Journal articles on the topic 'Sport psychologists'
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1
Sullivan, Patricia A., and Honey W. Nashman. "Self-Perceptions of the Role of USOC Sport Psychologists in Working with Olympic Athletes." Sport Psychologist 12, no. 1 (March 1998): 95–103. http://dx.doi.org/10.1123/tsp.12.1.95.
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The work-related satisfactions and stressors of experienced Olympic sport psychologists were examined. This study was designed to identify (a) specific intervention techniques used by the sport psychologist, (b) psychosocial concerns experienced by the sport psychologist, (c) concerns of the Olympic athlete, and (d) ethical issues related to communication with the media. Results revealed that these sport psychologists were satisfied both personally and professionally. In addition, the outcome category (winning/losing) reported as a primary concern by the athletes was addressed by the sport psychologists as an individual/personal issue, an interpersonal concern or a performance enhancement concern.
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Chandler, Charlotte, Martin Eubank, Mark Nesti, and Tim Cable. "Personal Qualities of Effective Sport Psychologists: A Sports Physician Perspective." Physical Culture and Sport. Studies and Research 61, no. 1 (June 1, 2014): 28–38. http://dx.doi.org/10.2478/pcssr-2014-0003.
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Abstract Previous literature within applied sport psychology offers little detailed discussion regarding the personal qualities of sport psychology practitioners and the impact of these qualities on practice. This paper presents an exploration of the views of sport physicians regarding the personal characteristics and qualities of applied sport psychologists deemed necessary for effective practice. Five UK-based physicians and one Head of Medical Services, working in a range of elite and professional sports, were interviewed about their experience and perceptions of working with sport psychologists. The interview transcripts were content analysed and trustworthiness criteria applied. Four key themes emerged from the data, labelled ‘Personal qualities’, ‘Relationship Building’, ‘Professionalism in Practice’, and ‘Similarities between Psychologist and Physician’. The findings within each theme offered interesting insights into the impact of personal qualities on effective sport psychology practice. This study extends the existing literature on sport psychologists’ characteristics and effectiveness and offers new insights into their personal qualities and how these interact with the practice environment. The findings supported the growing emphasis within the field on the importance of the person behind the practitioner. Suggestions are offered with reference to the need to consider how literature from counselling psychology and medical training could assist the development of practice and education and training in sport psychology.
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Murphy, Shane M. "The On-Site Provision of Sport Psychology Services at the 1987 U.S. Olympic Festival." Sport Psychologist 2, no. 4 (December 1988): 337–50. http://dx.doi.org/10.1123/tsp.2.4.337.
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The U.S. Olympic Committee’s Sports Medicine Council decided in 1987, for the first time, to assign a sport psychologist to the medical team of the 1987 U.S. Olympic Festival. This article describes the outcome of providing sport psychology services at the Festival. A brief history is given of the relationship between sport psychology and the U.S. Olympic movement, and the current status of sport psychologists within the Olympic movement is described. An analysis is provided of the types of services requested at the Festival, the referral sources, the major sports served, and several illustrative case examples describing athletes. Two models influenced the delivery of sport psychology services at the Olympic Festival, the medical model and the consultation model, and the advantages and disadvantages of each are discussed. Based upon the Olympic Festival experience, a consultation model may be appropriate for sport psychologists working in such a setting. The paper concludes with some suggestions regarding the training of students in the theory of effective consultation, drawing upon the knowledge base of industrial-organizational and medical psychology.
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Hardy, Lew, and Gaynor Parfitt. "The Development of a Model for the Provision of Psychological Support to a National Squad." Sport Psychologist 8, no. 2 (June 1994): 126–42. http://dx.doi.org/10.1123/tsp.8.2.126.
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The aim of this paper is to describe and appraise two different models used for providing sport psychology support services to the British Amateur Gymnastics Association over the last 6 years. In the first phase, the sport psychologists assumed the traditional role of experts who evaluated performers’ needs and then prescribed educational psychological skills training programs according to the sport psychologists’ perceptions of individual needs. This approach contained both educational and monitoring elements. The second phase adopted a consultancy approach in which the coach, performer, and sport psychologist were all assumed to bring expert knowledge to bear on any problem. In this approach, the sport psychologists responded to the expressed needs of performers and coaches, assuming diverse roles. According to the sport psychologists, this second model was more difficult to operate than the first model. However, consultant evaluation data and consultant opinion suggested the second model operated more successfully than the first.
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Zillmer, Eric A., and Rebecca Weidensaul Gigli. "Clinical Sport Psychology in Intercollegiate Athletics." Journal of Clinical Sport Psychology 1, no. 3 (September 2007): 210–22. http://dx.doi.org/10.1123/jcsp.1.3.210.
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Over the last two decades, there has been an increase in participation in intercollegiate sports with over 380,000 student-athletes participating in nearly 100 athletic conferences at 1,100 NCAA membership schools. Simultaneously, the professional development in the field of sport psychology has paralleled the public draw of competitive sports. This paper explores, from the university athletics departmental perspective, the opportunities as well as the challenges that clinical sport psychologists may encounter within this interesting and stimulating field. The sport psychologist’s training and expertise uniquely prepares him or her to play an important and rewarding role in the lives of coaches, student-athletes and all those who support them.
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Anshel, Mark H. "The Case against the Certification of Sport Psychologists: In Search of the Phantom Expert." Sport Psychologist 6, no. 3 (September 1992): 265–86. http://dx.doi.org/10.1123/tsp.6.3.265.
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The primary purpose of this article is to provide a rationale against the certification of sport psychologists. The paper centers on two main issues. First, certification in sport psychology is overly exclusive and does not recognize the unique contributions that individuals with related skills can offer the profession. Instead, the field should develop a consensus about the competencies of its practitioners, researchers, and educators. Second, professionals in sport psychology must rethink this preoccupation of using the clinical psychology model to gain respect and certification. Unless a person is a registered psychologist, he or she cannot engage in clinical practice with athletes or anyone else. Rather than the preoccupation with clinical practice, the field of sport psychology would better serve the public by continuing to scientifically validate its cognitive and behavioral techniques, recognizing the necessary role of clinical psychologists, and educating the public about the required skills of sport psychologists.
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DeFrancesco, Charmaine, and Joseph J. Cronin. "Marketing the Sport Psychologist." Sport Psychologist 2, no. 1 (March 1988): 28–38. http://dx.doi.org/10.1123/tsp.2.1.28.
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There is a significant need for identifying marketing techniques and strategies to enhance the career opportunities of the sport psychologist. Unfortunately, few sport psychologists have the entrepreneurial skills needed to reach alternative target markets. Professional service marketing can help the sport psychologist identify and develop strategies for employment and career opportunities. This paper examines current issues concerning the sport psychology profession, the role of marketing in professional service organizations, and a six-step marketing procedure for creating a professional marketing plan for the sport psychologist. The six steps of the marketing process include (a) situational analysis, (b) identification of service availability, (c) market assessment, (d) identification of decision-making roles, (e) marketing plan, and (f) evaluation process.
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Goldman, Aura, and Misia Gervis. "“Women Are Cancer, You Shouldn’t Be Working in Sport”: Sport Psychologists’ Lived Experiences of Sexism in Sport." Sport Psychologist 35, no. 2 (June 1, 2021): 85–96. http://dx.doi.org/10.1123/tsp.2020-0029.
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Though sexism has been recognized as problematic in sport, its impact on female sport psychologists in the United Kingdom has not yet been investigated. The purpose of this research was to explore the impact of sexism and its influence on practice. Four semistructured focus groups were conducted, comprising 11 sport psychologists who worked in the United Kingdom. Thematic analysis revealed four general themes: the environment, privileging masculinity, acts of sexism, and the feminine. Participants’ discourse suggests that female sport psychologists are impacted by sexism in their workplaces. Gendered power differentials, coupled with the low status of sport psychology within sport, exacerbated the challenges faced by female sport psychologists. This study contributes to making up for the dearth of research on the impact of sexism on sport psychologists. Suggestions are made with regard to implications for practice.
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Van Raalte, Judy L., Britton W. Brewer, Darwyn E. Linder, and Nina DeLange. "Perceptions of Sport-Oriented Professionals: A Multidimensional Scaling Analysis." Sport Psychologist 4, no. 3 (September 1990): 228–34. http://dx.doi.org/10.1123/tsp.4.3.228.
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A multidimensional scaling analysis was used to investigate the psychological structure underlying college students’ perceptions of 12 practitioners: sport psychologist, clinical psychologist, psychotherapist, coach, psychiatrist, counselor, performance consultant, nutritionist, sports medicine specialist, strength coach, hypnotist, and technical equipment advisor. For this analysis, 200 male and female undergraduates completed 66 scales rating the psychological similarity between all possible pairs of the 12 practitioners. The R2 of .84 and stress value of .17 indicated that a two-dimensional solution was the best fit for the similarity ratings. The first dimension was identified as separating practitioners specializing in the mental aspects of performance from those specializing in the physical aspects of performance. The second dimension separated sport practitioners from nonsport practitioners. Interestingly, subjects perceived sport psychologists as being concerned with mental, nonsport issues. The results are discussed in terms of the relationships among the various practitioners.
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Chamberlain, Ronald B. "Sport Psychology in a Collegiate Athletic Department Setting." Journal of Clinical Sport Psychology 1, no. 3 (September 2007): 281–92. http://dx.doi.org/10.1123/jcsp.1.3.281.
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The author shares his experiences as a sport psychologist working for the Athletic Department at Brigham Young University. He describes both his educational background and the training experiences that prepared him for a career as a psychologist in a collegiate athletics department. The development and evolution of the sport psychologist role at Brigham Young University is also described, and a model for conceptualizing sport psychology with student-athletes is provided. The methods for delivering psychological services to student-athletes are detailed, and a typical daily, weekly, and semester schedule for a sport psychologist is presented. The author concludes by sharing what he finds challenging about working as a sport psychologist in a collegiate environment and what he has found most enjoyable about this career alternative for professional psychologists.
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Shoenfelt, Elizabeth L. "How Much Do We Really Know About Employee Resilience? More, If We Include the Sport Psychology Resilience Research." Industrial and Organizational Psychology 9, no. 2 (June 2016): 442–46. http://dx.doi.org/10.1017/iop.2016.36.
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Britt, Shen, Sinclair, Grossman, and Klieger (2016) present an argument for consolidation and conceptual unification of the resilience research. As one of the few industrial–organizational (I-O) psychologists who regularly work in the sport psychology field, I was compelled to note the omission by Britt et al. of any reference to the resilience research in the sport psychology domain. As an I-O psychologist practicing sport psychology, I have stood on the shoulders of giants in applying with athletes and coaches our I-O theory and knowledge in areas such as motivation (e.g., Locke & Latham, 2002), training (e.g., skill acquisition, automaticity, deliberate practice, expertise, adaptive expertise, error based learning; e.g., Chen, Thomas, & Wallace, 2005; Ericsson, Krampe, & Tesch-Romer, 1993; Ericsson, & Lehmann, 1996; Logan, 1988; Lorenzet, Salas, & Tannenbaum, 2005), leadership, and group and team dynamics (e.g., Colquitt, Noe, & Jackson, 2002; Salas, Cooke, & Rosen, 2008). I-O psychology tends to be on the vanguard in these areas, whereas sport psychology lags somewhat behind (compare Locke & Latham, 2002, with Gould, 1993, and Weinberg & Weigand, 1993; compare Vroom & Yetton, 1973, with Chelladurai & Haggerty, 1978). However, resilience has been a central research focus for sport psychologists for some time; it is a relatively recent area of interest for I-O psychologists. Interestingly, Britt et al. did not include even a single reference from the sport psychology literature. I strongly encourage I-O psychologists studying resilience to review, borrow, and build on the sport psychology research in this area.
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O’Flanagan, Eamonn, Gavin Breslin, and Lee-Ann Sharp. "Golf coaches’ receptivity to sport psychology." Sport & Exercise Psychology Review 13, no. 1 (March 2017): 20–38. http://dx.doi.org/10.53841/bpssepr.2017.13.1.20.
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Golf coaches play a vital role in preparing golfers for tournaments yet no academic peer reviewed research has been conducted on the receptivity to sport psychology support with this population. We investigated the receptivity of professional golf coaches towards sport psychology and sport psychology services. All 24 Provincial golf coaches from within the Golfing Union of Ireland (GUI) participated. Coaches completed an adapted Sport Psychology Services at National Collegiate Athletic Association (NCAA) Division I Institutions questionnaire, and a subsample (N=6) took part in an interview. Findings showed a high level of receptivity of provincial golf coaches towards sport psychology. The main type of support preferred was performance orientated, with higher ranked services of interest reported as improving focus (91.7 per cent) and managing emotions during competition (87.5 per cent). Coaches’ indicated specific requirements for education on sport psychology whilst also identifying the potential role of the sport psychologist. In addition, coaches’ responses outlined different circumstances which sport psychologists should expect to encounter and navigate through within the golf coaching population. Based on these findings we propose the first model providing guidance on potential barriers and opportunities for sport psychologists in advance of consulting with golf coaches.
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Linder, Darwyn E., Britton W. Brewer, Judy L. Van Raalte, and Nina De Lange. "A Negative Halo for Athletes Who Consult Sport Psychologists: Replication and Extension." Journal of Sport and Exercise Psychology 13, no. 2 (June 1991): 133–48. http://dx.doi.org/10.1123/jsep.13.2.133.
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Three studies are reported that replicate and extend previous work showing that athletes who consult a sport psychologist are derogated relative to athletes who work with their coaches on the same problem. In the first study, a multidimensional-scaling analysis was conducted to explore the psychological structure underlying perceptions of 12 sport practitioner professionals. Two dimensions, mental/physical and sport/nonsport, provided the best fit for both male and female subjects. The second and third studies, using different subject populations, were conducted to replicate previous findings and to explore the mediating processess involved. In both experiments, subjects were asked to indicate how strongly they would recommend drafting a college baseball, basketball, or football player who had worked with a coach, a sport psychologist, or a psychotherapist to improve performance. Male undergraduates and Lions Club members gave athletes who consulted sport psychologists or psychotherapists significantly lower draft ratings than athletes who consulted their coaches.
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Gibbs-Nicholls, Sophie, and Mikel Mellick. "On the outside looking in: Trans identity experiences in and through UK sport participation." Sport & Exercise Psychology Review 17, no. 1 (March 2022): 87–100. http://dx.doi.org/10.53841/bpssepr.2022.17.1.87.
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Using interpretative phenomenological analysis, this study utilised semi-structured interviews with five trans participants in sport to explore their lived experiences of ‘inclusive’ sport participation. The potential role for sport psychologists in promoting and supporting trans sports participants’ overall sense of perceived inclusion and belonging was also considered. Analysis revealed three core themes: the experience of personal acceptance of identity and social inclusion, the ‘internal’ battle between identity and expression, and the changing role that sport played during gender affirmation as a facilitative and or debilitative coping resource. The findings indicate areas in which sport psychologists can better support and enhance the gender affirmation experience of trans participants in sport by improving feelings of inclusiveness (social support), a sense of acceptance and promoting overall mental wellbeing. This research is particularly useful for practitioners, coaches and other athletes for understanding the supportive role sport can play throughout the gender affirmation process.
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Van Raalte, Judy L., and Mark B. Andersen. "When Sport Psychology Consulting Is a Means to an End(ing): Roles and Agendas When Helping Athletes Leave Their Sports." Sport Psychologist 21, no. 2 (June 2007): 227–42. http://dx.doi.org/10.1123/tsp.21.2.227.
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The authors focus on many of the complex issues that sport psychologists face when working with athletes through the process of leaving sport. They briefly review the literature on career termination to serve as a foundation for a discussion of the effects that an athlete’s career termination can have on teammates, family, and the self. The authors also explore the issue of bias and prejudice. People intimately involved in sport (sport psychologists included) often have a prejudice toward sport relative to other possible activities or goals. This bias might influence how sport psychologists listen to, interpret, and formulate athlete cases. Case examples are used to highlight the difficulties of identifying career-termination concerns and the professional and personal tensions that come with making sport career changes. With care, sport psychologists can manage career termination and related issues and effectively address the health and happiness of the athletes they serve.
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McDougall, Michael, Mark Nesti, and David Richardson. "The Challenges of Sport Psychology Delivery in Elite and Professional Sport: Reflections From Experienced Sport Psychologists." Sport Psychologist 29, no. 3 (September 2015): 265–77. http://dx.doi.org/10.1123/tsp.2014-0081.
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The challenges encountered by sport psychologists operating within elite and professional sports teams have arguably been inadequately considered (Nesti, 2010). It has been suggested that this may be due to the inaccessibility of elite team environments (Eubank, Nesti, & Cruickshank, 2014; Nesti, 2010). The purpose of this research was to examine the challenges facing practitioners who operate in elite environments and to illuminate how these were experienced. Qualitative interviews with six experienced applied sport psychologists were conducted and a narrative themed analysis undertaken. Four main themes emerged as most prevalent and meaningful: challenges to congruence, a broader role: managing multiple relationships, the influence of elite sport cultures, and surviving and thriving were presented in narrative form. Practitioners provided experiential insight into how specific challenges were understood and dealt with, and how they are able to provide an effective service while managing themselves and the demands of the environment.
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Danish, Steven J., Albert J. Petitpas, and Bruce D. Hale. "Life Development Intervention for Athletes." Counseling Psychologist 21, no. 3 (July 1993): 352–85. http://dx.doi.org/10.1177/0011000093213002.
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The purpose of this article is to describe sport psychology and a model for its practice that is consistent with the training of counseling psychologists as teachers of life skills. Following an examination of the role that sport plays in our society and its importance for the development of identity and personal competence, what is meant by sport psychology and why it is a relevant area of study for counseling psychologists will be specified. A psychoeducational model for the practice of sport psychology, life development intervention (LDI), will be delineated and some examples of sport psychology consistent with the LDI model proposed. Using LDI as a base, dilemmas that counseling psychologists face when doing sport psychology will be considered Finally, some of the training issues for counseling psychologists doing sport psychology will be presented.
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Fletcher, David, James L. Rumbold, Robert Tester, and Matthew S. Coombes. "Sport Psychologists’ Experiences of Organizational Stressors." Sport Psychologist 25, no. 3 (September 2011): 363–81. http://dx.doi.org/10.1123/tsp.25.3.363.
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This study extends stress research by exploring sport psychologists’ experiences of organizational stressors. Twelve accredited sport psychologists (6 academics and 6 practitioners) were interviewed regarding their experiences of organizational stress within their jobs. Content analysis involved categorizing the demands associated primarily and directly with their occupation under one of the following general dimensions: factors intrinsic to sport psychology, roles in the organization, sport relationships and interpersonal demands, career and performance development issues, and organizational structure and climate of the profession. A frequency analysis revealed that academics £AOS = 201) experienced more organizational stressors than practitioners £APOS = 168). These findings indicate that sport psychologists experience a wide variety of organizational stressors across different roles, some of which parallel those found previously in other professions. The practical implications for the management of stress for sport psychologists are discussed.
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Van Raalte, Judy L., Devon D. Brewer, Britton W. Brewer, and Darwyn E. Linder. "Sport psychologists' perceptions of sport and mental health practitioners." Journal of Applied Sport Psychology 5, no. 2 (September 1993): 222–33. http://dx.doi.org/10.1080/10413209308411316.
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Janelle, Christopher M. "Ironic Mental Processes in Sport: Implications for Sport Psychologists." Sport Psychologist 13, no. 2 (June 1999): 201–20. http://dx.doi.org/10.1123/tsp.13.2.201.
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The theory of ironic processes of mental control (Wegner, 1994) is reviewed in the context of typical issues confronted by sport psychology professionals. The theory maintains that mental control is achieved through the interaction of an operating process directed toward achieving thoughts, emotions, and actions that are consistent with particular goal states, and a monitoring process for identifying inconsistencies with the goal state, insuring that any threat to the operating process is recognized and handled accordingly. Moreover, mental control normally functions at a satisfactory level, but under conditions of cognitive load, the likelihood of effective self-regulation is reduced. Given the load-inducing circumstances of sport and exercise participation, reasons for the occasional failure of mental control in these settings are offered. Traditional and current sport psychology issues and interventions are interpreted considering the theory of ironic processes, with specific reference to imagery, self-confidence, pain perception, mood state regulation, anxiety, and attention.
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Van Raalte, Judy L., Britton W. Brewer, Devon D. Brewer, and Darwyn E. Linder. "NCAA Division II College Football Players' Perceptions of an Athlete Who Consults a Sport Psychologist." Journal of Sport and Exercise Psychology 14, no. 3 (September 1992): 273–82. http://dx.doi.org/10.1123/jsep.14.3.273.
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Study 1 was conducted to explore athletes' perceptions of an athlete who consults a sport psychologist. Football players from two NCAA Division II colleges, one with and one without athletic counseling/sport psychology services, were asked to indicate how strongly they would recommend drafting a quarterback who had worked with his coaches, a sport psychologist, or a psychotherapist to improve his performance. Results indicated that in neither college did athletes derogate other athletes who were said to have consulted sport psychologists. Study 2 was conducted to examine athletes' perceptions of various sport and mental health professionals. Similarity judgments of the practitioners were analyzed using correspondence analysis, and rankings of the practitioners on three dimensions (expertise in sport-related, mental, and physical issues) were analyzed using cultural consensus analysis. Consistent with past research, these three variables were salient factors in subjects' similarity judgments of the practitioners.
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Murphy, Shane. "Video Games, Competition and Exercise: A New Opportunity for Sport Psychologists?" Sport Psychologist 23, no. 4 (December 2009): 487–503. http://dx.doi.org/10.1123/tsp.23.4.487.
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The increasing influence of technology on sports and games is examined and the widespread popularity of video and computer games is identified as an opportunity for sport and exercise psychologists. Modern video and computer games can involve considerable physical activity and social competition and are thus a suitable subject for the application of sport psychology theories and intervention methods. A brief overview of some of the existing research from other fields on video and serious interactive games is presented. The advantages of studying competition, cooperation and exercise in video game play include application of existing theories to new areas, methodological research advantages, and new applied opportunities for practitioners. Sport and exercise psychologists are encouraged to research the long-term viability of studying important sport and exercise psychology topics such as aggression, teamwork and psychological skills using video game and related technologies.
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Morse, Eric D. "The Divide Between Sport Psychologists and Sport Scientists: A Sport Psychiatrist’s View." Journal of Clinical Sport Psychology 3, no. 4 (December 2009): 396–97. http://dx.doi.org/10.1123/jcsp.3.4.396.
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Marchant, Daryl, and Petah Gibbs. "Ethical Considerations in Treating Borderline Personality in Sport: A Case Example." Sport Psychologist 18, no. 3 (September 2004): 317–23. http://dx.doi.org/10.1123/tsp.18.3.317.
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Case example material of sport psychologists working with psychopathology in sport settings is limited. Applied sport psychologists need to be attuned to athletes with personality disorders because the effects of various disorders require substantial management as they can seriously impede individual potential and affect team harmony. In the present paper, a case example of an elite athlete presenting with symptoms of borderline personality disorder (BPD) is discussed at length. Critical incidents are described to show BPD manifested in a professional sports context. The complexities of providing competent, ethical, and realistic solutions to the athlete with BPD proved to be especially challenging. Issues that posed significant ethical or practical concerns included making an initial diagnosis, the referral process, maintaining confidentiality, and secondary needs.
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Tricker, Ray, David L. Cook, and Rick McGuire. "Issues Related to Drug Abuse in College Athletics: Athletes at Risk." Sport Psychologist 3, no. 2 (June 1989): 155–65. http://dx.doi.org/10.1123/tsp.3.2.155.
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In recent years drug abuse by college athletes has received greater attention. Because of the recognition of the growing problem of drug use in athletics, the new NCAA drug testing policy, and recent deaths of elite athletes, the sport psychologist should be prepared to deal with this issue. In many college settings the sport psychologist may be expected to provide support with counseling or participate in the development of a drug abuse prevention program for student athletes. Therefore sport psychologists need to closely examine the factors that may predispose athletes toward using drugs, understand the role of prevention, and develop a thorough knowledge of positive, viable alternatives to drugs. This article addresses five important issues that relate to drug abuse in college athletics: (a) why athletes are at risk, (b) athletic leadership and its relationship to substance abuse, (c) the role of the sport psychologist, (d) issues related to the effectiveness of drug education for athletes, and (e) recommendations for athlete drug education programs.
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Buchko, Kathleen J. "Team Consultation Following an Athlete’s Suicide: A Crisis Intervention Model." Sport Psychologist 19, no. 3 (September 2005): 288–302. http://dx.doi.org/10.1123/tsp.19.3.288.
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This article presents a three-phase model that can guide sport psychologists assisting in crisis intervention with athletes in the weeks following a major trauma. The model employs a systems theory framework within which therapeutic tasks that facilitate recovery from trauma are offered. The unique role of the sport psychologist in post-traumatic care of athletes is discussed. The model’s utility is illustrated via retrospective application to the author’s work with a team that experienced the suicide of one of its veteran members.
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Mohammed, Warhel. "A Qualitative Exploration of the Absence of Sport Psychologists in Sport Clubs: The Coaches' Perspective." Humanities Journal of University of Zakho 10, no. 1 (March 27, 2022): 233–40. http://dx.doi.org/10.26436/hjuoz.2022.10.1.829.
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Objectives
The purpose of this qualitative study was to confirm the effects of the absence of sport psychologists in sport clubs from the perspective of the coaches. Furthermore, to investigate the effects of this absence on athlete performance, as well as the reasons for eliminating this specialty at sport clubs.
Methods
The researcher used a descriptive approach with an inductive method to identify the participants' visions and interpretations. Thematic Analysis, a qualitative data analysis method in descriptive research (Braun & Clarke, 2006), were used to analyze data in this study. NVivo coding, a computer software package for analyzing qualitative data, was used by the researcher to analyze all of the interview texts..
Results
Once the data collection is complete, all interviews were thematically identified and categorized into four themes. The following topics were identified as themes: 1) The professional system at sports clubs, 2) The economic component, 3) The prevalent social culture, and 4) The lack of application of governance principles in sports federations and clubs. These were the most prominent themes that emerged from coaches' visions and interpretations based on their experiences in sports clubs.
Conclusions
Due to a lack of psychological preparation in pre and post-sport competitions, there is a gap in the training process. This results in a decline in both physical and psychological aspects in athletes, as well as the possibility of psychological distress. A lack of psychological preparation may also be an impediment for sports clubs.
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Clark, Rebecca A., and Michael L. Sachs. "Challenges and Opportunities in Psychological Skills Training in Deal Athletes." Sport Psychologist 5, no. 4 (December 1991): 392–98. http://dx.doi.org/10.1123/tsp.5.4.392.
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One group of athletes only recently receiving attention from sport psychologists is those who are deaf. Although these athletes have a communication disability, they participate in sport at all levels, from recreational sport participant to Olympic competitor. This paper reviews the literature on sport psychology and athletes who are deaf. Issues related to assessment of psychological skills with athletes who are deaf are explored through a study with 26 National Deaf Volleyball Tournament players, using the Psychological Skills Inventory for Sport. Finally, suggestions are offered for sport psychologists considering working with athletes who are deaf.
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Mahoney, Michael J., Tyler J. Gabriel, and T. Scott Perkins. "Psychological Skills and Exceptional Athletic Performance." Sport Psychologist 1, no. 3 (September 1987): 181–99. http://dx.doi.org/10.1123/tsp.1.3.181.
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To assess psychological skills relevant to exceptional athletic performance, a 51-item questionnaire was administered to a national sample of 713 male and female athletes from 23 sports. The athlete sample comprised 126 elite competitors, 141 preelite athletes, and 446 nonelite collegiate athletes. Sixteen leading sport psychologists also completed the questionnaire as they thought the ideal athlete might. Omnibus, individual item, discriminant, regression, factor, and cluster analyses all revealed significant differences among the athlete subsamples. The themes of concentration, anxiety management, self-confidence, mental preparation, and motivation were seen to have potential importance in skill-level differentiation, although age-difference confounds as well as gender and sport differences may have been involved. The ideal profile constructed by the sport psychologists generally paralleled the skill differences encountered, although the elite athletes did not report selected amplitudes in the profile.
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Massey, Gerald J. "Mind-Body Problems." Journal of Sport and Exercise Psychology 15, s1 (January 1993): S97—S115. http://dx.doi.org/10.1123/jsep.15.s1.s97.
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Philosophers and sport psychologists wrestle with mind-body problems, but with different ones. By denying minds to animals, Descartes widened the traditional gulf between humans and animals to the detriment not only of philosophical but also of scientific thinking about mind. Of the major philosophers, only David Hume dared to put human minds on all fours with animal minds. With few exceptions, sport psychologists have followed Descartes rather than Hume. Failure to appreciate the relevance of animal studies to their discipline causes sport psychologists to trade in vague concepts, questionable measurement instruments, defective methodologies, and truncated theories, and to submit their hypotheses to gerrymandered tests. The author exhorts sport psychologists to embrace Hume’s touchstone, which rejects as bogus any hypothesis or theory about human minds that does not apply evenhandedly to animals—unless there is compelling evidence that the phenomena under investigation are particular to humans.
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Sliwak, Ryan, Sandra Lee, and Noelany Pelc. "Domestic Violence in Sport: Complexities and Ethical Issues for Psychologists." Journal of Sport and Social Issues 44, no. 3 (March 13, 2020): 199–213. http://dx.doi.org/10.1177/0193723520910817.
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The prevalence of domestic violence in the sports community continues to be a controversial topic of discussion. The conversation that surrounds domestic violence and athletes often occurs through a sports-only lens. Policies have been implemented by the various professional leagues, such as the Major League Baseball (MLB), National Basketball Association (NBA), and National Football League (NFL), to combat numerous incidents of domestic violence. Policies vary for each respective league. Discussion of domestic violence in sport has barely scratched the surface of identifying the complexity of the ethical dilemmas that psychologists may encounter. Three of these dilemmas are identified and discussed here: mandated treatment, confidentiality, and informed consent.
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Griffin, Joy, and Mary B. Harris. "Stress in Male and Female Sport Psychologists." Women in Sport and Physical Activity Journal 8, no. 1 (April 1999): 1–21. http://dx.doi.org/10.1123/wspaj.8.1.1.
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In this study, two groups of sport psychologists (N = 107) were surveyed six years apart to (a) identify sources of stress and rate the intensity of selected stressors, (b) investigate gender and other demographic variables associated with stress, and (c) determine if level of stress had changed over time. Self-reported stressors included time demands, interpersonal interactions, role conflict, limited resources, credibility, marketing/business issues, lack of support, professional isolation, politics, research, teaching loads, ethical issues, job security, and family demands. Time demands and institutional policies were rated as most stressful. Both gender and tenure status were related to stress, but age, years of experience, and number of hours worked per day did not correlate with intensity of stress. Based upon respondents’ beliefs and a comparison of the two samples we concluded that stress has increased over time.
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Shaw, Gerard F. "How SPORT Psychologists: Help Coaches and Athletes." Strategies 16, no. 2 (November 2002): 17–19. http://dx.doi.org/10.1080/08924562.2002.10590998.
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Danish, Steven J., and Valerie C. Nellen. "What Psychologists Need to Know About Sport." Contemporary Psychology: A Journal of Reviews 40, no. 10 (October 1995): 978. http://dx.doi.org/10.1037/004046.
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Weinberg, Robert, Valeria Freysinger, Kathleen Mellano, and Elizabeth Brookhouse. "Building Mental Toughness: Perceptions of Sport Psychologists." Sport Psychologist 30, no. 3 (September 2016): 231–41. http://dx.doi.org/10.1123/tsp.2015-0090.
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Most of the data obtained in studying mental toughness has come from athletes, coaches, and sometimes parents. The purpose of the present investigation was to explore sport psychologists’ experiences of building mental toughness and their perceptions of how coaches can build mental toughness in their athletes. A phenomenological approach to qualitative research guided the study. Semistructured qualitative interviews with 15 sport psychologists were conducted. A concept map was developed that illustrates the theme and subthemes that emerged from analysis of the interviews. As indicated, sport psychologists felt that coaches could build mental toughness in their athletes by behaving mindfully, which included putting athletes under adverse situations and providing (teaching) them with the mental skills to effectively cope with these adversities. These results both confirm and extend existing research on how to build mental toughness.
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Gill, Diane L. "Women’s Place in the History of Sport Psychology." Sport Psychologist 9, no. 4 (December 1995): 418–33. http://dx.doi.org/10.1123/tsp.9.4.418.
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Women and women’s issues have a place in sport psychology today, but women have no place in most histories of the field. Some women sport psychologists, particularly Dorothy Harris, were instrumental in the development of sport psychology as a subdiscipline in the 1960s and 1970s. Re-searching the historical foundations reveals that the notable contributions of Harris and other women sport psychologists have roots in earlier work in both psychology and physical education. Pioneering women psychologists conducted research and challenged sexist assumptions and practices since psychology’s earliest days. At the same time, prominent women leaders developed women-oriented programs and contributed to the professional literature in physical education. Women and women’s issues have a place in sport psychology today, but too often that is an “other” or special interest place. By taking steps to re-place women in history and by engendering current research and practice, sport and exercise psychology will be a stronger science and profession.
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Winter, Graham. "The Use of Hypnosis in an Applied Sport Psychology Setting." Behaviour Change 3, no. 2 (June 1986): 120–26. http://dx.doi.org/10.1017/s081348390000927x.
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Many psychologists are becoming involved in helping sportspeople to prepare for competition. These psychologists have a number of techniques at their disposal and one of these is hypnosis. There are benefits in using hypnosis with sportspeople but some misconceptions about its nature need to be overcome. This article outlines how hypnosis has been introduced and used at the South Australian Sports Institute and consideration is given to how it can be used with other techniques, to help sportspeople achieve their goals. Two case studies are presented, together with guidelines on the use of hypnosis in an applied sport psychology setting.
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Wylleman, Paul, Paul De Knop, Joke Delhoux, and Yves Vanden Auweele. "Current Status and Future Issues of Sport Psychology Consultation in Flanders." Sport Psychologist 13, no. 1 (March 1999): 99–106. http://dx.doi.org/10.1123/tsp.13.1.99.
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Academic background, consultation processes, and training and support were assessed with semistructured interviews among 18 sport psychology consultants (60% of total membership) of the Flemish Society of Sport Psychology. A total of 61% of consultants were trained as clinical psychologists, most with limited sport psychology background. Assessments revealed that interpersonal relationships skills and communication (63%) and fear of failure (55%) were the most common concerns, whereas stress management (54%), enhancement of relationship and communication skills (31%), and visualization and goal setting (31%) were used in interventions. Recommendations for enhancing the development of applied sport psychology in Flanders include specialization in sport psychology at the academic level, continued sport psychology consultation training, and a better coordination between sport psychology consultants and the world of sports.
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Kirschenbaum, Daniel S., William D. Parham, and Shane M. Murphy. "Provision of Sport Psychology Services at Olympic Events: The 1991 U.S. Olympic Festival and Beyond." Sport Psychologist 7, no. 4 (December 1993): 419–40. http://dx.doi.org/10.1123/tsp.7.4.419.
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Sport psychology services were provided at the 1991 U.S. Olympic Festival. A consultation model was employed that included aspects of the traditional medical model and a more proactive preventive approach. Consultations were delivered using a “professional/clinical” style (i.e., emphasis on expertness, empathy, warmth, and congruence). Two sport psychologists provided 85 formal consultations to more than 300 athletes, coaches, staff members, and others from 16 different sports. Process and outcome evaluations suggested that these services were very well received. Eleven recommendations are provided for delivery of sport psychology services at future Olympic events.
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Andersen, Mark B. "‘Yeah, I work with Beckham’: Issues of confidentiality, privacy and privilege in sport psychology service delivery." Sport & Exercise Psychology Review 1, no. 2 (October 2005): 5–13. http://dx.doi.org/10.53841/bpssepr.2005.1.2.5.
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The interrelated constructs of privacy, confidentiality and privilege, much discussed in legal and medical arenas, are sometimes given perfunctory treatment in the education and training of sport psychologists. This article briefly traces the history, debate, and practices of ethical delivery of service from Hippocrates to current sport psychology professional relationships. Sport psychologists often operate in looser environments (e.g. on the pool deck, courtside, in the locker room) than those of other psychologists, and it seems that some concepts of ethical practice, such as confidentiality, are also looser (Andersen, Van Raalte, & Brewer, 2001). This looseness in the field may be, in part, a result of the myriad educational and training pathways people take to get to the point of acting in psychological caring roles with athletes and coaches. This article is a strident questioning of some of the ethically loose practices of individuals and sport institutes in the world of sport psychology services. The author hopes it sparks some lively debate.
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Johns, David P. "Nutritional Need or Athletic Overconformity: Ethical Implications for the Sport Psychologist." Sport Psychologist 7, no. 2 (June 1993): 191–203. http://dx.doi.org/10.1123/tsp.7.2.191.
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Overconformity in sport, as reported in the literature, suggests that athletes preparing for competition exhibit forms of positive deviance not because they disregard the social values of society but because they are willing to go beyond them. After examining the recent comments in the literature on overconformity as a form of positive deviance, this paper explores the possibility that the dietary intake associated with two sports, requiring weight control, may provide examples of such behavior. The paper provides two sports cases where the extreme measure takes the form of eating behaviors that go beyond what would be considered normal or healthy to meet the expectation of the sport. Such behaviors have serious implications for the practice of sport psychology. Intervention must go beyond the simple application of performance-enhancing techniques, and sport psychologists are encouraged to base their intervention on strong moral and ethical principles that place the health and well-being of the athlete before the outcome of performance.
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Lutz, David J. "An Overview of Training Models in Sport Psychology." Sport Psychologist 4, no. 1 (March 1990): 63–71. http://dx.doi.org/10.1123/tsp.4.1.63.
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The education and training process of sport psychologists has been, for the most part, an unplanned process. The divisions within the field are explored along with the attempts by national bodies to systematize the standards and qualifications necessary for sport psychologists. Educational opportunities tend to be hybrid versions of programs in physical education combined with counseling or clinical psychology. Within these programs, it is not unusual to find few faculty who emphasize sport psychology as a primary area. Potential training models are explored and suggestions are made for programs seeking to develop a sport psychology component.
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Veraksa, A. N., A. N. Kondratichev, and E. I. Rasskazova. "Testing of Diagnostic Tools to Identify the Role of "Sports Enjoyment" Phenomenon in the End of Sports Career." Psychological-Educational Studies 8, no. 1 (2016): 137–55. http://dx.doi.org/10.17759/psyedu.2016080113.
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The article is devoted to the motivation to run or to end of young athletes career. This article describes the steps of sports career. "Sports Enjoyment" concept is considered as one of the motivating factors. In a sample of 225 athletes from 28 different sports, we tested the questionnaire "The Role of Enjoyment in the End of Sports Career" and identified factors associated with possible quiting the sport. This method provides information on the subjective reasons for retiring from the sport, which relate primarily to the loss of pleasure in sport activities. The study shows that сhildren aged 13-14 years old are ready to leave the sport on average 26% more than the beginners, or adult athletes. This method is aimed at forecasting the career of professional athlete, and therefore it seems so be useful to coachers and psychologists, as it can give them necessary information about the sportsman priorities he is guided when deciding whether to continue or end the sports careers.
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Sanchez, Xavier, Philippe Godin, and Fabrice De Zanet. "Who Delivers Sport Psychology Services? Examining the Field Reality in Europe." Sport Psychologist 19, no. 1 (March 2005): 81–92. http://dx.doi.org/10.1123/tsp.19.1.81.
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The goal of this investigation was to gain insight into the status of applied sport psychology in Europe, using the French-speaking part of Belgium as a case study. In contrast to previous studies, which have only focused on official scientific membership lists, the present survey examined the delivery of sport psychology services independent of practitioners’ educational background, membership, level of certification, and/or the topics addressed within their practice. Results revealed that degree-holding psychologists and people without any credentials coexist. Practitioners highlighted the need for informing the world of sport about applied sport psychology, developing specific training programs in sport psychology, and certifying people working as sport psychologists. Similar research across Europe, considering any professional delivering sport psychology services, is necessary to develop a more comprehensive picture of the subject.
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Larsen, Carsten Hvid, and Christian Engell. "The Art of Goal Setting: A Tale of Doing Sport Psychology in Professional Football." Sport Science Review 22, no. 1-2 (April 1, 2013): 49–76. http://dx.doi.org/10.2478/ssr-2013-0004.
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The presence of sport psychologists in football is still a recent occurrence and has come about thanks to the improved education received by the coaching staff. However, sport psychology in football is still viewed upon with skepticism, as problem solving. One of the most common psychological strategies is goal setting. Nowadays it is hard to imagine clubs or players who do not use such strategies. In general, the correct application of goal setting principles provides a strong foundation for designing a goalsetting program. Nevertheless, there is a difference between the “science” of setting goals, and the ability of the sport psychologist practicing the “art” and process of setting goals. This case study involved four professional football players, from a team in the highest league in Denmark. We collected data through questionnaires, interviews and observations during a year. The results shows, that the “art” of goal setting is a dynamic, ever changing, complex phenomenon, the method itself has to be flexible, in order to search for new knowledge in a goal setting process in sport psychology consulting underlining that the individual sessions and success is socially constructed and created between sport psychologist and player.
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Silva, John M. "Toward the Professionalization of Sport Psychology." Sport Psychologist 3, no. 3 (September 1989): 265–73. http://dx.doi.org/10.1123/tsp.3.3.265.
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The application and professionalization of sport psychology has attracted increased attention from various sources including colleagues in the field, sport science and psychology departments, collegiate, Olympic, and professional sport organizations, and the media. Unfortunately, the attention generated has not resulted in significant organizational progress on issues crucial to the integrity of a developing specialization such as sport psychology. These crucial professional issues include the orderly growth of the field, requirements for the establishment of a recognized profession in sport psychology, the training of future sport psychologists, and the process and procedures required to develop and implement the certification of sport psychologists. The present paper was written to address these critical issues, identify progressive steps currently being taken, and recommend subsequent actions that can advance the field toward the professionalization of sport psychology without compromising the integrity of the academic subdiscipline.
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Zeigler, Earle F. "Rationale and Suggested Dimensions for a Code of Ethics for Sport Psychologists." Sport Psychologist 1, no. 2 (June 1987): 138–50. http://dx.doi.org/10.1123/tsp.1.2.138.
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This paper presents a rationale and suggested dimensions for a detailed code of ethics for sport psychologists. The discussion is based upon a sequential analysis of the topic proceeding from the general to the specific. A detailed discussion of professions and their necessary features is carried out (Bayles, 1981). Publications from 1979 to 1984 are reviewed chronologically to determine what has been written about the field’s status as a profession, what perceptions are held about the possible need for a code of ethics, and what has been developing along this line. It is argued that the sport psychologist as a professional has certain obligations to his or her clients, to the public, and to the embryonic profession. It is argued further that the development of a detailed, specific code of ethics for sport psychologists would be another important step toward the total professionalization process. Such a code could be viewed as a system of norms, categorized according to areas of concern (e.g., ethical nature of counselor/athlete relationship), describing what should be the case in the individual’s professional practice. Such norms or obligations could be categorized as (a) standards of virtue, (b) principles of responsibility, and (c) rules of duty. Finally, some reasonable conclusions are drawn for the possible use of those concerned.
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Williams, Jodine Rianna. "Voices of the minority: Diverse experiences from practitioners in the field of sports and exercise psychology." Sport & Exercise Psychology Review 17, no. 2 (September 2022): 36–45. http://dx.doi.org/10.53841/bpssepr.2022.17.2.36.
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The purpose of this study was to explore the lived experiences of sports and exercise psychologists and sports and exercise psychology trainees from minority groups as they practice within the field. The experiences of UK minority sports and exercise psychologists and trainees within the field have not been widely explored in the literature. The lived experiences of three practitioners were explored through the lens of race, sexual orientation and religion. Forty-five-minute semi-structured interviews were analysed using an interpretive phenomenological analysis. The following themes arose from the study: the unseen minority, embed discrimination in sport, improving the field, journey barriers and the qualities of a practitioner. Based on the themes explored future research areas are discussed.
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Martens, Matthew P., and S. Nicole Webber. "Psychometric Properties of the Sport Motivation Scale: An Evaluation with College Varsity Athletes from the U.S." Journal of Sport and Exercise Psychology 24, no. 3 (September 2002): 254–70. http://dx.doi.org/10.1123/jsep.24.3.254.
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Motivation, particularly different types of motivation (i.e., intrinsic, extrinsic, and amotivation), is a topic that has been of interest to both psychologists and sport psychologists. One area of interest in sport psychology is the assessment of different types of motivation. The Sport Motivation Scale (SMS) (Pelletier et al., 1995) was created to assess an athlete’s intrinsic motivation, extrinsic-motivation, and a motivation toward sport participation. The psychometric properties of the SMS, however, have not been tested on a sample of college athletes in the U.S., which is an important component if researchers and applied sport psychologists are to use the SMS with this population. A total of 270 U.S. college athletes participated in this study. Results provided some evidence for the reliability and validity of the SMS for this population, although a confirmatory factor analysis yielded relatively poor fit indices, indicating problems with model specification. A “piecewise” model testing approach, in which different components of the model were tested separately, indicated that the biggest problems with model specification may involve the extrinsic and amotivation components of the measure.
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Kleinert, Jens, Jeannine Ohlert, Bert Carron, Mark Eys, Deborah Feltz, Chris Harwood, Lother Linz, Roland Seiler, and Marion Sulprizio. "Group Dynamics in Sports: An Overview and Recommendations on Diagnostic and Intervention." Sport Psychologist 26, no. 3 (September 2012): 412–34. http://dx.doi.org/10.1123/tsp.26.3.412.
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Working with teams and training groups is a common and major challenge for applied sport psychologists. This document is a position statement on the rationales, methods, and procedures of team-focused approaches in the practice of sport psychology. Furthermore, practice recommendations and research desiderata are discussed. To develop the paper, a consensus conference with nine experts from North America and Europe was held in Spring 2010. First, the paper presents the rationale for team-focused interventions and addresses the concepts of team cohesion, team efficacy, team potency, and a task involving leadership style. Second, the contributions of sport psychologists to enhancing group functioning are discussed, including methods for enhancing interpersonal skills, team climate, and coach athlete relationships. Third, determinants of how sport psychologists decide procedure and build trust in working with teams are articulated. Finally, the consensus group recommends an intensified effort to examine the effects and practice applicability of theory-driven, ecologically valid interventions.