Pub Date : 2022-11-11DOI: 10.1080/10413200.2022.2140224
A. Quartiroli, R. Schinke, Cole E. Giffin, J. Vosloo, Leslee A. Fisher
Abstract Sport psychology scholars and practitioners (SPPs) now recognize the importance of cultural competence (CC). However, only a few SPPs have deliberately centered CC in their practice. The purpose of this study was to understand how SPPs conceptualize and develop CC within their professional practice. Our study is grounded in a critical realist ontology and framed within the consensual qualitative research method (CQR). Using a semi-structured interview guide, we interviewed 25 globally situated SPPs (13 males, 12 females) with three to 40 years of professional experience (17.83, SD = 10.88) residing on four different continents. We constructed seven categories to provide a snapshot of how SPPs conceptualize, develop, and emphasize CC as an ethical and moral obligation to engage in effective professional practice. The participating SPPs described how CC is contextual and encompasses one’s cultural knowledge, awareness, and skills developed from professional and personal cultural interactions and investment in cultural professional development. The SPPs shared how CC plays a relevant role in their sport psychology practice. We also highlighted how culture and CC are frequently conceptualized and experienced from a one-dimensional perspective, overlooking the importance of how cultural identities and modes of being interact within and between SPPs and clients or participants. The implications for individuals and professional bodies are discussed for professional development, training, and effective practice. Lay summary: Cultural competence is an ethical and moral obligation for SPPs to engage in effective professional practice. In this study, a multinational group of SPPs shared how they conceptualize, develop, and implement cultural competence within their professional practice. Applied Implications The development of and deliberate consideration of CC into applied and scholarly practice is an ethical and moral responsibility It is important for SPPs to invest in developing their CC, becoming comfortable with making mistakes, and engaging in difficult conversations. It is important for SPPs to ground their CC development in their own reflections as well as personal and professional cultural encounters.
{"title":"Cultural competence in a multinational group of sport psychology professionals","authors":"A. Quartiroli, R. Schinke, Cole E. Giffin, J. Vosloo, Leslee A. Fisher","doi":"10.1080/10413200.2022.2140224","DOIUrl":"https://doi.org/10.1080/10413200.2022.2140224","url":null,"abstract":"Abstract Sport psychology scholars and practitioners (SPPs) now recognize the importance of cultural competence (CC). However, only a few SPPs have deliberately centered CC in their practice. The purpose of this study was to understand how SPPs conceptualize and develop CC within their professional practice. Our study is grounded in a critical realist ontology and framed within the consensual qualitative research method (CQR). Using a semi-structured interview guide, we interviewed 25 globally situated SPPs (13 males, 12 females) with three to 40 years of professional experience (17.83, SD = 10.88) residing on four different continents. We constructed seven categories to provide a snapshot of how SPPs conceptualize, develop, and emphasize CC as an ethical and moral obligation to engage in effective professional practice. The participating SPPs described how CC is contextual and encompasses one’s cultural knowledge, awareness, and skills developed from professional and personal cultural interactions and investment in cultural professional development. The SPPs shared how CC plays a relevant role in their sport psychology practice. We also highlighted how culture and CC are frequently conceptualized and experienced from a one-dimensional perspective, overlooking the importance of how cultural identities and modes of being interact within and between SPPs and clients or participants. The implications for individuals and professional bodies are discussed for professional development, training, and effective practice. Lay summary: Cultural competence is an ethical and moral obligation for SPPs to engage in effective professional practice. In this study, a multinational group of SPPs shared how they conceptualize, develop, and implement cultural competence within their professional practice. Applied Implications The development of and deliberate consideration of CC into applied and scholarly practice is an ethical and moral responsibility It is important for SPPs to invest in developing their CC, becoming comfortable with making mistakes, and engaging in difficult conversations. It is important for SPPs to ground their CC development in their own reflections as well as personal and professional cultural encounters.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41676906","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 : 2022-11-02DOI: 10.1080/10413200.2022.2137597
Dean R. Watson, A. Hill, D. Madigan
Abstract Psychological skills training (PST) is a common and effective form of support provided by sports psychologists. Nevertheless, its use in helping support athletes with perfectionism and some of the problematic issues they can face is unknown. The purpose of the present study was to assess the effectiveness of PST in reducing perfectionistic cognitions and improving emotional experiences in athletes. Using a single-subject multiple baseline research design, we recruited five national-level basketball players (M = 21.8 years) based on their concerns over mistakes (a key dimension of perfectionistic concerns). All participants received eight, one-to-one PST sessions over a four-week period. Participants completed self-report measures of perfectionistic cognitions, cognitive appraisals, pre-competition emotions, and performance satisfaction on a weekly basis, before, during, and after the intervention, as well as 3-months later. Results suggested that PST improved at least some of the cognitive appraisals, pre-competition emotions, and performance satisfaction in most participants. Minimal changes were observed for perfectionistic cognitions. The findings support the general use of PST but other interventions may be required to reduce perfectionistic cognitions. Lay summary: Perfectionistic concerns are related to performance and well-being difficulties in athletes. We used a short PST intervention to examine if it can improve the experiences of athletes selected based on their concern over mistakes. The intervention was effective for some aspects of their experiences, such as pre-competition emotions and performance satisfaction but less effective for the perfectionistic cognitions they reported. IMPLICATIONS FOR PRACTICE Sport psychologists are better informed as to the effectiveness of PST when working with athletes. The effectiveness of PST varies based on the individual and the intended outcome. There is a need for more expert guidance on perfectionism for training sports psychologists.
{"title":"Psychological skills training and perfectionism: A single-subject multiple baseline study","authors":"Dean R. Watson, A. Hill, D. Madigan","doi":"10.1080/10413200.2022.2137597","DOIUrl":"https://doi.org/10.1080/10413200.2022.2137597","url":null,"abstract":"Abstract Psychological skills training (PST) is a common and effective form of support provided by sports psychologists. Nevertheless, its use in helping support athletes with perfectionism and some of the problematic issues they can face is unknown. The purpose of the present study was to assess the effectiveness of PST in reducing perfectionistic cognitions and improving emotional experiences in athletes. Using a single-subject multiple baseline research design, we recruited five national-level basketball players (M = 21.8 years) based on their concerns over mistakes (a key dimension of perfectionistic concerns). All participants received eight, one-to-one PST sessions over a four-week period. Participants completed self-report measures of perfectionistic cognitions, cognitive appraisals, pre-competition emotions, and performance satisfaction on a weekly basis, before, during, and after the intervention, as well as 3-months later. Results suggested that PST improved at least some of the cognitive appraisals, pre-competition emotions, and performance satisfaction in most participants. Minimal changes were observed for perfectionistic cognitions. The findings support the general use of PST but other interventions may be required to reduce perfectionistic cognitions. Lay summary: Perfectionistic concerns are related to performance and well-being difficulties in athletes. We used a short PST intervention to examine if it can improve the experiences of athletes selected based on their concern over mistakes. The intervention was effective for some aspects of their experiences, such as pre-competition emotions and performance satisfaction but less effective for the perfectionistic cognitions they reported. IMPLICATIONS FOR PRACTICE Sport psychologists are better informed as to the effectiveness of PST when working with athletes. The effectiveness of PST varies based on the individual and the intended outcome. There is a need for more expert guidance on perfectionism for training sports psychologists.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":"35 1","pages":"854 - 873"},"PeriodicalIF":3.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43174308","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 : 2022-11-02DOI: 10.1080/10413200.2022.2140225
Ciara Everard, R. Wadey, Karen Howells, Melissa C. Day
Abstract A knowledge-transfer ‘gap’ exists within the sport injury psychology literature. This gap has led to recent calls to translate the evidence base in more accessible, relevant, and multi-sensory formats to facilitate research uptake and impact. Heeding this recommendation and informed by narrative inquiry, the purpose of this multi-study paper was twofold: Study 1 aimed to construct videos that translated evidenced-based narratives of sports injury experiences by working collaboratively with a digital learning practitioner, videographer, and user-group (i.e., elite athletes). Study 2 explored end-users’ perspectives of these video narratives in communicating sports injury research by conducting 11 focus group interviews with 69 participants (i.e., athletes, coaches, and practitioners). A reflexive thematic analysis identified that the video narratives communicated sport injury psychology research in accessible, evocative, and relevant ways. Considerations of how to implement these video narratives into professional practice are critically discussed. Lay summary: This study addressed the knowledge-transfer gap in sport injury psychology by constructing and exploring how video narratives communicate research findings. Findings identified that the videos translated knowledge in accessible, evocative, and relevant ways. PRACTICAL IMPLICATIONS This study bridges the knowledge-transfer gap in sport injury psychology by constructing and exploring end-users’ perspectives of video narratives in translating and disseminating sport injury psychology research This study provides an evidence-base, methodology, and practical know-how for future researchers aiming to translate and disseminate their research to end-users in accessible and engaging ways Six video narratives are offered that can be accessed and used in professional practice
{"title":"Construction and communication of evidence-based video narratives in elite sport: Knowledge translation of sports injury experiences","authors":"Ciara Everard, R. Wadey, Karen Howells, Melissa C. Day","doi":"10.1080/10413200.2022.2140225","DOIUrl":"https://doi.org/10.1080/10413200.2022.2140225","url":null,"abstract":"Abstract A knowledge-transfer ‘gap’ exists within the sport injury psychology literature. This gap has led to recent calls to translate the evidence base in more accessible, relevant, and multi-sensory formats to facilitate research uptake and impact. Heeding this recommendation and informed by narrative inquiry, the purpose of this multi-study paper was twofold: Study 1 aimed to construct videos that translated evidenced-based narratives of sports injury experiences by working collaboratively with a digital learning practitioner, videographer, and user-group (i.e., elite athletes). Study 2 explored end-users’ perspectives of these video narratives in communicating sports injury research by conducting 11 focus group interviews with 69 participants (i.e., athletes, coaches, and practitioners). A reflexive thematic analysis identified that the video narratives communicated sport injury psychology research in accessible, evocative, and relevant ways. Considerations of how to implement these video narratives into professional practice are critically discussed. Lay summary: This study addressed the knowledge-transfer gap in sport injury psychology by constructing and exploring how video narratives communicate research findings. Findings identified that the videos translated knowledge in accessible, evocative, and relevant ways. PRACTICAL IMPLICATIONS This study bridges the knowledge-transfer gap in sport injury psychology by constructing and exploring end-users’ perspectives of video narratives in translating and disseminating sport injury psychology research This study provides an evidence-base, methodology, and practical know-how for future researchers aiming to translate and disseminate their research to end-users in accessible and engaging ways Six video narratives are offered that can be accessed and used in professional practice","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":"35 1","pages":"731 - 754"},"PeriodicalIF":3.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45605098","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 : 2022-10-19DOI: 10.1080/10413200.2022.2134506
N. Feddersen, F. Champ, S. A. Sæther, Martin A. Littlewood
Abstract We examine challenges to confidentiality experienced by sports psychologists in men’s English football academies. Sixteen psychologists, six women, and ten men working in English football academies participated in two semi-structured interviews. We carried out a reflexive thematic analysis after each round of interviews and developed two themes: (1) challenges to client-psychologist confidentiality; (2) a context of normalized surveillance. First, participants explained that several staff members (e.g., coaches, managers, and support staff) would use covert and subtle ways to make psychologists break confidentiality. This included trying to get the psychologist to “slip up.” Second, the football academy context was characterized by widespread surveillance of players. It was evident that it is common practice for clubs to gather objective and self-report data creating extreme transparency in the young people’s lives. We also propose two research-based solutions allowing psychologists to handle these issues. Lay summary: Using data for talent and performance development in men’s professional football academies in England is changing the context in which psychologists work. It poses new issues for confidentiality between clients and psychologists, which practitioners, clubs, and federations must consider. We propose that psychologists should work at the organizational level with leaders and coaches to handle these issues. IMPLICATIONS FOR PRACTICE Players and parents need updated information on their rights and consent. Psychologists should work at the systems level with coaches and staff to prevent issues of confidentiality breaches. The Premier League and the English Football League must consider the influence of new technologies in developing guidelines for clubs.
{"title":"Confidentiality and surveillance challenges for psychologists working in men’s football academies in England","authors":"N. Feddersen, F. Champ, S. A. Sæther, Martin A. Littlewood","doi":"10.1080/10413200.2022.2134506","DOIUrl":"https://doi.org/10.1080/10413200.2022.2134506","url":null,"abstract":"Abstract We examine challenges to confidentiality experienced by sports psychologists in men’s English football academies. Sixteen psychologists, six women, and ten men working in English football academies participated in two semi-structured interviews. We carried out a reflexive thematic analysis after each round of interviews and developed two themes: (1) challenges to client-psychologist confidentiality; (2) a context of normalized surveillance. First, participants explained that several staff members (e.g., coaches, managers, and support staff) would use covert and subtle ways to make psychologists break confidentiality. This included trying to get the psychologist to “slip up.” Second, the football academy context was characterized by widespread surveillance of players. It was evident that it is common practice for clubs to gather objective and self-report data creating extreme transparency in the young people’s lives. We also propose two research-based solutions allowing psychologists to handle these issues. Lay summary: Using data for talent and performance development in men’s professional football academies in England is changing the context in which psychologists work. It poses new issues for confidentiality between clients and psychologists, which practitioners, clubs, and federations must consider. We propose that psychologists should work at the organizational level with leaders and coaches to handle these issues. IMPLICATIONS FOR PRACTICE Players and parents need updated information on their rights and consent. Psychologists should work at the systems level with coaches and staff to prevent issues of confidentiality breaches. The Premier League and the English Football League must consider the influence of new technologies in developing guidelines for clubs.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":"35 1","pages":"897 - 917"},"PeriodicalIF":3.2,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49539458","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 : 2022-10-18DOI: 10.1080/10413200.2022.2134504
Manon Eluère, Luc J. Martin, Jean-Philippe Heuzé
Abstract In this study, we explored athletes’ perceptions of cultural diversity regarding teammate interactions and team functioning. Specifically, we explored cultural diversity in relation to national and racio-ethnic diversity. A constructivist qualitative case study approach was employed with a professional women’s volleyball team comprising 11 athletes (Mage = 27, SD = 3.13) representing six nationalities and four racio-ethnicities. The athletes completed demographic and social network questionnaires intended to contextualize our case and to inform follow-up semi-structured interviews. The interviews involved conversations pertaining to team composition, member interactions, and team functioning. Generally, the results indicated that within this professional team, players’ perceptions of cultural diversity were mainly formed around subgroups and perceptions of dissimilarity between the self and the team. The subgroups were largely based on nationality and shared collective experiences with national stereotypes. The athletes also discussed factors such as language and various task and socially related behaviors associated with cultural diversity that impacted teammate interactions and the social dynamic within the team. Our results can serve to guide athletes and coaches interested in capitalizing on the strengths of multicultural professional sport teams. Lay summary: We examined perceived cultural diversity (i.e., national and racio-ethnic) embedded within a multicultural context of a professional women’s volleyball team. Participants described a natural divide based on nationalities, and how individual behaviors matched their perceptions of national stereotypes. Athletes were generally hesitant to discuss cultural diversity and positioned the topic as “good under certain conditions.” IMPLICATIONS FOR PRACTICE The results from this research can help team managers and coaches to consider the impact that cultural diversity can have on team functioning and recognize the potential for the formation of national subgroups and biased perceptions of teammates’ behaviors. Our findings can reiterate to applied sport psychology professionals and coaches the importance of purposefully considering players’ perceptions of the cultural diversity within a team to identify ways to benefit from their team’s composition.
{"title":"Cultural diversity and group dynamics in a professional women’s volleyball team","authors":"Manon Eluère, Luc J. Martin, Jean-Philippe Heuzé","doi":"10.1080/10413200.2022.2134504","DOIUrl":"https://doi.org/10.1080/10413200.2022.2134504","url":null,"abstract":"Abstract In this study, we explored athletes’ perceptions of cultural diversity regarding teammate interactions and team functioning. Specifically, we explored cultural diversity in relation to national and racio-ethnic diversity. A constructivist qualitative case study approach was employed with a professional women’s volleyball team comprising 11 athletes (Mage = 27, SD = 3.13) representing six nationalities and four racio-ethnicities. The athletes completed demographic and social network questionnaires intended to contextualize our case and to inform follow-up semi-structured interviews. The interviews involved conversations pertaining to team composition, member interactions, and team functioning. Generally, the results indicated that within this professional team, players’ perceptions of cultural diversity were mainly formed around subgroups and perceptions of dissimilarity between the self and the team. The subgroups were largely based on nationality and shared collective experiences with national stereotypes. The athletes also discussed factors such as language and various task and socially related behaviors associated with cultural diversity that impacted teammate interactions and the social dynamic within the team. Our results can serve to guide athletes and coaches interested in capitalizing on the strengths of multicultural professional sport teams. Lay summary: We examined perceived cultural diversity (i.e., national and racio-ethnic) embedded within a multicultural context of a professional women’s volleyball team. Participants described a natural divide based on nationalities, and how individual behaviors matched their perceptions of national stereotypes. Athletes were generally hesitant to discuss cultural diversity and positioned the topic as “good under certain conditions.” IMPLICATIONS FOR PRACTICE The results from this research can help team managers and coaches to consider the impact that cultural diversity can have on team functioning and recognize the potential for the formation of national subgroups and biased perceptions of teammates’ behaviors. Our findings can reiterate to applied sport psychology professionals and coaches the importance of purposefully considering players’ perceptions of the cultural diversity within a team to identify ways to benefit from their team’s composition.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":"35 1","pages":"793 - 816"},"PeriodicalIF":3.2,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47972690","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 : 2022-10-12DOI: 10.1080/10413200.2022.2126908
Cliona D. O'Leary, B. Rooney, B. Donohue, J. Matthews
Abstract Coaches’ mental health literacy is associated with increased engagement in prevention and early intervention behaviors. However, few studies have explored the factors that may influence these relationships. The purpose of this study was to explore whether role breadth and role efficacy mediate the relationship between coach depression literacy and prevention and early intervention, and to assess whether gender or stigma moderates any mediation effects. One thousand and forty five coaches (M = 42.71 years old; SD = 11.52; 30% female) completed an online survey exploring depression literacy, personal stigma, role breadth and efficacy and engagement in prevention and early intervention. Path analysis was conducted, followed by mediation and moderated-mediation analyzes. The overarching model for each behavior was confirmed. Role efficacy but not role breadth partially mediated the relationship between depression literacy and each behavior. Gender did not moderate any mediation relationships. Personal stigma moderated the relationship between depression literacy and prevention and early intervention. Coaches with lower levels of personal stigma, reported higher levels of depression literacy and were more confident to engage in prevention and early intervention. Increasing coaches’ knowledge and confidence may lead to increased engagement in prevention and early intervention. However, for coaches with high levels of personal stigma, approaches that go beyond the provision of knowledge may be required. Lay summary: This study explores the relationship between coaches’ knowledge of depression and their engagement in behaviors that support young people’s mental health. It also examines how confident coaches feel to engage in these behaviors and whether the gender or stigmatizing attitudes of coaches might influence these relationships.
{"title":"Sports coaches’ depression literacy, and engagement in prevention and early intervention behaviors: A moderated mediation analysis","authors":"Cliona D. O'Leary, B. Rooney, B. Donohue, J. Matthews","doi":"10.1080/10413200.2022.2126908","DOIUrl":"https://doi.org/10.1080/10413200.2022.2126908","url":null,"abstract":"Abstract Coaches’ mental health literacy is associated with increased engagement in prevention and early intervention behaviors. However, few studies have explored the factors that may influence these relationships. The purpose of this study was to explore whether role breadth and role efficacy mediate the relationship between coach depression literacy and prevention and early intervention, and to assess whether gender or stigma moderates any mediation effects. One thousand and forty five coaches (M = 42.71 years old; SD = 11.52; 30% female) completed an online survey exploring depression literacy, personal stigma, role breadth and efficacy and engagement in prevention and early intervention. Path analysis was conducted, followed by mediation and moderated-mediation analyzes. The overarching model for each behavior was confirmed. Role efficacy but not role breadth partially mediated the relationship between depression literacy and each behavior. Gender did not moderate any mediation relationships. Personal stigma moderated the relationship between depression literacy and prevention and early intervention. Coaches with lower levels of personal stigma, reported higher levels of depression literacy and were more confident to engage in prevention and early intervention. Increasing coaches’ knowledge and confidence may lead to increased engagement in prevention and early intervention. However, for coaches with high levels of personal stigma, approaches that go beyond the provision of knowledge may be required. Lay summary: This study explores the relationship between coaches’ knowledge of depression and their engagement in behaviors that support young people’s mental health. It also examines how confident coaches feel to engage in these behaviors and whether the gender or stigmatizing attitudes of coaches might influence these relationships.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":"35 1","pages":"755 - 774"},"PeriodicalIF":3.2,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44959091","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 : 2022-07-25DOI: 10.1080/10413200.2022.2098878
A. Murata, J. Côté
Abstract Negative sport parent behavior continues to impede athletes, coaches, and program administrators from enjoying positive experiences within a variety of youth sport environments. In conjunction with this issue, the growing financial cost required to support youth sport participation has been identified as a source of stress for parents as well as a barrier preventing athletes from fully enjoying all that youth sports programming has to offer. As such, the purpose of the current study was to explore how sport parent perceptions and behaviors may be understood when examined through the conceptual lens of a framework originating within the consumer behavior literature. Using an established model of consumer decision-making to structure the project’s interview guide, 15 semi-structured interviews with Canadian ice hockey parents (seven “moms” and eight “dads”) were completed. Interview questions were constructed in hopes of exploring participants’ experiences as consumers of their children’s ice hockey programming. Following interview transcriptions, the completion of a thematic analysis suggested that ice hockey parents were influenced by a variety of external pressures to continue funding their children’s participation rather than their personal perceptions and assessments of program quality. As such, parents were observed to undertake a unique process of consumption—one wherein their purchasing behavior was best understood through the influences of their cultural world and social groups as well as their children’s potential attainment of non-sport-related outcomes (i.e., life skills, friendships) rather than their satisfaction with the youth ice hockey programming that they were a part of itself. Lay summary: Fifteen parents with children enrolled in youth ice hockey programming were interviewed regarding aspects of their behaviors as program consumers. Parents disclosed that, although ice hockey provided their families with a variety of benefits, they were (a) dissatisfied with the programming quality itself and (b) felt program improvements were unlikely. IMPLICATIONS FOR PRACTICE Accounting for parental stress and frustration around their youth sports program purchases (i.e., satisfaction with their purchases) should be considered when creating strategies to combat negative parental behaviors. It may be useful for youth sports programs to implement more rigorous mechanisms for receiving and addressing feedback from parents. Adopting strategies from the consumer behavior literature (e.g., brand loyalty; consumer satisfaction) may be helpful to aid youth sport programmers to improve relationships with youth sport parents in the future.
{"title":"Considering the cost(s) of the game: Consumer behavior and parents in youth ice hockey","authors":"A. Murata, J. Côté","doi":"10.1080/10413200.2022.2098878","DOIUrl":"https://doi.org/10.1080/10413200.2022.2098878","url":null,"abstract":"Abstract Negative sport parent behavior continues to impede athletes, coaches, and program administrators from enjoying positive experiences within a variety of youth sport environments. In conjunction with this issue, the growing financial cost required to support youth sport participation has been identified as a source of stress for parents as well as a barrier preventing athletes from fully enjoying all that youth sports programming has to offer. As such, the purpose of the current study was to explore how sport parent perceptions and behaviors may be understood when examined through the conceptual lens of a framework originating within the consumer behavior literature. Using an established model of consumer decision-making to structure the project’s interview guide, 15 semi-structured interviews with Canadian ice hockey parents (seven “moms” and eight “dads”) were completed. Interview questions were constructed in hopes of exploring participants’ experiences as consumers of their children’s ice hockey programming. Following interview transcriptions, the completion of a thematic analysis suggested that ice hockey parents were influenced by a variety of external pressures to continue funding their children’s participation rather than their personal perceptions and assessments of program quality. As such, parents were observed to undertake a unique process of consumption—one wherein their purchasing behavior was best understood through the influences of their cultural world and social groups as well as their children’s potential attainment of non-sport-related outcomes (i.e., life skills, friendships) rather than their satisfaction with the youth ice hockey programming that they were a part of itself. Lay summary: Fifteen parents with children enrolled in youth ice hockey programming were interviewed regarding aspects of their behaviors as program consumers. Parents disclosed that, although ice hockey provided their families with a variety of benefits, they were (a) dissatisfied with the programming quality itself and (b) felt program improvements were unlikely. IMPLICATIONS FOR PRACTICE Accounting for parental stress and frustration around their youth sports program purchases (i.e., satisfaction with their purchases) should be considered when creating strategies to combat negative parental behaviors. It may be useful for youth sports programs to implement more rigorous mechanisms for receiving and addressing feedback from parents. Adopting strategies from the consumer behavior literature (e.g., brand loyalty; consumer satisfaction) may be helpful to aid youth sport programmers to improve relationships with youth sport parents in the future.","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":"35 1","pages":"775 - 792"},"PeriodicalIF":3.2,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59542732","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 : 2022-07-25DOI: 10.1080/10413200.2022.2091681
Matthew Smith, C. Wagstaff, C. Szedlak
Abstract Within sports psychology, researchers have explored intrapersonal conflict, and how individuals perceived to be “problematic players” can create conflict in a team environment. We present an exploration of the psychosocial processes of a case of interpersonal conflict that occurred in an elite sports environment. The case centers on Warwickshire cricket club’s successful, treble-winning season in 1994, and focuses on the conflict that occurred throughout that season between club captain, Dermot Reeve and star batsman Brian Lara. The data sources used in this study were the autobiographical accounts of the captain and star player, supplemented by autobiographical accounts from the coach and a third player, and subsequent interviews with seven other players from the team. We first adopt the role of story-analysts, by undertaking a thematic analysis of data and then the role of story-tellers via the development of an ethnodrama, developed to illustrate the conflict between Reeve and Lara. The dialogue within the ethnodrama highlighted some of the determinants of these conflicts and the resulting consequences from multiple perspectives of those involved. Recommendations are offered in terms of interpersonal conflict and the potential use of ethnodrama as a pedagogic resource. Lay summary: Using autobiographies and player interviews, we studied conflict within one of the most successful sports teams in history. The data are presented as an ethnodrama to showcase the complexity of conflict, encourage reader engagement with the results, and promote discourse on varied perspectives on conflict. IMPLICATIONS FOR PRACTICE This work provides a novel insight into the conflict between a captain and star player occurring in an elite environment. The ethnodrama allows readers to understand the determinants and consequences of conflict from multiple perspectives. The ethnodrama could be used as a resource to develop shared understanding, create empathy for different perspectives between individuals in conflict, and stimulate discussion as an educational resource in performance domains.
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Pub Date : 2022-07-19DOI: 10.1080/10413200.2022.2100007
Melissa C. Day, R. Wadey
Welcome to this special issue of the Journal of Applied Sport Psychology on Sports Injury Psychology. We introduce this special issue in the knowledge that just over 20 years ago, Britton Brewer was tasked with a similar introduction to write as Guest Editor of the 1998 special issue (Brewer, 1998). At that point in time, Brewer remarked that a special issue was timely given the expanding research interest in sports injury psychology and broadening of the domain to include topics, such as adherence to rehabilitation and interventions to prevent injury. Despite growing interest in the psychology of injury, Brewer highlighted the need for further research, suggesting “there is obviously a great deal more to be learned about the role of psychological factors in the occurrence of and recovery from sports injuries” (p. 2). The previous special edition, therefore, acted as a call to action, challenging researchers to traverse the sports injury landscape, building upon existing knowledge. Nearly 25 years later this special edition opens up a timely question asked by many a traveler, “are we there yet?” As ever, the answer to this question is complex and it would be naïve to provide a simple answer. Yet, with this in mind, we propose that it is both timely and important to engage in critical dialogue. We suggest this because sports injury psychology is an area of research that has continued to flourish and diversify in the applied sports psychology literature. Following the publication of the 1998 special edition, 23 articles with injury in the title have been published in the Journal of Applied Sport Psychology alone. These articles have continued to expand our understanding of the emotional responses to injury (e.g., Tracey, 2003), and provided new approaches to working with injured athletes, such as mindfulness (Ivarsson et al., 2015) and gratitude (Salim & Wadey, 2021) and have considered how injury impacts and is impacted by a broad range of individuals, such as coaches (Podlog & Eklund, 2007), parents (Podlog et al., 2012), and teams (Surya et al., 2015). Thus the volume and breadth of sports injury research have certainly increased, but alongside this, we might question whether this research is also driven in diverse theoretical and methodological directions. Furthermore, there is no doubt that this flourishing research area has developed new knowledge, but is this knowledge enough to enhance the work we (as psychologists, physiotherapists, coaches, and other supporters) do with injured athletes? Our aim in this special issue is to present five articles, each of which challenges our current thinking on sports injury psychology in a different way. We open the special issue with
{"title":"Sport injury psychology: An overview and introduction to the special issue","authors":"Melissa C. Day, R. Wadey","doi":"10.1080/10413200.2022.2100007","DOIUrl":"https://doi.org/10.1080/10413200.2022.2100007","url":null,"abstract":"Welcome to this special issue of the Journal of Applied Sport Psychology on Sports Injury Psychology. We introduce this special issue in the knowledge that just over 20 years ago, Britton Brewer was tasked with a similar introduction to write as Guest Editor of the 1998 special issue (Brewer, 1998). At that point in time, Brewer remarked that a special issue was timely given the expanding research interest in sports injury psychology and broadening of the domain to include topics, such as adherence to rehabilitation and interventions to prevent injury. Despite growing interest in the psychology of injury, Brewer highlighted the need for further research, suggesting “there is obviously a great deal more to be learned about the role of psychological factors in the occurrence of and recovery from sports injuries” (p. 2). The previous special edition, therefore, acted as a call to action, challenging researchers to traverse the sports injury landscape, building upon existing knowledge. Nearly 25 years later this special edition opens up a timely question asked by many a traveler, “are we there yet?” As ever, the answer to this question is complex and it would be naïve to provide a simple answer. Yet, with this in mind, we propose that it is both timely and important to engage in critical dialogue. We suggest this because sports injury psychology is an area of research that has continued to flourish and diversify in the applied sports psychology literature. Following the publication of the 1998 special edition, 23 articles with injury in the title have been published in the Journal of Applied Sport Psychology alone. These articles have continued to expand our understanding of the emotional responses to injury (e.g., Tracey, 2003), and provided new approaches to working with injured athletes, such as mindfulness (Ivarsson et al., 2015) and gratitude (Salim & Wadey, 2021) and have considered how injury impacts and is impacted by a broad range of individuals, such as coaches (Podlog & Eklund, 2007), parents (Podlog et al., 2012), and teams (Surya et al., 2015). Thus the volume and breadth of sports injury research have certainly increased, but alongside this, we might question whether this research is also driven in diverse theoretical and methodological directions. Furthermore, there is no doubt that this flourishing research area has developed new knowledge, but is this knowledge enough to enhance the work we (as psychologists, physiotherapists, coaches, and other supporters) do with injured athletes? Our aim in this special issue is to present five articles, each of which challenges our current thinking on sports injury psychology in a different way. We open the special issue with","PeriodicalId":50255,"journal":{"name":"Journal of Applied Sport Psychology","volume":"8 2","pages":"913 - 915"},"PeriodicalIF":3.2,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41292620","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 : 2022-07-19DOI: 10.1080/10413200.2022.2100006
R. Wadey, Melissa C. Day
Abstract In this epilogue to the Special Issue of Journal of Applied Sport Psychology on sport injury psychology, we consider how the five papers presented within have advanced this field of research in three meaningful ways: (a) moving beyond models (theoretical diversification); (b) working “with” rather than “on” participants (research diversification); and (c) moving beyond the “usual suspects” (applied diversification). We hope the next wave of research on sport injury psychology builds upon these studies to keep pushing the boundaries of our understanding of sport injury. Lay summary: In this epilogue to the Special Issue, we consider how the papers presented within extend our understanding of sport injury and push the boundaries of the field of sport injury psychology. A shift toward more diverse scholarship to extend theory, research, and practice is encouraged.
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