bluuebunny/crossref_metadata_2025 huggingface dataset:
Ethics to Excellence: Using Mental Maps to Reclaim Competition
Authors: Shields David Light , Bredemeier Brenda Light
Published: August 2016

Most coaches assume that athletes already know what “competition” means and how to engage in it. We propose, in contrast, that competition is often misunderstood and that coaches need to intentionally teach about it, and help their athletes come to appreciate its purpose and values. Social scientists, too, have often misunderstood competition and, as a result, have frequently concluded that it leads to such negative outcomes as hostility, prejudice and aggression. To clarify the meaning of competition, it is helpful to distinguish it from a related process that can also occur within a contest. In keeping with the word’s etymology, we define competition as: a form of partnership with an opponent that enacts an enjoyable quest for excellence.In contrast, when participants view the contest not as a partnership for excellence, but as a miniature battle or war, contesting should be designated de-competition. De-competition is a separate, distinguishable process with its own dynamics. The distinction between competition and de-competition has significant and far-reaching practical implications, since the two processes tap different motives, focus on different goals, foster a different type of relationship with opponents, lead to different approaches to rules and officials, stimulates different types of emotions, and promote different ideas about what an ideal contest entails. When coaches deliberately teach and foster true competition, competition can be reclaimed for excellence, ethics, and enjoyment.
Are Coaches Prepared and Successful in Meeting the National Coaching Standards?
Authors: Stanbrough Mark
Published: August 2016

Coaches play an extremely valuable role in a profession that offers the opportunity to help develop young people. The purpose of this study, which assessed the state of coaching education, was two-fold: 1) to determine coaching education knowledge and skills in meeting the National Coaching Standards, and 2) to determine the application of effective coaching principles in meeting the National Coaching Standards. An email containing a website link for an online survey was sent to all athletic directors in Kansas middle and high schools asking them to forward the website link to all coaches they worked with. A total of 1,414 surveys were returned. The current state of coaching education assessment listed the national coaching standards developed by NASPE and used a Likert scale to ask how prepared and successful the coaches are in meeting the standard. Results of the survey indicated that coaches feel highly prepared and successful in the following coaching standard topics: teaching positive behavior (Standard 2), demonstrating ethical conduct (Standard 4), environmental conditions (Standard 7), positive learning environments (Standard 19), and skills of the sport (standard 27). Coaches indicated that they felt least prepared and least successful in the following standards: coordinated health care program (Standard 10), psychological implications (Standard 11), conditioning based on exercise physiology (Standard 12), teaching proper nutrition (Standard 13), conditioning to return to play after injury (Standard 15), mental skill training (Standard 24), managing human resources (Standard 32), managing fiscal resources (Standard 33) and emergency action plans (Standard 34). Findings from the study can be used to direct coaching education in the areas coaches feel they are less prepared and less successful.
Heating up Coaching Education: What Coaches Need to Know
Authors: Eberman Lindsey E. , Bodey Kimberly J. , Zakrajsek Rebecca , McGuire Madeline , Simpson Adam
Published: August 2016

Background:

The National Standards for Sport Coaches (2006) acknowledges that differences exist in athletes’ ability to tolerate heat. As such, Domain 2: Safety and Injury Prevention (S7-10), Domain 3: Physical Conditioning (S12-13), and Domain 7: Organization and Administration (S34) list expectations for coaches’ ability to recognize and respond to heat illness. However, only the American Red Cross of Greater Indianapolis (Domain 2 specific) and 13 programs are accredited by NCACE. Moreover, on-line trainings frequently used to educate novice interscholastic and recreational sport coaches provide only a cursory review of heat illness precautions, symptoms, and remedies.

Objective:

The purpose of this exploratory study is to identify changes in coaches’ actual and perceived knowledge after an on-line educational intervention, as well as determine whether the educational intervention will decrease the knowledge gap.

Research Design:

A pre-test/post-test design was used to identify the effect of an educational intervention on perceived and actual knowledge of sport coaches.

Participants:

Coaches (n=19; male=14, female=5) were solicited via email made available by the Indiana High School Athletic Association and the Indiana Youth Soccer Association – Olympic Development Program.

Instrumentation:

The Perceived Knowledge Questionnaire (five-item survey) and an actual knowledge assessment (two versions of 19-item quiz) were used to measure the coaches’ perceived and actual knowledge about the prevention, recognition, and treatment of exertional heat illnesses. Participants completed the “Beat the Heat: Be a Better Coach in Extreme Environmental Conditions” educational intervention.

Procedures:

Coaches completed the on-line educational module including pre-test and post-tests evaluations of actual and perceived knowledge.

Statistical Analysis:

Researchers performed three separate paired t-tests to identify the effect of the educational intervention on the dependent variables: actual knowledge, perceived knowledge, and knowledge gap. Significance was set a-prior at p<0.05.

Results:

Participants demonstrated a significant 18.1% improvement (t18=-4.877, p<0.001, ES=0.62) in actual knowledge scores. Perceived knowledge also significantly improved (t18=-2.585, p=0.019, ES=0.25). Knowledge gap, the difference between actual knowledge and perceived knowledge, became significantly smaller (t18=4.850, p<0.001, ES=0.63).

Conclusions:

Results indicate the on-line educational intervention improved actual knowledge, perceived knowledge, and decreased the knowledge gap. Additional large scale study of this intervention is warranted.
Evaluating Coachability in Prospective Female College Athletes
Authors: Favor Judy K.
Published: August 2016

College coaches cite a number of personality attributes they desire in prospective athletes. One of the most commonly cited attributes is coachability, although each coach may have a unique way of describing what this means. The coachability construct is not well understood in the literature, and links between coachability and personality traits have not been adequately explored. As a result, strategies to help coaches better evaluate coachability and personality traits during the recruiting process are limited. This paper describes specific behaviors that may best distinguish more coachable from less coachable female college softball athletes. It also identifies important personality traits that appear to be associated with whether an athlete may be more coachable or less coachable and proposes ways coaches can use this information to better evaluate coachability and personality during the recruiting process.
Coaching Athletes with Hidden Disabilities: Research and Recommendations for Coaching Education
Authors: Vargas Tiffanye M. , Flores Margaret M. , Beyer Robbi
Published: August 2016

Athletes with high incidence disabilities (specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities and speech/language disabilities) make up 10% of the population of children in kindergarten through twelfth grade. Since these disabilities are not physically apparent, there difficulties may be overlooked or athletes may be mistakenly labeled as unmotivated, lazy, oppositional or defiant. These deficits can be remediated and compensated through the use of research-validated strategies and instructional methods. However, while these methods and strategies are often included in teacher preparation, they rarely, if ever, are included in coaching-preparation. Therefore, the purpose of this hour long interactive lecture is twofold and 1) seeks to review the coaching education research on hidden disabilities, including coaches’ attitudes and efficacy towards working with athletes with hidden disabilities, coaching educators attitudes towards the inclusion of such content within coaching education, and coaches’ preferences for how to receive this information, and 2) to illustrate teaching strategies and techniques that can successfully be incorporated into coaching education. Presenters will use discussion, activities, and research to introduce this new area to coaching education to coach educators and sport scientists/high performance directors.
Coaching Leadership Preferences: What Are Collegiate Athletes Looking For?
Authors: Witte Kelly
Published: August 2016

This one hour lecture session is intended for coaches, coach educators, and sport researchers. It will focus on the results of a study involving nearly 2,000 NCAA student athletes representing twelve different intercollegiate sports teams from ten colleges in the Midwest. The purpose of the study was to identify and compare coaching leadership preferences of present day collegiate athletes.
Body Size and Its Impact on Selection for Advanced Level Baseball Teams
Authors: Cathey Michael
Published: August 2016

The presentation is focused on the role that body size plays in the selection of pitchers at advanced levels. Previous studies have shown that players who are more biologically mature are more likely to be selected for advanced training or competition, especially near puberty (French, Spurgeon, & Nevett, 2007). At young ages, the tallest players tend to be assigned to play shortstop, first base, and pitcher (French, et al 2007). Professional baseball players are taller than the normal population, pitchers and first basemen are the tallest players (French & Spurgeon, 2010).
Even with proper academic preparation, what are the unexpected issues that confront current cCoaches, and in what ways might it be possible for Coaching Education to address these issues for future coaches?
Authors: Hoogestraat Fran , Phillips Michael , Rosemond Lanise
Published: August 2016

Truly the best coaching education programs more than adequately outline the myriad of roles a coach must perform: from disciplinarian to diplomat, mother or father figure to dictator, from detective to judge and jury (Hammermeister, 2010; Sabock & Sabock, 2008.) Nevertheless, coaches at high school and college levels appear to be consistently confronted with unexpected surprises. Why is this?
On the Right Track?: Future Directions of USATF Coaching Education
Authors: Judge Lawrence W. , Crawford Terry , Bodey Kimberly J.
Published: August 2016

Approximately 47 million boys and girls between the ages of 5 and 18 years take part in sport activities each year, primarily in agency and community sponsored programs (Ewing & Seefeldt, 2002). The high level of participation requires many youth sport organizations to rely on volunteers, without whom there can be no programs. Yet volunteers receive little formal training to prepare them for their respective coaching endeavors (American Academy of Pediatrics, 2001; Gilbert et al., 2001; Gould, et al., 1990; Weiss & Hayashi, 1996).
How to Get Your Coaching Education Program Accredited: Learn from Past Experience and Statistics
Authors: Lee Anita , Schenewark Jarrod
Published: August 2016

The purpose of this presentation is to introduce the compliance information of the National Council for Accreditation of Coaching Education (NCACE) accreditation guidelines and standards, to provide coaching educators with the information which will help their portfolio preparation when applying to the NCACE accreditation. The target audience of this presentation is coaching educators, especially those who are interested in the NCACE accreditation. The following information will be presented: (a) statistics of compliance rate for the NCACE accreditation in the past four years by guidelines and standards; (b) the reasons of complying or not complying by each guideline and standard; (c) materials and artifacts that readers and the Portfolio Review Coordinator are looking for; and (d) common mistakes when preparing portfolios. Question and answer session will be included at the end of this presentation.
An Exploratory Study of the Transportation Practices Utilized by NCAA Universities: Preventative Measures for Coaches and Administrators
Authors: Beck Jennifer , Goldfine Bernie , Whitlock Susan , Seidler Todd , Wang Jin
Published: August 2016

Currently more than 1,000 NCAA member institutions have intercollegiate athletic programs. The athletic teams from all of these institutions must travel in order to participate in sanctioned competitions as well as some training sessions. Transportation methods vary and consist of airplanes, chartered buses, 12 and 15-passenger vans, university-owned vehicles, minibuses, and student-athlete vehicles. The purpose of this exploratory study was to determine and compare the current transportation practices of Division I, Division II, and Division III teams, in particular those transportation practices involving teams for sports which are typically non-revenue producing. A total of 120 colleges were randomly selected for this study, and 43% of these institutions responded. Results indicate that many teams are not using the safest methods to transport their athletes. Coaches are frequently called upon as drivers and 15-passenger vans are used at a high rate. Schools also failed to implement the majority of the National Transportation Safety Board (NTSB) recommendations for the transportation of student-athletes.
Shaping the Way Five Women Coaches Develop: Their Primary and Secondary Socialization
Authors: Callary Bettina , Werthner Penny , Trudel Pierre
Published: August 2016

Using Jarvis’ (2006) psychosocial perspective of human learning, we explore how the career choices and the subsequent coaching approaches of five Canadian women coaches have been influenced by their primary and secondary socialization. A content analysis was performed to identify how coaches learned in their primary socialization with their family, and in their secondary socialization at school and in their sport experiences. The findings indicate that the learning situations in their primary and secondary socialization influence the coaches’ career choices and their subsequent coaching approaches. These findings have implications for coaching education, enabling course developers and facilitators to understand (a) the importance of creating environments where coaches are able to critically reflect, and (b) how coaching approaches can be influenced by early life experiences.
On the Fields of the Motor City: Underserved Athletes’ Perceptions of Their Coaches
Authors: Whitley Meredith , Bean Eric , Gould Daniel
Published: August 2016

This study examines young athletes from an urban sport organization, looking at their overall perceptions of their coaches, perceptions of the best and worst coaching actions, behaviors, and attitudes, and how these varied between practice and game environments. Twenty-three athletes (10 males, 13 females) between the ages of 10 and 18 years participated in semi-structured, qualitative interviews. Content analysis of the interviews indicated that these young athletes preferred a positive coaching orientation with a mastery-oriented environment, while the coaches identified as the worst generally fostered an outcome-oriented environment with a negative coaching orientation. These findings suggest that coaching educators should feel confident about using the guidelines provided by Smith, Smoll, and colleagues (Smith, Smoll, & Curtis, 1979; Smith, Smoll, & Barnett, 1995; Smoll, Smith, Barnett, & Everett, 1993) when working in underserved settings with children and youth. The need for future research in this area is discussed, along with future research directions on the link between youth developmental outcomes, perceptions of coaching behaviors, and observed coaching behaviors.
An Examination of Preferred Coaching Behaviors as Classified by Athletes Gender, Race, and Playing Time
Authors: Burdette Trey , Joyner Barry , Czech Dan
Published: August 2016

The Multidimensional Model for Sport Leadership (MML) (Chelladurai, 1980) posits that an athlete’s performance and satisfaction are functions of the congruency between the preferred leadership of student-athletes, the required behavior of the coach as dictated by the situation, and the actual behavior of the coach. As such, research in sport should examine how appropriate the model is to today’s athletic culture. Gender, one member characteristic, has been researched considerably, with conflicting results, while race and the amount of playing time have been largely ignored with preferential leadership. The purpose of this study was to classify student-athletes’ race, gender, and playing time by their preferred coaching behaviors. NCAA Division-I student-athletes (n = 140) in baseball, men’s and women’s basketball, men’s and women’s soccer, softball, and men’s and women’s volleyball were surveyed using the Revised Leadership Scale for Sport (RLSS). Using discriminant analysis, the authors attempted to predict the student-athlete gender, race, and playing time by their preferred coaching behavior scores. None of the models were significant, indicating a lack of variance between the classification groups. Future research on the importance of preferred coaching predictors is discussed.
A Coach’s Example Is Important: Coaching Education Can Play a Part
Authors: Barney David
Published: August 2016

Coaching is a very visible profession, to the point that a coach’s every move is scrutinized. This was clearly evident in the tragic events that transpired in 2011, involving legendary American football coach Joe Paterno at Penn State University. With this high visibility, coaches need more than ever to set good examples for those they represent. In school or college settings they represent athletes, parents, the student body, administrators, and the community. The purpose of this commentary is to reinforce a coach’s responsibility to set a good example and the responsibility of coaching educators in preparing future coaches to be good examples.
Wheelchair Basketball: Coaching, Classification, and Chaos
Authors: Douglas Scott
Published: August 2016

Since its humble beginnings at the end of World War II, wheelchair basketball has incorporated a classification system for its players. The classification system ensures equal representation among team players and fosters positions and roles that are unique to the various levels of disability represented on a team (Goodwin et al., 2009). The increasingly competitive nature of this global game has necessitated an increasingly high level of coaching expertise. The purpose of this commentary is to take a practical look at the International Wheelchair Basketball Federation Player Classification System and the challenges it presents to a wheelchair basketball coach during the chaos of a game.
A Coach for All
Authors: Burden Ted F. , Dixon Marlene A.
Published: August 2016

Numerous studies have shown the high level of influence interscholastic coaches’ yield at their respective campuses (Côté & Fraser-Thomas, 2007; Fredericks & Eccles, 2006; Greendorfer, 2002). This influence is not confined to athletes only, but extends to a large portion of the general student body as well. Coaches, especially interscholastic coaches, can become centers of influence (COI) for physical fitness and physical activity participation throughout the entire student body. This often unsolicited influence can have dramatic effects on how non-participants view initiatives and opportunities encouraged by “their” coach. For example, coaches can personally recruit new athletes, provide mentoring, and/or encourage participation in after-school activities.
Using Sport Science to Improve Coaching: A Case Study of Paralympic Track and Field F44 Discus Throw Gold Medalist Jeremy Campbell
Authors: Judge Lawrence W. , Bellar David
Published: August 2016

The discus throw is a complex track and field event combining linear and angular motion. Success in the discus throw necessitates being strong and explosive; but due to the complexity of the event, throwers must be technically sound. The basic throwing technique employed by all discus throwers is similar, but variations are present due to anthropometrics, physical abilities, training, and error influences. Working with a Paralympic discus thrower, that has a physical disability, is a unique coaching challenge that makes it important to individualize the technical model to meet the physical abilities of the athlete.
Best Practice to Teach and Learn Fiscal Management in Athletic Programs
Authors: Lee Anita N. , Yeh-Lane Mei-Lin
Published: August 2016

This study shares the best practice in teaching fiscal management in athletic programs with the compliance of the National Standards for Sport Coaches (NSSC; 2006). The objective of this presentation is to provide ideas, resources, and course activities in fiscal management of athletic programs. Topics in financial operation, purchasing and inventory distribution, fund-raising, and managing financial records, as well as different modules of fiscal management in athletic programs will be covered.
Coaches’ and Recreational Leaders’ Opinions on the Feasibility and Helpfulness of Online Coaching Resources
Authors: Vargas Tiffanye M. , Beyer Robbi , Flores Margaret M.
Published: August 2016

Within youth sport, there is a clear need for improved coaching education and coaching resources. Most youth sport coaches recreational leaders are generally recruited from the community based on their availability and volunteerism (McCallister, Blinde, & Kolenbrander, 2000). While these individuals often have the best interests of participants in mind, it is difficult to ask/require a volunteer to pursue specific sport training, when they are often already pressed for time. However, with the continued growth of online resources, and the convenience the internet affords, it may be a viable option to offer online coaching resources to assist volunteer coaches and recreational leaders. Therefore, the purpose of this poster presentation is to discuss and explore volunteer youth sport coaches’ and recreational leaders’ opinions of website resources. One hundred and sixteen volunteer coaches and recreational leaders completed an 11 item survey assessing their opinions on website resources. Coaches were from a large Southwestern city and represented multiple sports including football, soccer, volleyball, cheerleading, and basketball. Results indicated that overall, participants held positive opinions regarding websites as a resource and a means for providing needed and novel information to coaches. However, they only marginally agreed that a website was the most effective method of teaching coaches and recreation leaders. Participants suggested a preference for learning material through seminars and workshops. Future research should continue to address the feasibility and limitations of online resources for coaches. As well, as technology continues to evolve, researchers should begin to address the helpfulness of social media and smartphone apps as instructional aids and resources for coaches.
What Drives and Motivates the Division III Female Basketball “Benchwarmer” to Compete Every Day?
Authors: Witte Kelly S. , Hepler Teri J. , Morton Tiffany
Published: August 2016

This study was designed to give coaches insight into the motivation, and self-determination of players who have different roles on the team to ultimately assist with recruiting, retention, coaching preferences, and/or leadership adjustments. The purpose of this project was to examine what motivates and drives NCAA Division III female basketball athletes to compete and continue to work hard every day without the incentive of scholarships. Specifically, we compared the motivation (both intrinsic and extrinsic) and self-determination of players in different roles: starters, substitutes, and “benchwarmers.” Female intercollegiate basketball players (N = 53) from 8 public universities participated in the study. At the end of the season, participants completed a survey addressing their motivation and self-determination in basketball. Motivation and self-determination were measured by modified versions of the Self-Regulation Questionnaire- Exercise and the Self-Determination Scale, respectively. Moreover, based on the self-reported average playing time, participants were categorized as starters (20 or more minutes), subs (6-20 minutes), or benchwarmers (0-5 minutes). The three playing status groups were then compared on various aspects of motivation and self-determination. In terms of motivation, benchwarmers tended to score higher than starters and subs on items most related to intrinsic motivation (e.g., intrinsic motivation, identified regulation). However a one-way MANOVA indicated no significant differences in motivation based on playing status, F (8, 94) = 1.13, p = .35. The means of the benchwarmers, subs, and starters were quite similar on the selfdetermination subscales of perceived choice and self-awareness. Likewise, the results of a oneway MANOVA revealed no significant differences between benchwarmers, subs, and starters in perceived choice or self-awareness, F (4, 98) = 0.58, p = .68. While no significant statistical differences were discovered, bench warmers did tend to score higher on intrinsic motivation than did their counterparts who averaged more playing time. This trend should not be overlooked simply because there were no statistically significant differences, which may be due to a small sample size. Understanding what motivates all athletes regardless of playing status is an important step to improving performance, satisfaction, and retention of Division III athletes. For instance, knowing what drives the benchwarmer is important for coaches because these players are responsible for challenging the starters in practice and preparing them for the other team. Likewise, benchwarmers also act as an important source of support during competition. Moreover, coaches should seek opportunities to enhance the intrinsic motivation of subs and starters, as participating in Division III lacks some of the major external rewards such as scholarships and other incentives that come with playing at Division I or II.
Monday-Morning Quarterbacking: An Alternative Intervention Approach to Jenny
Authors: Taylor Jim
Published: August 2016

This response to a case study focuses on how I would approach the development of an intervention program for Jenny. Such a program begins with extensive psychological and physical assessments. The psychological assessment would be garnered primarily through observation of Jenny at practice and in games, extensive interviewing of the athlete, and, with her permission, interviewing her coaches and parents. The physical assessment would involve testing of Jenny’s injured knee as well as a complete conditioning evaluation. The key issues that emerged as part of the conceptualization of Jenny’s Performance Dysfunction include: (a) family issues, including the internalizations of a perfectionistic father and a needy mother; (b) unresolved feelings related to her parents’ divorce; and (c) emotional immaturity that expresses itself in fear of failure, inappropriate emotions, and avoidance from conflict. The intervention would take a multimodal approach that involves: (a) insight; (b) emotional exploration; (c) behavioral change; and (d) mental skills. The program would conclude with a post-intervention assessment that would be comprised of objective evaluation of Jenny’s physical condition, coach feedback about Jenny’s behavior, and, finally, Jenny’s own assessment of changes that have occurred due to the intervention.
Case Study Commentary: Addressing the Personal and Performance Needs of a Collegiate Student-Athlete
Authors: Maher Charles A.
Published: August 2016

This article reflects a response to the case of a freshman student-athlete lacrosse player who was in the process of transitioning into a Division I environment. Within the context of the case response, guidelines were provided for assessment of the student-athlete at four separate, yet interrelated levels of psychological development. These levels were: as a person; as a student-athlete who exists in a high-risk environment; as a teammate; and as a performer in the sport of lacrosse. Relatedly, it was suggested how the strengths and needs of this individual could be assessed and how resulting needs assessment information could be used in the design of an individual plan for the student-athlete. As such, it was suggested that the individual plan would most likely center on helping the individual to become increasingly aware of herself as a person and performer, to offer guidance in adhering to her physical rehabilitation, and to develop a routine for her daily preparation and for monitoring her practice and game performances. The case response concludes with a description of a framework for determining the student-athlete’s readiness for engaging in the plan and its activities.
Exercise Dependence and Morphine Addiction: Evidence From Animal Models
Authors: Ferreira Anthony , Cornilleau Fabien , Perez-Diaz Fernando , Cohen-Salmon Charles
Published: August 2016

This study used animal models to examine potential similarities between dependence on physical activity (i.e., exercise) and dependence on morphine. Using C57BL/6 mice, the study also tested the hypothesis that physical exercise (e.g., long-term wheel running) may enhance vulnerability to the development of morphine dependence. The existence of an endorphin-related dependence induced by physical activity was also assessed. Naloxone was used to precipitate morphine withdrawal in mice accustomed to morphine. Specifically, the study sought to assess the intensity of addiction provoked by injection of morphine in mice that engaged in wheel-running activity as opposed to inactive mice. After 25 days of free access to activity wheel, mice that engaged in wheel-running demonstrated increased vulnerability to naloxone-induced withdrawal symptoms, which may be linked to activation of peripheral, as opposed to central, opioid receptors. These results indicate a behavioral interaction in which engaging in wheel running appears to potentiate the effects of morphine addiction. Implications of these findings for understanding human behavior and exercise addiction are also discussed.
The Effects of the Winners for Life Book on At-Risk Participants in the Big Brothers/Big Sisters Program
Authors: Weinberg Robert , Neff Robert , Garza Michael
Published: August 2016

Since psychology professionals have a moral and ethical responsibility to evaluate the effectiveness of different products and services aimed at improving psychological/physical well-being, development, and/or performance, the purpose of the present investigation was to evaluate the effectiveness of the Winners for Life book (and accompanying Parent Instructor Guide) on improving a variety of psychological factors for at-risk adolescents. Participants were 96 pairs from the Big Brothers/Little Brothers, Big Sisters/Little Sisters program. Participants were randomly assigned to one of three conditions: Winners for Life book, Winners for Life book plus instructor guide, or control group. Each group participated in a 12-week intervention program. Results revealed that both Winners for Life book conditions resulted in greater increases in self-esteem, self-perceived goal setting ability, optimism, and hope than the control condition, with the Winners for Life book plus instructor guide condition achieving the greatest improvements.
Prepare to Succeed: Private Consulting in Applied Sport Psychology
Authors: Taylor Jim
Published: August 2016

This article explores the challenges of building a successful private consulting practice in sport psychology. The author examines the extant literature on the experiences of recent graduates as they enter the field of applied sport psychology and also describes how his own educational and early career experiences have shaped his practice. A four-part approach to consulting with athletes is outlined, along with detailed information regarding practice development, clientele identification, and fee structures. The personal qualities essential for creating a successful consulting practice in sport psychology are also explored. Finally, a five-stage model of career development provides guidelines for maintaining and growing a successful consulting practice.
Attachment and Attention in Sport
Authors: Forrest Kelly A.
Published: August 2016

Attachment (Bowlby, 1969/1982) is an interdisciplinary theory of social development that views early relationships with caregivers as central to how individuals learn to regulate attention under attachment-related stress (Fonagy & Target, 2002; Main, 2000; Hesse & Main, 2000). This paper proposes that conditions present in competitive sport situations, such as unexpected conditions, fear of failure, fatigue, and coach stress are likely to activate attachment-related attentional processes of athletes and differentially influence attentional flexibility under competitive stress. The attachment-based approach to performance-related problems in which attentional processes are implicated, such as anxiety, choking, and self-regulation, is discussed. Research using the Adult Attachment Interview (George, Kaplan, & Main, 1996) is suggested to investigate the distribution of adult attachment classification in the athlete population.
Worries and Fears Associated With Competitive Gymnastics
Authors: Martin Scott B. , Polster Christy M. , Jackson Allen W. , Greenleaf Christy A. , Jones Gretchen M.
Published: August 2016

The purpose of this investigation was to explore the frequency and intensity of worries and fears associated with competitive gymnastics. These issues were initially examined in a sample of 7 female college gymnasts using a semistructured guided interview. From the themes that emerged and relevant literature, a survey including parallel intensity and frequency of worry questions was administered to 120 female gymnasts competing in USA Gymnastics sanctioned events. Results indicated that even though gymnasts worry about attempting and performing skills on the balance beam and uneven bars, more of them experienced a greater number of injuries on the floor exercise. Analysis of covariance for intensity and frequency using age as the covariate revealed that advanced gymnasts had more intense worries about body changes and performing skills and more frequent worries about body changes than less skilled gymnasts (p < .05). Advanced gymnasts also reported using more strategies to modify their worries than did less skilled gymnasts.
The Role of Romantic Relationships on Athletes’ Performance and Well-Being
Authors: Jowett Sophia , Cramer Duncan
Published: August 2016

Guided by the work-family interface literature, this study examined the concept of spillover in a sample of elite athletes. It was conceptualized that there would be potential negativity and interference between athletes’ intense demands of competitive sport and efforts to maintain positive relationships with their partners. Antecedents and consequences of the potential spillover phenomenon were assessed in a sample of 87 elite-level athletes who had either romantic or marital, heterosexual relationships. Findings indicated that while trust, commitment, and communication were not strongly related to spillover, negative transactions were. Moreover, the occurrence of spillover was negatively related to sport satisfaction and positively to depressive symptoms. Finally, it was found that a mechanism by which perceived negative transactions were linked to athletes’ satisfaction and depression was through spillover. Spillover can help explain how personal relationships and sport are likely to contribute to athletes’ performance accomplishment and overall well-being.
Theoretical and Empirical Developments of the Mindfulness-Acceptance-Commitment(MAC) Approach to Performance Enhancement
Authors: Moore Zella E.
Published: August 2016

As long as athletes strive to attain optimal performance states and consistently reach high performance goals, psychological interventions will be used to assist in the development of skill and the maintenance of performance. In the pursuit of these goals, newer evidence-driven models based on mindfulness- and acceptance-based approaches have been designed to achieve these ends. Based upon questionable efficacy data for traditional psychological skills training procedures that emphasize reduction or control of internal processes, mindfulness- and acceptance-based approaches develop skills of nonjudging mindful awareness, mindful attention, and experiential acceptance to aid in the pursuit of valued goals. The most formalized and researched mindfulness- and acceptance-based approach within sport psychology is the manualized Mindfulness-Acceptance-Commitment (MAC) protocol. In the 8 years since the MAC was first developed and presented, and the 5 years since the first publication on the protocol, the MAC program has accumulated a continually growing empirical base for both its underlying theory and intervention efficacy as a performance enhancement intervention. This article reviews the empirical and theoretical foundations of the mindfulness- and acceptance-based approaches in general, and MAC in particular; reviews the accumulated empirical findings in support of the MAC approach for performance enhancement; and presents recent MAC developments and suggested future directions.
Mental Qualities and Employed Mental Techniques of Young Elite Team Sport Athletes
Authors: Holland Mark J.G. , Woodcock Charlotte , Cumming Jennifer , Duda Joan L.
Published: August 2016

Research on the psychological characteristics of elite performers has primarily focused on Olympic and World champions; however, the mental attributes of young developing and talented athletes have received less attention. Addressing this, the current study had two aims: (a) to examine the perceptions held by youth athletes regarding the mental qualities they need to facilitate their development and (b) to investigate the mental techniques used by these athletes. Forty-three male youth rugby players participated in a series of focus groups. Inductive content analysis revealed 11 categories of psychological qualities, including enjoyment, responsibility, adaptability, squad spirit, self-aware learner, determination, confidence, optimal performance state, game sense, attentional focus, and mental toughness. Techniques employed included personal performance strategies, refection on action, taking advantage of a supportive climate, and team-based strategies. Findings are discussed in relation to their implications for mental skills training program development and evaluation in the case of youth elite team sport athletes.
Psychosocial Risk Factors of Bulimic Symptomatology Among Female Athletes
Authors: Greenleaf Christy , Petrie Trent , Reel Justine , Carter Jennifer
Published: August 2016

Petrie and Greenleaf (2007) presented a psychosocial model of disordered eating for female athletes. Based upon the 2007 model, the present study examined four key psychosocial variables: internalization, body dissatisfaction, restrained eating, and negative affect, as predictors of bulimic symptoms among NCAA Division I female athletes. Two hundred four women (N = 204) participated and were drawn from three different universities and competed in 17 different varsity sports. After controlling for the effects of body mass and social desirability, hierarchical regression analysis showed that the psychosocial variables explained 42% of the variance in bulimic symptoms. In the full model, higher levels of body dissatisfaction, more dietary restraint, and stronger feelings of guilt were associated with bulimic symptomatology. Internalization of the sociocultural ideal as well as feelings of fear, hostility, or sadness were unrelated.
Depression, Anxiety, and Coping in Surfers
Authors: Levin Benjamin J. , Taylor Jim
Published: August 2016

Surfers are a heterogeneous population with a common interest in riding waves. Surfers qualitatively describe the surfing sensation as a hybrid of meditative and athletic experience. Numerous empirical studies link both meditative experience and exercise with reduced incidence of depression and anxiety; this potentially suggests that surfers may endorse fewer symptoms of either disorder. One hundred surfers (N = 100) were administered the Beck Depression Inventory-II, the Beck Anxiety Inventory, the Coping Inventory for Stressful Situations, and a demographics questionnaire. Results indicate that surfers reported significantly fewer symptoms of depression and anxiety, and employed emotion-based coping responses to stressful situations significantly less than the general populace. Surfers also employed avoidance-based coping strategies more frequently than the general populace. Future study should evaluate causal relationships between surfing and incidence of depression and anxiety.
Application of the Transdiagnostic Cognitive-Behavioral Model of Eating Disorders to the Athletic Population
Authors: Shanmugam Vaithehy , Jowett Sophia , Meyer Caroline
Published: August 2016

The purpose of this study was twofold: to explore the utility of components related to the transdiagnostic cognitive-behavioral model of eating disorders within an athletic population and to investigate the extent to which the model can be applied across gender, sport type, and performance standard to explain eating psychopathology. Five hundred and eighty-eight (N= 588) male and female British athletes completed a battery of self-report instruments related to eating psychopathology, interpersonal diffculties, perfectionism, self-esteem, and mood. Structural equation modeling revealed that eating psychopathology may arise from an interaction of interpersonal diffculties, low self-esteem, high levels of self-critical perfectionism, and depressive symptoms. Analysis further highlighted that the manner in which eating psychopathology may arise is invariant across athletes’ sport type and performance standard, but not across gender. The current findings suggest that the tested components of the transdiagnostic cognitive-behavioral model are pertinent and useful in explaining eating psychopathology among athletes.
The Polyphonic Self: Interactivism and the Examination of Culture in Clinical Sport Psychology
Authors: Marks Donald R.
Published: August 2016

Despite valuable research regarding multicultural encounters in sport psychology settings, the mechanisms by which culture operates, including the ways that it is transmitted and learned, and the specific processes though which it exerts influence upon behavior, remain poorly understood. Research also has not addressed how a dimension of experience that is so fundamental could remain so transparent and reside so consistently outside the awareness of researchers, clinicians, and clients. Recent contributions to cultural psychology using an interactivist model provide a theoretical perspective through which clinical sport psychologists could conceptualize these challenging issues and address the complex behaviors observed in cross-cultural contexts. Interactivism offers a framework for investigating the internally inconsistent “polyphonic,” or multivoiced, nature of the self. In doing so, it highlights the need for investigative methods that can account for frequent discrepancies between implicit attitudes and observed behaviors, on one hand, and explicit attitudes and behaviors as endorsed on self-report measures, on the other.
Research vs. Me-search: Thinking More of Thee and Less of Me When Working Within the Context of Culture
Authors: Parham William D.
Published: August 2016

The ascendance of cultural sport psychology as a concentrated focus of academic inquiry is timely, and emergent investigations therein represent welcome areas of scholarship. The invitation embedded in this forthcoming discussion to sport psychology researchers and practitioners to stretch beyond their comfort zones is being extended with a request to consider pursuing sport psychology research and practice with a “more of thee and less of me” mindset. The North Star goals articulated herein are to stimulate avant-garde and imaginative thinking by expanding the concepts of reflective practice and reflexivity, thereby creating a portal through which to see how perceived stumbling blocks to overcoming traditional approaches to the study of sport psychology can be transformed into stepping stones. Six premises provide the context within which this discussion is presented. Collectively, these premises support and raise caution about the scientific method and suggest that the time has come to rethink commonly held beliefs about color-blindness, melting pot formulations, and alleged-to-be-absent historical and contemporary cultural influences on in-the-moment interpersonal interactions. A context-sensitive across-cultures communication model is offered as a way of synthesizing the premises and creating a portal through which to enter into new domains of investigative inquiry. Implications for the future of sport psychology relative to research, practice, training, and consultation will be offered for consideration.
Special Issue on Psychophysiology and Neuroscience in Sport: Final Thoughts
Authors: Gardner Frank L.
Published: August 2016

Consistent with the Journal of Clinical Sport Psychology’s mission, the current special issue on psychophysiology and neuroscience in sport has brought together a variety of timely papers exploring the relationship between physiological processes and both sport performance and personal well-being. These final thoughts observe patterns noted among the papers in this issue, highlight future research directions, and most importantly, clarify where this emerging technology and its associated procedures currently stand in the evidence-based practice of clinical sport psychology.
The Coach-Created Motivational Climate, Young Athletes’ Well-Being, and Intentions to Continue Participation
Authors: Alvarez María Sol , Balaguer Isabel , Castillo Isabel , Duda Joan L.
Published: August 2016

Drawing from the theories of self-determination (SDT; Ryan & Deci, 2000) achievement goals (AGT; Nicholls, 1989), and, in particular, Vallerand’s four-stage casual sequence embedded in his hierarchical model of intrinsic and extrinsic motivation (HMIEM; Vallerand, 1997, 2001), this study tested a motivational model in the sport context via structural equation modeling (SEM). Based on the responses of 370 young male soccer players (M age = 14.77), the path analysis results offered overall support for the proposed model. A perceived task-involving climate emerged as a positive predictor of the satisfaction of the three psychological needs, while a perceived ego-involving climate was a negative predictor of related-ness satisfaction. The results also support positive paths between satisfaction of the three psychological needs and intrinsic motivation, while intrinsic motivation was positively linked to subjective vitality and future intention to participate. The implications of the coach-created motivational climate are discussed in the light of its implications for the quality and potential maintenance of sport involvement among young athletes.