Pub Date : 2023-10-31DOI: 10.1080/10413200.2023.2274464
Sam N. Thrower, Jamie B. Barker, Adam M. Bruton, Pete Coffee, Jennifer Cumming, Chris G. Harwood, Karen Howells, Camilla J. Knight, Paul J. McCarthy, Stephen D. Mellalieu
{"title":"Enhancing wellbeing, long-term development, and performance in youth sport: Insights from experienced applied sport psychologists working with young athletes in the United Kingdom","authors":"Sam N. Thrower, Jamie B. Barker, Adam M. Bruton, Pete Coffee, Jennifer Cumming, Chris G. Harwood, Karen Howells, Camilla J. Knight, Paul J. McCarthy, Stephen D. Mellalieu","doi":"10.1080/10413200.2023.2274464","DOIUrl":"https://doi.org/10.1080/10413200.2023.2274464","url":null,"abstract":"","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871637","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 : 2023-10-31DOI: 10.1080/10413200.2023.2274460
Sam Elliott, Jasmine Petersen, Murray Drummond, Ivanka Prichard, Claire Drummond, Sarah Crossman, Olivia Bramley
{"title":"What are the perceived barriers for building and maintaining a culture of mental health support in Australian competitive youth sport?","authors":"Sam Elliott, Jasmine Petersen, Murray Drummond, Ivanka Prichard, Claire Drummond, Sarah Crossman, Olivia Bramley","doi":"10.1080/10413200.2023.2274460","DOIUrl":"https://doi.org/10.1080/10413200.2023.2274460","url":null,"abstract":"","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871120","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 : 2023-10-26DOI: 10.1080/10413200.2023.2274457
Yufeng Li, Cole E. Giffin, Robert J. Schinke, Xiao Yang, Zhenyu Qi, Liwei Zhang, Georges Kpazai
{"title":"Exploring the meta-transitions of first level elite athletes in the Chinese Whole Nation System: A polyphonic reflective tale","authors":"Yufeng Li, Cole E. Giffin, Robert J. Schinke, Xiao Yang, Zhenyu Qi, Liwei Zhang, Georges Kpazai","doi":"10.1080/10413200.2023.2274457","DOIUrl":"https://doi.org/10.1080/10413200.2023.2274457","url":null,"abstract":"","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909813","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 : 2023-10-26DOI: 10.1080/10413200.2023.2274459
Robin S. Vealey
AbstractFrameworks that illustrate the comprehensive process of mental training have provided a “big picture” of the provision of applied sport psychology services. The purpose of this article is to propose an updated framework for mental training in sport. The revised framework includes four categories of mental skills including personal foundation, performance, personal development, and team skills. Mental health, as represented by emotional, psychological, and social wellbeing, is also included in the framework as a major focus for applied work by mental performance consultants, not just clinical mental health providers. The flow of the framework suggests that the consultant’s philosophy and skills in using various models, strategies, and techniques, coupled with athlete commitment, can enhance athletes’ mental skills and mental health to enhance performance and other significant outcomes. Suggestions for future work in mental training in sport include research examining the role of mental health in mental skills development, implementation of mental health enhancement programs, periodized approaches to sport psychology service delivery, and a renewed focus on intentionality in athletes to build mental skillfulness over time and situations for an adaptive, agile mindset.Lay summary: Mental training is a process in which athletes, usually with the help of consultants or coaches, systematically use strategies and techniques to build mental skills and wellbeing to enhance their performance, development, and experiences in sport. Enhancing mental health in athletes is an important objective for mental performance consultants.IMPLICATIONS FOR PRACTICEConsultants base their service delivery on a foundational philosophy and model of practice, from which they utilize and integrate various mental training strategies and techniques.Mental skills are learnable psychological capabilities that facilitate individuals’ success in life pursuits.Mental health focuses on athletes’ wellbeing and how much they are flourishing; it is not merely the presence or absence of mental illness. Disclosure statementThe author reports there are no completing interests to declare.
{"title":"A framework for mental training in sport: Enhancing mental skills, wellbeing, and performance","authors":"Robin S. Vealey","doi":"10.1080/10413200.2023.2274459","DOIUrl":"https://doi.org/10.1080/10413200.2023.2274459","url":null,"abstract":"AbstractFrameworks that illustrate the comprehensive process of mental training have provided a “big picture” of the provision of applied sport psychology services. The purpose of this article is to propose an updated framework for mental training in sport. The revised framework includes four categories of mental skills including personal foundation, performance, personal development, and team skills. Mental health, as represented by emotional, psychological, and social wellbeing, is also included in the framework as a major focus for applied work by mental performance consultants, not just clinical mental health providers. The flow of the framework suggests that the consultant’s philosophy and skills in using various models, strategies, and techniques, coupled with athlete commitment, can enhance athletes’ mental skills and mental health to enhance performance and other significant outcomes. Suggestions for future work in mental training in sport include research examining the role of mental health in mental skills development, implementation of mental health enhancement programs, periodized approaches to sport psychology service delivery, and a renewed focus on intentionality in athletes to build mental skillfulness over time and situations for an adaptive, agile mindset.Lay summary: Mental training is a process in which athletes, usually with the help of consultants or coaches, systematically use strategies and techniques to build mental skills and wellbeing to enhance their performance, development, and experiences in sport. Enhancing mental health in athletes is an important objective for mental performance consultants.IMPLICATIONS FOR PRACTICEConsultants base their service delivery on a foundational philosophy and model of practice, from which they utilize and integrate various mental training strategies and techniques.Mental skills are learnable psychological capabilities that facilitate individuals’ success in life pursuits.Mental health focuses on athletes’ wellbeing and how much they are flourishing; it is not merely the presence or absence of mental illness. Disclosure statementThe author reports there are no completing interests to declare.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136377307","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 : 2023-10-26DOI: 10.1080/10413200.2023.2274461
Daniel Gould, Michael Mignano, Jennifer Nalepa-Roth
AbstractAdopting a critical cultural perspective, McDougall and associates published a critique of Gould et al.’s JASP qualitative study summarizing coaches’ views of the characteristics of and best strategies for coaching Generation Z athletes. Evidence from general psychology that questions the validity and utility of studying generational cohorts was presented. The original study was also criticized for not adopting a more critical cultural perspective. This article is a reaction to their commentary. Based on the recent work of Twenge, counter arguments to concerns regarding the validity of studying generational cohorts are made and some of the specific concerns regarding the lack of a critical cultural perspective are addressed. Future research directions are also specified. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Coaching Generation Z: A response to McDougall et al.’s commentary","authors":"Daniel Gould, Michael Mignano, Jennifer Nalepa-Roth","doi":"10.1080/10413200.2023.2274461","DOIUrl":"https://doi.org/10.1080/10413200.2023.2274461","url":null,"abstract":"AbstractAdopting a critical cultural perspective, McDougall and associates published a critique of Gould et al.’s JASP qualitative study summarizing coaches’ views of the characteristics of and best strategies for coaching Generation Z athletes. Evidence from general psychology that questions the validity and utility of studying generational cohorts was presented. The original study was also criticized for not adopting a more critical cultural perspective. This article is a reaction to their commentary. Based on the recent work of Twenge, counter arguments to concerns regarding the validity of studying generational cohorts are made and some of the specific concerns regarding the lack of a critical cultural perspective are addressed. Future research directions are also specified. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136376610","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 : 2023-10-02DOI: 10.1080/10413200.2022.2084181
J. Kochanek, K. Erickson, Lauren Secaras
Abstract Inclusive spaces and relationships that honor athletes’ unique identities are vital to ensure adaptive sport experiences (e.g., Coakley; Kochanek & Erickson). Youth athletes and adult leaders need to possess awareness and skills to foster inclusive sport environments and act as agents who can contribute to positive individual and social change. The prevalence and increased visibility of contemporary social justice issues have underscored the importance of developing such critical competencies. Scholars have recently called for exploratory and collaborative efforts to help athletes and adult leaders develop such critical competencies and carry out evaluation research that examines the effectiveness of programs. The purpose of this utilization-focused evaluation was to assess the impact and relevant processes of a social justice education initiative, Dialogue in Athletics, which used intergroup dialogue pedagogy. The lead author (and program facilitator-facilitator-evaluator) delivered and assessed the effectiveness of Dialogue in Athletics within one interscholastic sports community. A mixed methods convergent evaluation design was used to collect data at the session-specific, pre/post-program, and follow-up time points. Integrated analyses of data from student-athletes (n = 7) and adult leaders (n = 13) revealed that adults showed more marked increases in critical awareness and skills development/transference relative to student-athletes who showed some, though less pronounced, gains following the program. Results revealed favorable shifts in participants’ attitudes, with some variation between athletes and adults. Findings on participants’ program process helped elucidate meaningful aspects of their dialogue experience alongside various sources of discomfort, and barriers to learning transference. Lay summary This evaluation assessed the effectiveness of Dialogue in Athletics, a social justice education program, among athletes and adult leaders within one interscholastic sports community. Results offer initial support for favorable changes in participants’ learning outcomes and relevant program processes. Findings have implications for future program delivery and youth development through sport. IMPLICATIONS FOR PRACTICE This formative evaluation lends support for the effectiveness and feasibility of an intergroup dialogue approach to social justice education within the youth sport context. This unique utilization-focused project exemplifies a contextually relevant approach to research that responds to the practical realities of youth sport communities. Additional community-based efforts that use intergroup dialogue (and other frameworks) to help youth and adult leaders in sport develop critical capacities are necessary to build an understanding of social justice behavior change among diverse individuals and sport community settings.
{"title":"Dialogue in athletics: A program evaluation of a social justice education initiative in high school sports","authors":"J. Kochanek, K. Erickson, Lauren Secaras","doi":"10.1080/10413200.2022.2084181","DOIUrl":"https://doi.org/10.1080/10413200.2022.2084181","url":null,"abstract":"Abstract Inclusive spaces and relationships that honor athletes’ unique identities are vital to ensure adaptive sport experiences (e.g., Coakley; Kochanek & Erickson). Youth athletes and adult leaders need to possess awareness and skills to foster inclusive sport environments and act as agents who can contribute to positive individual and social change. The prevalence and increased visibility of contemporary social justice issues have underscored the importance of developing such critical competencies. Scholars have recently called for exploratory and collaborative efforts to help athletes and adult leaders develop such critical competencies and carry out evaluation research that examines the effectiveness of programs. The purpose of this utilization-focused evaluation was to assess the impact and relevant processes of a social justice education initiative, Dialogue in Athletics, which used intergroup dialogue pedagogy. The lead author (and program facilitator-facilitator-evaluator) delivered and assessed the effectiveness of Dialogue in Athletics within one interscholastic sports community. A mixed methods convergent evaluation design was used to collect data at the session-specific, pre/post-program, and follow-up time points. Integrated analyses of data from student-athletes (n = 7) and adult leaders (n = 13) revealed that adults showed more marked increases in critical awareness and skills development/transference relative to student-athletes who showed some, though less pronounced, gains following the program. Results revealed favorable shifts in participants’ attitudes, with some variation between athletes and adults. Findings on participants’ program process helped elucidate meaningful aspects of their dialogue experience alongside various sources of discomfort, and barriers to learning transference. Lay summary This evaluation assessed the effectiveness of Dialogue in Athletics, a social justice education program, among athletes and adult leaders within one interscholastic sports community. Results offer initial support for favorable changes in participants’ learning outcomes and relevant program processes. Findings have implications for future program delivery and youth development through sport. IMPLICATIONS FOR PRACTICE This formative evaluation lends support for the effectiveness and feasibility of an intergroup dialogue approach to social justice education within the youth sport context. This unique utilization-focused project exemplifies a contextually relevant approach to research that responds to the practical realities of youth sport communities. Additional community-based efforts that use intergroup dialogue (and other frameworks) to help youth and adult leaders in sport develop critical capacities are necessary to build an understanding of social justice behavior change among diverse individuals and sport community settings.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42514441","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 : 2023-08-01DOI: 10.1080/10413200.2023.2224852
M. McDougall, Milla Saarinen, T. Ryba
{"title":"Coaching generation Z: A response to Gould et al from a critical cultural perspective","authors":"M. McDougall, Milla Saarinen, T. Ryba","doi":"10.1080/10413200.2023.2224852","DOIUrl":"https://doi.org/10.1080/10413200.2023.2224852","url":null,"abstract":"","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44382720","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 : 2023-06-20DOI: 10.1080/10413200.2023.2224868
S. Wachsmuth, P. Feichtinger, J. Bartley, O. Höner
{"title":"Psychological characteristics and future success: A prospective study examining youth soccer players at different stages within the German talent development pathway","authors":"S. Wachsmuth, P. Feichtinger, J. Bartley, O. Höner","doi":"10.1080/10413200.2023.2224868","DOIUrl":"https://doi.org/10.1080/10413200.2023.2224868","url":null,"abstract":"","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43767195","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 : 2023-05-22DOI: 10.1080/10413200.2023.2214745
A. Williams, Joanne Butt, E. Kavanagh
This study examined coaches ’ and sport psychologists ’ experiences of managing performance blocks and the mechanisms they adopted in supporting athletes who experience them. This qualitative study adopted a constructivist philosophical paradigm. Semi-structured interviews were conducted with elite coaches ( n ¼ 8) and HCPC-reg-istered sport psychologists ( n ¼ 7). Following transcription, interviews were analyzed using thematic analysis. Findings indicated that man- aging performance blocks is a complex and dynamic process whereby participants iteratively moved through five stages (i.e., understanding the athlete, intervening in performance blocks, experiencing the emotional rollercoaster, coping with emotions, and learn- ing). From an applied perspective, findings encourage coaches and sport psychologists to create trusting relationships with the athlete and demonstrate an emotional understanding of athletes ’ needs. Findings indicate that lowering the psychological demand and increasing the athletes ’ coping resources such as by offering emotional support is an important strategy in the management of per- formance blocks. Lay summary : This article explores eight coaches ’ and seven sport psychologists ’ experiences of managing performance blocks. Coaches and sport psychologists continually shifted between five stages in understanding and supporting athletes ’ experiences of performance blocks. Findings highlight the importance of trusting and collaborative relationships, emotional intelligence, and coping strategies when managing performance blocks.
{"title":"An exploration of coaches’ and sport psychologists’ experiences of managing performance blocks","authors":"A. Williams, Joanne Butt, E. Kavanagh","doi":"10.1080/10413200.2023.2214745","DOIUrl":"https://doi.org/10.1080/10413200.2023.2214745","url":null,"abstract":"This study examined coaches ’ and sport psychologists ’ experiences of managing performance blocks and the mechanisms they adopted in supporting athletes who experience them. This qualitative study adopted a constructivist philosophical paradigm. Semi-structured interviews were conducted with elite coaches ( n ¼ 8) and HCPC-reg-istered sport psychologists ( n ¼ 7). Following transcription, interviews were analyzed using thematic analysis. Findings indicated that man- aging performance blocks is a complex and dynamic process whereby participants iteratively moved through five stages (i.e., understanding the athlete, intervening in performance blocks, experiencing the emotional rollercoaster, coping with emotions, and learn- ing). From an applied perspective, findings encourage coaches and sport psychologists to create trusting relationships with the athlete and demonstrate an emotional understanding of athletes ’ needs. Findings indicate that lowering the psychological demand and increasing the athletes ’ coping resources such as by offering emotional support is an important strategy in the management of per- formance blocks. Lay summary : This article explores eight coaches ’ and seven sport psychologists ’ experiences of managing performance blocks. Coaches and sport psychologists continually shifted between five stages in understanding and supporting athletes ’ experiences of performance blocks. Findings highlight the importance of trusting and collaborative relationships, emotional intelligence, and coping strategies when managing performance blocks.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45859090","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 : 2023-05-22DOI: 10.1080/10413200.2023.2212023
J. Schneider, E. Matheson, A. Tinoco, C. Gentili, Paul White, Courtney Boucher, H. Silva-Breen, Anna Goorevich, P. Diedrichs, N. LaVoi
{"title":"Body confident coaching: a pilot randomized controlled trial evaluating the acceptability of a web-based body image intervention for coaches of adolescent girls","authors":"J. Schneider, E. Matheson, A. Tinoco, C. Gentili, Paul White, Courtney Boucher, H. Silva-Breen, Anna Goorevich, P. Diedrichs, N. LaVoi","doi":"10.1080/10413200.2023.2212023","DOIUrl":"https://doi.org/10.1080/10413200.2023.2212023","url":null,"abstract":"","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41614370","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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