the “team behind the team” in the build-up to and during the World Cup. Applied implications Psychologists and coaches might benefit from adopting a values-led approach to recruitment and ways of working. The values of candor, humility, and community were effectively articulated and role modeled by the leader and subsequently adopted by members of the support team. Although the specific values may not be suitable, the processes and critical moments that defined this adoption process might be valuable for others to reflect on. Values systems might benefit from “stress testing” over a period of time that is characterized by the relative stability of personnel and consistency of value messaging.
{"title":"Building the “team behind the team”: A 21-month instrumental case study of the Swedish 2018 FIFA World Cup team","authors":"Susanne Meckbach, C. Wagstaff, G. Kenttä, R. Thelwell","doi":"10.1080/10413200.2022.2046658","DOIUrl":"https://doi.org/10.1080/10413200.2022.2046658","url":null,"abstract":"Abstract In this study, we provide a novel account of the selection and development of a staff team for the Swedish national men’s football team for the 2018 FIFA World Cup. A total of 37 interviews took place at six time points over a 21-month period to track the values-based steps taken by the national Head Coach to build his support team. The sample was employed in a variety of roles including Head Coach, Assistant Head Coach, Goalkeeping Coach, Mentor to the Head Coach, Performance Analyst, Sports Psychologist, three Scouts, and a Team Manager. The data are presented in a temporal manner and organized according to three core values which were espoused by and later adopted as a value system by the support team: candor, humility, community. The data provide novel insight into the recruitment, formation, and development of the support team underpinned by a value system promoted by the Head Coach using candor, humility, and community. The presentation of longitudinal reflections from the Head Coach and members of the staff team during their build-up to, and excellent performance at the World Cup finals offer a significant contribution to knowledge regarding how a values-led approach was experienced in elite sport. The findings offer salient implications for research and practice. Lay summary: This is a case study of the selection, formation, and development of a support team for the Swedish national football team over 21 months before the men’s 2018 FIFA World Cup. We explored the values-led leadership approach of the Head Coach across this period, presenting data from interviews over time-related to the impact of this values-led approach on the “team behind the team” in the build-up to and during the World Cup. Applied implications Psychologists and coaches might benefit from adopting a values-led approach to recruitment and ways of working. The values of candor, humility, and community were effectively articulated and role modeled by the leader and subsequently adopted by members of the support team. Although the specific values may not be suitable, the processes and critical moments that defined this adoption process might be valuable for others to reflect on. Values systems might benefit from “stress testing” over a period of time that is characterized by the relative stability of personnel and consistency of value messaging.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44246081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.1080/10413200.2022.2043485
A. Quartiroli, J. Fogaça, C. Wagstaff
Abstract To ensure public safety, duty of care, and professional advancement, scholars need to consider the competence, ethical practice, and well-being of sport psychology practitioners (SPPs). Despite the growth of sport psychology as a profession, scholars have predominantly focused on how to do applied sport psychology, with issues of professional formation, development, maturation, and SPPs’ well-being receiving limited attention. Yet, to safeguard the future of the field, we must better understand how SPPs develop as individuals and as professionals, the contextual factors that may affect their development, and how training and supervision may contribute to professionals’ experiences and development. In this invited article, we review “what we know” and “what we need to know” regarding the professional development of SPPs. In doing so, we hope to inform the reader on the critical developments in this area while presenting a commentary that facilitates discourse and future action. Lay summary: A field that aims to grow and evolve must understand the development of ethical and competent professionals. To aid in this understanding, we provide an overview of what we know and what we need to know about the development of sport psychology professionals. IMPLICATIONS FOR PRACTICE SPPs need to focus their attention on the development of themselves as persons and professionals regarding their competence development. SPPs may need to integrate who they are with what they do to promote an enriching, sustainable, competent, ethical, and effective practice. Supervisors on graduate and training programs should be aware of practitioner developmental processes and the factors that influence this for SPPs. Those leading training programs might adopt a developmental approach within their curricula, with priority given to assisting trainees to integrate their personal beliefs and professional philosophy into their service delivery.
{"title":"Professional training and development: The bedrock of ethical, competent, and sustainable sport psychology","authors":"A. Quartiroli, J. Fogaça, C. Wagstaff","doi":"10.1080/10413200.2022.2043485","DOIUrl":"https://doi.org/10.1080/10413200.2022.2043485","url":null,"abstract":"Abstract To ensure public safety, duty of care, and professional advancement, scholars need to consider the competence, ethical practice, and well-being of sport psychology practitioners (SPPs). Despite the growth of sport psychology as a profession, scholars have predominantly focused on how to do applied sport psychology, with issues of professional formation, development, maturation, and SPPs’ well-being receiving limited attention. Yet, to safeguard the future of the field, we must better understand how SPPs develop as individuals and as professionals, the contextual factors that may affect their development, and how training and supervision may contribute to professionals’ experiences and development. In this invited article, we review “what we know” and “what we need to know” regarding the professional development of SPPs. In doing so, we hope to inform the reader on the critical developments in this area while presenting a commentary that facilitates discourse and future action. Lay summary: A field that aims to grow and evolve must understand the development of ethical and competent professionals. To aid in this understanding, we provide an overview of what we know and what we need to know about the development of sport psychology professionals. IMPLICATIONS FOR PRACTICE SPPs need to focus their attention on the development of themselves as persons and professionals regarding their competence development. SPPs may need to integrate who they are with what they do to promote an enriching, sustainable, competent, ethical, and effective practice. Supervisors on graduate and training programs should be aware of practitioner developmental processes and the factors that influence this for SPPs. Those leading training programs might adopt a developmental approach within their curricula, with priority given to assisting trainees to integrate their personal beliefs and professional philosophy into their service delivery.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44402506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.1080/10413200.2022.2043486
S. Kramers, S. Thrower, Karl Steptoe, C. Harwood
Abstract There remains limited research into the role that parents play to support their child’s psychosocial development within elite youth sport contexts. The present study was conducted in an English professional youth football (soccer) academy that has intentionally integrated the 5Cs framework (Harwood; commitment, communication, concentration, control, confidence) into its player development process. The purpose of the study was to explore parents’ interpretations of their roles and experiences of supporting young athletes’ psychosocial development in this context. Six focus groups were conducted with 30 parents (17 fathers, 13 mothers; M age = 44.8) who had a child in the foundation (8–11 years) or youth development phase (12–16 years). The transcripts were analyzed using reflexive thematic analysis. Parental strategies employed to support their child’s 5Cs within and beyond the academy included providing encouragement and tailoring feedback, establishing and sharing expectations with their child, creating an autonomy-supportive environment, encouraging participation in activities outside of the academy, and understanding football and the nature of the academy. Barriers perceived as hindering parents’ support reflected the salience of coach-parent communication at the academy. Accompanying recommendations and implications are discussed for enabling improved congruency between coaches and parents, and how parent education can be better tailored to support intentional psychosocial development within elite youth sport pathways. Lay summary: Conducted at a professional football academy that has integrated a psychosocial framework into the player development process, this study explored parents’ interpretations of their roles and experiences of supporting young athletes’ psychosocial development. Parents discussed practical strategies, barriers, and recommendations to support their child’s development in and beyond sport. IMPLICATIONS FOR PRACTICE Parents can support young athletes’ psychosocial development by considering the broader contexts in which they occupy, including how they communicate at home, how they control their emotions within their sport programs, and how they demonstrate commitment at school. When parents employ an intentional approach to supporting psychosocial development, young athletes may become more aware of the possibilities for transferring their psychosocial skills beyond football, or their immediate sport context. Strengthening the communication between parents and coaches within a sport program, and the education offered to parents and coaches, can help sport parents better support their child’s psychosocial development within and beyond the sport program. Engagement with a parent 5C program can provide parents with a meaningful return on their time in academy football to not only support their child but to help them navigate the known demands of being a parent in an elite youth sport environment.
{"title":"Parental strategies for supporting children’s psychosocial development within and beyond elite sport","authors":"S. Kramers, S. Thrower, Karl Steptoe, C. Harwood","doi":"10.1080/10413200.2022.2043486","DOIUrl":"https://doi.org/10.1080/10413200.2022.2043486","url":null,"abstract":"Abstract There remains limited research into the role that parents play to support their child’s psychosocial development within elite youth sport contexts. The present study was conducted in an English professional youth football (soccer) academy that has intentionally integrated the 5Cs framework (Harwood; commitment, communication, concentration, control, confidence) into its player development process. The purpose of the study was to explore parents’ interpretations of their roles and experiences of supporting young athletes’ psychosocial development in this context. Six focus groups were conducted with 30 parents (17 fathers, 13 mothers; M age = 44.8) who had a child in the foundation (8–11 years) or youth development phase (12–16 years). The transcripts were analyzed using reflexive thematic analysis. Parental strategies employed to support their child’s 5Cs within and beyond the academy included providing encouragement and tailoring feedback, establishing and sharing expectations with their child, creating an autonomy-supportive environment, encouraging participation in activities outside of the academy, and understanding football and the nature of the academy. Barriers perceived as hindering parents’ support reflected the salience of coach-parent communication at the academy. Accompanying recommendations and implications are discussed for enabling improved congruency between coaches and parents, and how parent education can be better tailored to support intentional psychosocial development within elite youth sport pathways. Lay summary: Conducted at a professional football academy that has integrated a psychosocial framework into the player development process, this study explored parents’ interpretations of their roles and experiences of supporting young athletes’ psychosocial development. Parents discussed practical strategies, barriers, and recommendations to support their child’s development in and beyond sport. IMPLICATIONS FOR PRACTICE Parents can support young athletes’ psychosocial development by considering the broader contexts in which they occupy, including how they communicate at home, how they control their emotions within their sport programs, and how they demonstrate commitment at school. When parents employ an intentional approach to supporting psychosocial development, young athletes may become more aware of the possibilities for transferring their psychosocial skills beyond football, or their immediate sport context. Strengthening the communication between parents and coaches within a sport program, and the education offered to parents and coaches, can help sport parents better support their child’s psychosocial development within and beyond the sport program. Engagement with a parent 5C program can provide parents with a meaningful return on their time in academy football to not only support their child but to help them navigate the known demands of being a parent in an elite youth sport environment.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48443488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.1080/10413200.2022.2046205
S. G. Goddard, C. Stevens, C. Swann
Abstract Flow is an intrinsically rewarding psychological state characterized by effortlessness, absorption, and feelings of automaticity, that is associated with numerous beneficial outcomes for athletes (e.g., performance, motivation, wellbeing). Many studies have attempted to induce flow through interventions, however, with minimal success, perhaps due to a lack of consultation with end-users regarding appropriate strategies. Therefore, this study sought to examine runners’ perspectives on potential strategies that should be considered during the development of flow interventions. Fourteen athletes (M age = 32.71; SD = 7.22) participated in semi-structured interviews. Data were analyzed using reflexive thematic analysis, which generated four categories with themes relating to factors that cause and inhibit the occurrence of flow within each category. Specifically, these runners suggested that flow interventions should: (i) create an exploratory or novel context; (ii) set open-ended goals; (iii) provide feedback that exceeds expectations; and (iv) ensure that attention is process-focused or directed toward pleasant aspects of the run. Moreover, runners suggested that certain strategies may inhibit the experience of flow: (i) evaluative contexts; (ii) setting specific goals; (iii) delivering quantitative feedback; and (iv) focusing on disruptive stimuli and bodily sensations. The findings of this study provide researchers with detailed end-user perspectives of strategies that may inform the development of flow interventions, and in turn, increase the likelihood of their efficacy. Lay summary: The immersive, motivating, and effortless psychological state of “flow” has numerous benefits for athletes and exercisers (e.g., improved performance and wellbeing). This study interviewed runners to understand their perspectives on factors involved in the occurrence of flow, and how they relate to potential intervention strategies. Through the exploration of these factors, the findings indicate that those developing flow interventions should consider lowering the perceived demands and expectations of the activity, open-ended goal setting strategies, the delivery of feedback implying performance is better than expected, and to direct attention toward process-related distractions. IMPLICATIONS FOR PRACTICE Runners indicated that various psychological contexts, goal setting strategies, feedback, and attentional focus can cause or inhibit flow states. Athletes, coaches, and practitioners should consider creating novelty or removing specific performance demands (e.g., running a new route, terrain, or distance that is devoid of clear expectations), setting open-ended goals, avoiding quantitative feedback, and focusing on process-related stimuli when attempting to experience flow during sport and exercise. Consulting with end-users during intervention development increases the likelihood of their efficacy. Hence, this study provides a range of considerations t
{"title":"Exploring runners’ perspectives of potential strategies for flow interventions","authors":"S. G. Goddard, C. Stevens, C. Swann","doi":"10.1080/10413200.2022.2046205","DOIUrl":"https://doi.org/10.1080/10413200.2022.2046205","url":null,"abstract":"Abstract Flow is an intrinsically rewarding psychological state characterized by effortlessness, absorption, and feelings of automaticity, that is associated with numerous beneficial outcomes for athletes (e.g., performance, motivation, wellbeing). Many studies have attempted to induce flow through interventions, however, with minimal success, perhaps due to a lack of consultation with end-users regarding appropriate strategies. Therefore, this study sought to examine runners’ perspectives on potential strategies that should be considered during the development of flow interventions. Fourteen athletes (M age = 32.71; SD = 7.22) participated in semi-structured interviews. Data were analyzed using reflexive thematic analysis, which generated four categories with themes relating to factors that cause and inhibit the occurrence of flow within each category. Specifically, these runners suggested that flow interventions should: (i) create an exploratory or novel context; (ii) set open-ended goals; (iii) provide feedback that exceeds expectations; and (iv) ensure that attention is process-focused or directed toward pleasant aspects of the run. Moreover, runners suggested that certain strategies may inhibit the experience of flow: (i) evaluative contexts; (ii) setting specific goals; (iii) delivering quantitative feedback; and (iv) focusing on disruptive stimuli and bodily sensations. The findings of this study provide researchers with detailed end-user perspectives of strategies that may inform the development of flow interventions, and in turn, increase the likelihood of their efficacy. Lay summary: The immersive, motivating, and effortless psychological state of “flow” has numerous benefits for athletes and exercisers (e.g., improved performance and wellbeing). This study interviewed runners to understand their perspectives on factors involved in the occurrence of flow, and how they relate to potential intervention strategies. Through the exploration of these factors, the findings indicate that those developing flow interventions should consider lowering the perceived demands and expectations of the activity, open-ended goal setting strategies, the delivery of feedback implying performance is better than expected, and to direct attention toward process-related distractions. IMPLICATIONS FOR PRACTICE Runners indicated that various psychological contexts, goal setting strategies, feedback, and attentional focus can cause or inhibit flow states. Athletes, coaches, and practitioners should consider creating novelty or removing specific performance demands (e.g., running a new route, terrain, or distance that is devoid of clear expectations), setting open-ended goals, avoiding quantitative feedback, and focusing on process-related stimuli when attempting to experience flow during sport and exercise. Consulting with end-users during intervention development increases the likelihood of their efficacy. Hence, this study provides a range of considerations t","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48120506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.1080/10413200.2022.2040651
Saemi Lee, Juliana Leedeman, Malayna B. Bernstein
Abstract Student-athletes of color navigate white normativity daily, yet it is a form of racism rarely examined in sport psychology. Examining people of color’s daily experience can be instructive to understanding how whiteness gets normalized and challenged in various contexts. Moreover, as white normativity is ubiquitous, research methodologies themselves must explicitly acknowledge and challenge white normativity. This study examined (a) manifestations of white normativity in the daily lives of student-athletes of color, (b) student-athletes of color’s processes of negotiating and navigating whiteness, and (c) methodological designs for creating safe spaces for student-athletes of color to make meaning of race. Seven women student-athletes of color engaged in group and individual interviews during which the interviewer foregrounded race and racism and facilitated participants’ meaning-making. Specifically, building from humanizing research and heeding the call for empirical spaces to be culturally-responsive, participant storytelling was encouraged and stories were reexamined through critical lenses. Through our findings, we illustrate how women student-athletes of color are not merely passive recipients of dominant (white) culture but, in different ways, active agents negotiating their status as athletes, women, and people of color within white normative contexts. Conscious of their deviance from the white norm, participants engaged in continuous negotiation processes of normalizing, nuancing, and resisting whiteness. Lay summary: Racism is often thought of as racist people harming people of color with malintent. In this paper, we show how racism is upheld and maintained even without individual racists through the normalization of whiteness. We also examined the everyday experiences of women student-athletes of color navigating, negotiating, and resisting white normativity. PRACTICAL IMPLICATIONS Racism is not limited to overt actions perpetrated by individuals with intent to harm but, rather, through the normalization of whiteness. Thus, we must all critically examine the racial implications of our everyday assumptions Studying race must be done thoughtfully and explicitly as racial consciousness is subverted due to white normativity in academia, research, and society There are diverse positions women student-athletes of color can take as they navigate daily racism and white normativity. Sport and exercise psychology (SEP) professionals should hold space for student-athletes of color to consider their perspectives as there is no single right way to dismantle racism. SEP professionals must also actively seek for strategies to agitate and disrupt white normativity
{"title":"Negotiating white normativity in sport","authors":"Saemi Lee, Juliana Leedeman, Malayna B. Bernstein","doi":"10.1080/10413200.2022.2040651","DOIUrl":"https://doi.org/10.1080/10413200.2022.2040651","url":null,"abstract":"Abstract Student-athletes of color navigate white normativity daily, yet it is a form of racism rarely examined in sport psychology. Examining people of color’s daily experience can be instructive to understanding how whiteness gets normalized and challenged in various contexts. Moreover, as white normativity is ubiquitous, research methodologies themselves must explicitly acknowledge and challenge white normativity. This study examined (a) manifestations of white normativity in the daily lives of student-athletes of color, (b) student-athletes of color’s processes of negotiating and navigating whiteness, and (c) methodological designs for creating safe spaces for student-athletes of color to make meaning of race. Seven women student-athletes of color engaged in group and individual interviews during which the interviewer foregrounded race and racism and facilitated participants’ meaning-making. Specifically, building from humanizing research and heeding the call for empirical spaces to be culturally-responsive, participant storytelling was encouraged and stories were reexamined through critical lenses. Through our findings, we illustrate how women student-athletes of color are not merely passive recipients of dominant (white) culture but, in different ways, active agents negotiating their status as athletes, women, and people of color within white normative contexts. Conscious of their deviance from the white norm, participants engaged in continuous negotiation processes of normalizing, nuancing, and resisting whiteness. Lay summary: Racism is often thought of as racist people harming people of color with malintent. In this paper, we show how racism is upheld and maintained even without individual racists through the normalization of whiteness. We also examined the everyday experiences of women student-athletes of color navigating, negotiating, and resisting white normativity. PRACTICAL IMPLICATIONS Racism is not limited to overt actions perpetrated by individuals with intent to harm but, rather, through the normalization of whiteness. Thus, we must all critically examine the racial implications of our everyday assumptions Studying race must be done thoughtfully and explicitly as racial consciousness is subverted due to white normativity in academia, research, and society There are diverse positions women student-athletes of color can take as they navigate daily racism and white normativity. Sport and exercise psychology (SEP) professionals should hold space for student-athletes of color to consider their perspectives as there is no single right way to dismantle racism. SEP professionals must also actively seek for strategies to agitate and disrupt white normativity","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42084825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1080/10413200.2022.2032476
Sebastian S. Sandgren, E. Haycraft, Rhona Pearce, C. Plateau
Abstract Eating psychopathology is prevalent among athletes yet little is known about how to effectively support athletes with eating difficulties. This study aimed to understand athletes’ and sport professionals’ experiences of, and perspectives toward, supporting athletes with eating psychopathology. Forty-five participants took part in the study and data were collected using two methods: (a) individual interviews were held with athletes with current or previous eating psychopathology symptoms (n = 13); and (b) six focus groups were conducted: two with athletes with no history of eating psychopathology (n = 13), two with coaches (n = 7), and two with sport practitioners (n = 12). The data were analyzed using thematic analysis and two overarching themes were identified. Theme 1 (Tensions around addressing eating psychopathology in athletes) highlighted challenges with communication, conflicting perceptions around the responsibility of addressing and intervening with athlete eating concerns, and difficulties with obtaining relevant and timely support for athletes. Theme 2 (Considerations for developing practical tools to support athletes with eating psychopathology) highlighted a desire for future resources to consider confidentiality, to preserve athletes’ identities and facilitate independence where the athlete is in control of the degree and pace of engagement. In conclusion, tensions exist between athletes and sport professionals which make addressing eating psychopathology in athletes difficult. There is a need to develop accessible, confidential and tailored practical support resources which athletes can engage with independently to support them in the early stages of an eating problem. Lay summary: There is a need to understand how athletes with eating problems can be more effectively supported. Athletes, coaches and sport practitioners shared their thoughts around supporting athletes with an eating problem. Findings highlight the need to develop accessible, confidential and tailored athlete support resources. IMPLICATIONS FOR PRACTICE Tensions exist among athletes and sport professionals in relation to communication around eating attitudes and behaviors, responsibility for addressing eating concerns, and obtaining relevant and timely support for eating problems which make addressing eating psychopathology in athletes difficult. Both sport professionals and athletes would benefit from education and training around the connotation and consequences of eating psychopathology which could be delivered by individuals with valuable knowledge of both eating psychopathology and the sport context. There is a need to develop accessible, confidential and tailored early intervention resources which athletes can access with ease and engage with independently in the early stages of an eating problem (e.g., self-led interventions).
{"title":"Support for athletes with eating psychopathology symptoms: Exploring the views of athletes, coaches and sport practitioners","authors":"Sebastian S. Sandgren, E. Haycraft, Rhona Pearce, C. Plateau","doi":"10.1080/10413200.2022.2032476","DOIUrl":"https://doi.org/10.1080/10413200.2022.2032476","url":null,"abstract":"Abstract Eating psychopathology is prevalent among athletes yet little is known about how to effectively support athletes with eating difficulties. This study aimed to understand athletes’ and sport professionals’ experiences of, and perspectives toward, supporting athletes with eating psychopathology. Forty-five participants took part in the study and data were collected using two methods: (a) individual interviews were held with athletes with current or previous eating psychopathology symptoms (n = 13); and (b) six focus groups were conducted: two with athletes with no history of eating psychopathology (n = 13), two with coaches (n = 7), and two with sport practitioners (n = 12). The data were analyzed using thematic analysis and two overarching themes were identified. Theme 1 (Tensions around addressing eating psychopathology in athletes) highlighted challenges with communication, conflicting perceptions around the responsibility of addressing and intervening with athlete eating concerns, and difficulties with obtaining relevant and timely support for athletes. Theme 2 (Considerations for developing practical tools to support athletes with eating psychopathology) highlighted a desire for future resources to consider confidentiality, to preserve athletes’ identities and facilitate independence where the athlete is in control of the degree and pace of engagement. In conclusion, tensions exist between athletes and sport professionals which make addressing eating psychopathology in athletes difficult. There is a need to develop accessible, confidential and tailored practical support resources which athletes can engage with independently to support them in the early stages of an eating problem. Lay summary: There is a need to understand how athletes with eating problems can be more effectively supported. Athletes, coaches and sport practitioners shared their thoughts around supporting athletes with an eating problem. Findings highlight the need to develop accessible, confidential and tailored athlete support resources. IMPLICATIONS FOR PRACTICE Tensions exist among athletes and sport professionals in relation to communication around eating attitudes and behaviors, responsibility for addressing eating concerns, and obtaining relevant and timely support for eating problems which make addressing eating psychopathology in athletes difficult. Both sport professionals and athletes would benefit from education and training around the connotation and consequences of eating psychopathology which could be delivered by individuals with valuable knowledge of both eating psychopathology and the sport context. There is a need to develop accessible, confidential and tailored early intervention resources which athletes can access with ease and engage with independently in the early stages of an eating problem (e.g., self-led interventions).","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44462414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.1080/10413200.2022.2040652
Daniel J. Ogden, Janine K. Coates, C. Plateau, Jamie B. Barker
Abstract Recently, UK professional cricket has seen tragic events, powerful testimonies, and increased media attention surrounding mental health, yet the experiences of players and the support they receive has continued to receive limited academic attention. Our study bridged that gap by qualitatively examining UK male professional cricketers’ experiences of mental health and mental health support. Through interviews with 15 current and former male UK professional cricketers, who had an average of 14 years’ experience, three key themes were developed: (1) The emotional rollercoaster of a career in professional cricket, (2) local vs national level mental health support and, (3) nourishing vs malnourishing player’s mental health. Firstly, a career in professional cricket had highs and lows that both stimulated a player’s mental health and led to mental health issues and impaired performance. Secondly, while national level mental health support was endorsed, the support was found to be reactive. Due to the continued perceived stigma and lack of openness at the local (County) level, players reported feeling uncomfortable to reach out for support. Lastly, by providing stability with contracts, helping players prepare for and through transitions, encouraging the development of healthy habits, and coaches communicating effectively and investing in their relationships with players, organizations have the potential to nourish, protect, and enhance professional cricketers’ mental health throughout their career. Our study has important implications for counties by highlighting the role and responsibility they have in breaking down stigma, creating an open and supportive environment around mental health and nourishing player’s mental health experiences. Lay summary: Interviews with 15 male UK professional cricketers revealed the importance of local and national cricket clubs supporting and protecting player mental health. Specifically, via reducing perceived mental health stigma, providing stability with contracts, helping players prepare for transitions, encouraging healthy habit development and effective coach relationships and communication. IMPLICATIONS FOR PRACTICE Organizations at the local (County) level must recognize the key role and responsibility they have in breaking down the current stigma that exists around mental health and work toward creating an open and supportive environment where players can feel supported and comfortable seeking out mental health support. Organizations can also help protect and enhance professional cricketer’s mental health throughout their career. To achieve this, organizations at the local level should provide stability with contracts, help players prepare for and through transitions, encourage the development of healthy habits from an early age and lastly, coaches should communicate effectively and openly and invest in their relationships with players.
{"title":"UK professional male cricketers’ mental health and support experiences: A qualitative exploration","authors":"Daniel J. Ogden, Janine K. Coates, C. Plateau, Jamie B. Barker","doi":"10.1080/10413200.2022.2040652","DOIUrl":"https://doi.org/10.1080/10413200.2022.2040652","url":null,"abstract":"Abstract Recently, UK professional cricket has seen tragic events, powerful testimonies, and increased media attention surrounding mental health, yet the experiences of players and the support they receive has continued to receive limited academic attention. Our study bridged that gap by qualitatively examining UK male professional cricketers’ experiences of mental health and mental health support. Through interviews with 15 current and former male UK professional cricketers, who had an average of 14 years’ experience, three key themes were developed: (1) The emotional rollercoaster of a career in professional cricket, (2) local vs national level mental health support and, (3) nourishing vs malnourishing player’s mental health. Firstly, a career in professional cricket had highs and lows that both stimulated a player’s mental health and led to mental health issues and impaired performance. Secondly, while national level mental health support was endorsed, the support was found to be reactive. Due to the continued perceived stigma and lack of openness at the local (County) level, players reported feeling uncomfortable to reach out for support. Lastly, by providing stability with contracts, helping players prepare for and through transitions, encouraging the development of healthy habits, and coaches communicating effectively and investing in their relationships with players, organizations have the potential to nourish, protect, and enhance professional cricketers’ mental health throughout their career. Our study has important implications for counties by highlighting the role and responsibility they have in breaking down stigma, creating an open and supportive environment around mental health and nourishing player’s mental health experiences. Lay summary: Interviews with 15 male UK professional cricketers revealed the importance of local and national cricket clubs supporting and protecting player mental health. Specifically, via reducing perceived mental health stigma, providing stability with contracts, helping players prepare for transitions, encouraging healthy habit development and effective coach relationships and communication. IMPLICATIONS FOR PRACTICE Organizations at the local (County) level must recognize the key role and responsibility they have in breaking down the current stigma that exists around mental health and work toward creating an open and supportive environment where players can feel supported and comfortable seeking out mental health support. Organizations can also help protect and enhance professional cricketer’s mental health throughout their career. To achieve this, organizations at the local level should provide stability with contracts, help players prepare for and through transitions, encourage the development of healthy habits from an early age and lastly, coaches should communicate effectively and openly and invest in their relationships with players.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47401336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.1080/10413200.2021.2024624
Moe Machida-Kosuga, Natsumi Kohno
Abstract The development of athlete leaders is a multifaceted process. In this study, the experiences of athlete leader development were explored using a multi-perspectival, interpretative phenomenological analysis. Two basketball teams and one soccer team participated in this study. The players on each team identified their leaders using a questionnaire, and these identified leaders (n = 10), their teammates (n = 6), and their head coaches (n = 3) participated in semi-structured interviews, after which an iterative and inductive approach was taken to analyze the data. Results were organized into two general categories: (a) elements involved in the process of athlete leader development, and (b) leadership skills to be developed in athlete leaders. Findings showed that experiencing challenges, such as playing in different levels, positions, and roles, and making decisions on one’s own facilitates athlete leader development. Additionally, an environment that provides the opportunities for feedback and support from others, and individual factors such as competitive skills, the ability to manage emotions, and diligence emerged as elements that assist athletes to develop into leaders. Interpersonal, team management, and visioning skills were further identified as leadership skills that need to be developed for effective athlete leaders. The results inform athlete leader development theory and suggest that athletes require certain experiences to develop as leaders; with consideration of individual differences, the systematic provision of such experiences could facilitate this development. Lay summary: In this study, the development of athlete leaders is examined through the lenses of athlete leaders, their coaches, and their teammates. The findings show that athletes need certain challenges to develop as leaders. Additionally, they need an environment that provides them with quality support and feedback. Implications for practice Athletes need to be challenged and provided with feedback and support to develop as leaders. Coaches need to provide athletes with an environment that focuses on growth and personal development, where all athletes have the opportunities to assume leadership roles, and where appropriate role models are present. Strategies to develop leaders should include athlete leadership skills training that focuses on interpersonal, team management, and visioning skills.
{"title":"Athlete leader development: The perspectives of athlete leaders, teammates, and coaches","authors":"Moe Machida-Kosuga, Natsumi Kohno","doi":"10.1080/10413200.2021.2024624","DOIUrl":"https://doi.org/10.1080/10413200.2021.2024624","url":null,"abstract":"Abstract The development of athlete leaders is a multifaceted process. In this study, the experiences of athlete leader development were explored using a multi-perspectival, interpretative phenomenological analysis. Two basketball teams and one soccer team participated in this study. The players on each team identified their leaders using a questionnaire, and these identified leaders (n = 10), their teammates (n = 6), and their head coaches (n = 3) participated in semi-structured interviews, after which an iterative and inductive approach was taken to analyze the data. Results were organized into two general categories: (a) elements involved in the process of athlete leader development, and (b) leadership skills to be developed in athlete leaders. Findings showed that experiencing challenges, such as playing in different levels, positions, and roles, and making decisions on one’s own facilitates athlete leader development. Additionally, an environment that provides the opportunities for feedback and support from others, and individual factors such as competitive skills, the ability to manage emotions, and diligence emerged as elements that assist athletes to develop into leaders. Interpersonal, team management, and visioning skills were further identified as leadership skills that need to be developed for effective athlete leaders. The results inform athlete leader development theory and suggest that athletes require certain experiences to develop as leaders; with consideration of individual differences, the systematic provision of such experiences could facilitate this development. Lay summary: In this study, the development of athlete leaders is examined through the lenses of athlete leaders, their coaches, and their teammates. The findings show that athletes need certain challenges to develop as leaders. Additionally, they need an environment that provides them with quality support and feedback. Implications for practice Athletes need to be challenged and provided with feedback and support to develop as leaders. Coaches need to provide athletes with an environment that focuses on growth and personal development, where all athletes have the opportunities to assume leadership roles, and where appropriate role models are present. Strategies to develop leaders should include athlete leadership skills training that focuses on interpersonal, team management, and visioning skills.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48750993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-23DOI: 10.1080/10413200.2022.2040650
Peter J Economou, T. Glascock, A. Gamble
Abstract The year 2020 was filled with injustices, fear, and uncertainty that has disproportionately affected Black communities in the United States and abroad. From the unprecedented number of deaths inflicted by COVID-19, specifically on minority groups, to the horrific murders of Black citizens by those in positions of authority and power, the world was once again reminded that racism is still alive. Black student-athletes are among those enduring trauma that has been consistent over centuries and are contending with the chronic nature of systemic racism as it pertains to being a Black athlete within the world of athletics and their respective schools. Through grounded theory, researchers captured the lived experiences of 14 Black student-athletes through qualitative interviews to ensure that sports psychology practitioners and researchers are equipped with the correct resources, knowledge, and skills, to aid in the healing of Black student-athletes although also advocating for expedited social reform and representation within the realm of education, law enforcement, politics, and mental health services. Five key domains emerged from this study including Identity Development, Perception and Expectations, Mental Health, Privilege, and Systems. The authors offer best practices within each domain in an effort to develop anti-racist practices to be implemented within athletic institutions and beyond. Lay summary: Black student-athletes are faced with systemic racism within all the worlds they live in, and as it pertains to being an athlete of color within the National Collegiate Athletic Association (NCAA). Black student-athletes are also coping with major life stressors and, as such, this paper gathered the lived experiences of student-athletes identifying as Black and explored how they experienced support during their tenure as student-athletes in an attempt to establish anti-racist and supportive practices within athletic communities. Implications for practice Develop strategies for athletes to understand and evaluate their identity. Integrate anti-racist practices into large systems including implicit bias training, undoing racism, and privilege education. Create tools and visuals for athletes of color, illustrating the institution’s commitment to diversity, equity and inclusion.
{"title":"Black Student-Athletes and racism pandemic: Building antiracist practices in athletics","authors":"Peter J Economou, T. Glascock, A. Gamble","doi":"10.1080/10413200.2022.2040650","DOIUrl":"https://doi.org/10.1080/10413200.2022.2040650","url":null,"abstract":"Abstract The year 2020 was filled with injustices, fear, and uncertainty that has disproportionately affected Black communities in the United States and abroad. From the unprecedented number of deaths inflicted by COVID-19, specifically on minority groups, to the horrific murders of Black citizens by those in positions of authority and power, the world was once again reminded that racism is still alive. Black student-athletes are among those enduring trauma that has been consistent over centuries and are contending with the chronic nature of systemic racism as it pertains to being a Black athlete within the world of athletics and their respective schools. Through grounded theory, researchers captured the lived experiences of 14 Black student-athletes through qualitative interviews to ensure that sports psychology practitioners and researchers are equipped with the correct resources, knowledge, and skills, to aid in the healing of Black student-athletes although also advocating for expedited social reform and representation within the realm of education, law enforcement, politics, and mental health services. Five key domains emerged from this study including Identity Development, Perception and Expectations, Mental Health, Privilege, and Systems. The authors offer best practices within each domain in an effort to develop anti-racist practices to be implemented within athletic institutions and beyond. Lay summary: Black student-athletes are faced with systemic racism within all the worlds they live in, and as it pertains to being an athlete of color within the National Collegiate Athletic Association (NCAA). Black student-athletes are also coping with major life stressors and, as such, this paper gathered the lived experiences of student-athletes identifying as Black and explored how they experienced support during their tenure as student-athletes in an attempt to establish anti-racist and supportive practices within athletic communities. Implications for practice Develop strategies for athletes to understand and evaluate their identity. Integrate anti-racist practices into large systems including implicit bias training, undoing racism, and privilege education. Create tools and visuals for athletes of color, illustrating the institution’s commitment to diversity, equity and inclusion.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47946578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-16DOI: 10.1080/10413200.2022.2032477
Morgan Rogers, P. Werthner
Abstract The COVID-19 pandemic, and the Tokyo Olympic Games postponement, has created unprecedented challenges for Olympic level athletes. Given the adversity athletes have faced since the World Health Organization (WHO) declared COVID-19 a global pandemic, the construct of psychological resilience is a useful framework for understanding athlete experiences during this time, and is conceptualized by Fletcher and Sarkar as an individual’s ability to protect against the negative effect of stressors. The purpose of this research was to explore the experiences of Canadian athletes preparing for the Tokyo summer Olympic Games during the COVID-19 global pandemic. Interviews were conducted with 20 Canadian athletes across individual and team sports. The participants spoke of the multiple ways they were taking care of themselves and developing resilience throughout the pandemic, highlighting the complexity involved with managing an adversity. Four narratives illuminate the athletes’ experiences: the critical role of context, the essential nature of social support, the importance of being more than an athlete, and the relevance of learning to reflect on one’s life. For these athletes, factors such as Olympic qualification, stage of their career, physical and mental health, and access to resources influenced their experience of the pandemic, demonstrating the importance of both individual and environmental factors when exploring resilience. Importantly, the athletes did not manage this adversity on their own, but received strong support. Therefore, sport psychology consultants can assist an athlete’s development of resilience by providing expertise and taking into account an athlete’s personal context. Lay summary: Twenty athletes preparing for the Tokyo Olympic Games during the COVID-19 pandemic were interviewed and four narratives are presented. All athletes were experiencing the pandemic differently based on their personal circumstances and were managing the adversity with social support, reflection, and pursuits beyond sport. APPLIED IMPLICATIONS Develop resources for coaches, athletes, and sport psychology practitioners to become competent in understanding and developing a high-performance sport environment that is both challenging and supportive Recognize the importance of social support in learning how to effectively reflect and develop pursuits outside of high-performance sport Understand and develop resilience, in a way that promotes, rather than diminishes, mental health
{"title":"Gathering narratives: Athletes’ experiences preparing for the Tokyo summer olympic games during a global pandemic","authors":"Morgan Rogers, P. Werthner","doi":"10.1080/10413200.2022.2032477","DOIUrl":"https://doi.org/10.1080/10413200.2022.2032477","url":null,"abstract":"Abstract The COVID-19 pandemic, and the Tokyo Olympic Games postponement, has created unprecedented challenges for Olympic level athletes. Given the adversity athletes have faced since the World Health Organization (WHO) declared COVID-19 a global pandemic, the construct of psychological resilience is a useful framework for understanding athlete experiences during this time, and is conceptualized by Fletcher and Sarkar as an individual’s ability to protect against the negative effect of stressors. The purpose of this research was to explore the experiences of Canadian athletes preparing for the Tokyo summer Olympic Games during the COVID-19 global pandemic. Interviews were conducted with 20 Canadian athletes across individual and team sports. The participants spoke of the multiple ways they were taking care of themselves and developing resilience throughout the pandemic, highlighting the complexity involved with managing an adversity. Four narratives illuminate the athletes’ experiences: the critical role of context, the essential nature of social support, the importance of being more than an athlete, and the relevance of learning to reflect on one’s life. For these athletes, factors such as Olympic qualification, stage of their career, physical and mental health, and access to resources influenced their experience of the pandemic, demonstrating the importance of both individual and environmental factors when exploring resilience. Importantly, the athletes did not manage this adversity on their own, but received strong support. Therefore, sport psychology consultants can assist an athlete’s development of resilience by providing expertise and taking into account an athlete’s personal context. Lay summary: Twenty athletes preparing for the Tokyo Olympic Games during the COVID-19 pandemic were interviewed and four narratives are presented. All athletes were experiencing the pandemic differently based on their personal circumstances and were managing the adversity with social support, reflection, and pursuits beyond sport. APPLIED IMPLICATIONS Develop resources for coaches, athletes, and sport psychology practitioners to become competent in understanding and developing a high-performance sport environment that is both challenging and supportive Recognize the importance of social support in learning how to effectively reflect and develop pursuits outside of high-performance sport Understand and develop resilience, in a way that promotes, rather than diminishes, mental health","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41812392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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