Performance Consultants in Sport and Performance Psychology

2017 ◽  
Author(s):  
David Tod
Keyword(s):  
Performing Arts ◽  
Exercise Science ◽  
Music Business ◽  
Diverse Range ◽  
Performance Psychology ◽  
And Performance ◽  
Personal Competencies ◽  
Sport And Exercise ◽  
The Military ◽  
And Training

Since the 1890s, the field of applied sport psychology has gained increasing visibility within the sport and exercise science, psychology, and mainstream communities. Associated with this enhanced visibility has been an increase in the numbers of education and training pathways, registration and licensure schemes, and people offering services. At the same time, there has also been increasing recognition that applied practitioners operate in a range of domains, including sport, where there is a need for clients to respond to stressful, often competitive, environmental demands and perform to high levels, such as the performing arts and music, business, medicine, the military, and public speaking. These practitioners do not need to be interested in sport, and they come from a diverse range of backgrounds. As sport and performance psychologists have emerged and formed a loose and porous community, researchers have documented their technical and personal competencies, the ways in which they help clients, the principles guiding their development toward expertise, and some of the ethical and other demands placed on them as helping professionals. This knowledge can be used to identify ways that these individuals can be helped to develop their knowledge, skills, and character so they can form salubrious relationships with clients and assist performers across various domains to achieve their goals and resolve issues.

Supervision in Performance Settings (Dance, Music, Acting)

2019 ◽  
Author(s):  
Gene M. Moyle
Keyword(s):  
Service Delivery ◽  
Performing Arts ◽  
Organizational Context ◽  
Dance Music ◽  
Performance Psychology ◽  
Training Models ◽  
Roles And Responsibilities ◽  
The Social ◽  
And Performance ◽  
Sport And Exercise

Literature regarding supervision and related supervisory and training models applied within the field of sport, exercise, and performance psychology (SEPP) has grown exponentially as the field continues to define and redefine itself. A range of supervision models from mainstream psychology has been explored and applied within SEPP settings, with research indicating that regardless of the preferred model of supervision, a key component of effective supervision is the supervisor’s knowledge and skills related to the area of service delivery. Whilst the supervision of psychologists-in-training within performing arts settings presents similar challenges faced by those working in sport and exercise settings, the social, cultural, and artistic considerations embedded within these performance contexts necessitates a nuanced approach. The provision of supervision for psychologists within performing arts (e.g., dance, music, acting) requires scaffolded learning opportunities that assist the practitioner to gain an in-depth understanding of the context, including how to best tailor, translate, and communicate psychological concepts and skills to their clients that will address their unique challenges and meet their distinctive needs. Furthermore, clarity regarding the roles and responsibilities of the supervisee within the organizational context of an artistic setting is vital to ensuring that effective and ethical service delivery can be provided.

Training for Sustained Performance: Moving Toward Long-Term Musician Development

2013 ◽  
Vol 28 (3) ◽  
pp. 159-168 ◽  
Author(s):  
Terry Clark ◽  
Tânia Lisboa
Keyword(s):  
Performing Arts ◽  
Well Being ◽  
The Body ◽  
Young Student ◽  
Diverse Range ◽  
Sustained Performance ◽  
Mental Demands ◽  
And Performance ◽  
Effective Use

Success in the performing arts, like sports, is dependent upon the acquisition and consistent use of a diverse range of skills. In sports, an understanding of safe and effective use of the body is required to facilitate long-term involvement in that activity. In order to assist athletes to attain their performance goals, and ensure healthy and sustained involvement, long-term athlete development (LTAD) models have been devised and adapted by professional sporting bodies throughout the world. LTAD models emphasize the intellectual, emotional, and social development of the athlete, encourage long-term participation in physical activities, and enable participants to improve their overall health and well-being and increase their life-long participation in physical activity. At present there is no such long-term development model for musicians. Yet musicians must cope with a multitude of career-related physical and mental demands, and performance-related injuries and career burnout are rife within the profession. Despite this, musicians’ training rarely addresses such issues and musicians are left largely to learn about them through either chance or accrued experience. This paper discusses key concepts and recommendations in LTAD models, together with music-specific research highlighting the need for the development of a comprehensive long-term approach to musicians’ training. The results of a survey of existing music training programs are compared to recommendations and the different development stages in LTAD models. Finally, implementation science is introduced as a methodological option for identifying how best to communicate the body of evidence-based knowledge concerning healthy and effective music-making to young student musicians.

scholarly journals Empathetic Factors and Influences on Physical Performance: A Topical Review

2021 ◽  
Vol 12 ◽  
Author(s):  
David G. Behm ◽  
Tori B. Carter
Keyword(s):  
Physical Performance ◽  
Mirror Neurons ◽  
Exercise Science ◽  
Subsequent Performance ◽  
Topical Review ◽  
Competition Hypothesis ◽  
And Performance ◽  
Sport And Exercise ◽  
Underlying Mechanisms

Performance is dependent upon both physical and psychological factors. As a social animal, human behaviors are influenced by interactions with others. Empathy is based on social interactions and is defined as the understanding, awareness of, sensitivity to, and ability to vicariously experience the feelings, thoughts, and experience of another. There are few investigations on the influence of empathy in relation to individual and team performance and activity. There is some initial research suggesting that observing sad photos or videos or fatiguing exercise can adversely affect subsequent performance. Possible mechanisms may be attributed to mirror neurons or the affordance competition hypothesis. The relative degree of empathetic influences can be modulated by sex, age, personal familiarity, cultures and other factors. With the limited research in sport and exercise science, there is a need for more research to investigate the role of empathy on individual and team performances. The objective of this topical review was to examine the possible effects of empathy on physical performance, the potential underlying mechanisms and influencing variables moderating the association between empathy and performance?

Bullying in Sport and Performance Psychology

2017 ◽  
Author(s):  
Leslee A. Fisher ◽  
Lars Dzikus
Keyword(s):  
Policy Development ◽  
Role Models ◽  
Best Practice ◽  
Physical Violence ◽  
Bullying Prevention ◽  
Performance Psychology ◽  
Critical Feedback ◽  
And Performance ◽  
E Mail ◽  
And Training

Bullying is a growing problem in sport and performance settings. Bullying falls under the umbrella of “athlete maltreatment,” which includes any form of harm and all relationships where harm could occur in sport and performance. Specifically, bullying is defined as repeated hostile and deliberate behavior from one person (the perpetrator) to another (the target) with the intent to harm or threaten harm to the target; it is marked by an imbalance of power. Often, after extreme bullying, the target feels terrorized. Athlete maltreatment in sport and performance has been categorized into one of two forms: relational maltreatment and nonrelational maltreatment. Bullying is a relational problem. In particular, sport and performance bullying can occur from coach to player, parent to player, or player to player, and often takes the form of (1) making unreasonable performance demands of the target, (2) repeated threats to restrict or remove the target’s privileges or opportunities, (3) screaming or yelling directed at the target that is unwarranted, (4) repeated and continual criticism of the target’s abilities, (5) discounting or denying the target’s accomplishments, (6) blaming the target for his or her mistakes, (7) threats of and/or actual physical violence toward the target, and (8) social media or e-mail messages with threats or insults toward the target. Sport and performance organizations should develop and implement antibullying policies. Six potential steps toward policy development and implementation include: (1) defining bullying behaviors, (2) referring to existing “best-practice” bullying policies, (3) specifically outlining the reporting of bullying incidents, (4) outlining clearly investigation and disciplinary actions to be taken, (5) outlining specific assistance for bullying targets, and (6) including prevention and training procedures. In the meantime, coaches as well as parents and players can recognize that they are role models for everyone with whom they come into contact in sport and performance settings. Coaches, parents, and players can also accept responsibility for creating a respectful and safe sport and performance environment, have a pre-season meeting to discuss antibullying policy, foster open and honest communication, accept critical feedback, not engage or allow bullying behavior themselves, create acceptable boundaries between themselves and others, and teach players to trust their instincts when things do not feel right. More advanced bullying prevention and training procedures can then take place.

An Obscure Performance in Life and Education

2019 ◽  
Vol 44 (3) ◽  
pp. 305-307
Author(s):  
ZEYNEP GÜNSÜR YÜCEIL
Keyword(s):  
Performing Arts ◽  
Economic Policies ◽  
Social Democrats ◽  
Coup D'etat ◽  
Dance Company ◽  
Theatre Company ◽  
And Performance ◽  
New Generation ◽  
The Military ◽  
First Time

After the military intervention of 1980, Turkey's intellectual and social democrats were devastated – imprisoned, escaped to exile, silenced, killed – in the hands of the coup d’état and all the prohibitions that came with it until the first half of the 1980s. Then the famous Turgut Özal government with its unprecedented liberal economic policies came into the picture. Towards the end of the 1980s, a new generation of theatre and performance artists started to stage their response to all this madness and became visible to older generations who had long lost hope and vitality in terms of artistic and humanitarian production. I had the chance to get involved in this artistic endeavour through some of the emerging initiatives, such as Green Grapes Dance Company, Bilsak Theatre Company, Şahika Tekand, Kumpanya, Dance Factory, DAGS (Interdisciplinary Young Artists Association), Hüseyin Katırcıoğlu and Assos Theatre Festival. The works were relentless and new. Bodies were in need of fresh air, and artistic expression in performance did not follow the traditional routes or accepted notions while fully embracing the possibility of not being seen. Actually, the emerging artists did not give a damn. Interestingly – or obviously – enough, most of them were outcasts coming from other fields such as sociology, literature, engineering, law and so on. In relation to this, the artistic and performative visions they put forward were truly interdisciplinary. The contemporary visual art scene and performing arts were in an honest conversation perhaps for the first time in Turkish art history.

The Oxford Encyclopedia of Sport, Exercise, and Performance Psychology

2019 ◽  
Keyword(s):  
Physical Activity ◽  
Law Enforcement ◽  
Performing Arts ◽  
Human Performance ◽  
Knowledge Development ◽  
Military Operations ◽  
Performance Psychology ◽  
Reliable Source ◽  
And Performance ◽  
Mental And Physical Health

An in-depth, up-to-date scholarly reference text for the state of knowledge development in sport, exercise, and performance psychology. The text includes articles that address human performance in sport, performing arts, surgery, firefighting, law enforcement, military operations, and physical activity participation. Topics include an analysis of the factors that influence optimal performance as well as the adoption and maintenance of physical activity for mental and physical health. The breadth of focused scientific peer-reviewed articles provides a reliable source of specialized information to academicians, practitioners, advanced undergraduates and graduate students, and researchers in related fields.

History of Sport, Exercise, and Performance Psychology in Europe

2017 ◽  
Author(s):  
Stiliani "Ani" Chroni ◽  
Frank Abrahamsen
Keyword(s):  
Soviet Union ◽  
Sport Psychology ◽  
Reaction Times ◽  
Exercise Psychology ◽  
Performance Psychology ◽  
The Soviet Union ◽  
History Of ◽  
And Performance ◽  
Sport And Exercise ◽  
The 1960S

The evolution in sport, exercise, and performance psychology in Europe goes back to the 1800s and spread from the east (Germany and Russia) to the west of the continent (France). Modern European sport psychology theorizing started with Wilhelm Wundt, who studied reaction times and mental processes in 1879, and Philippe Tissié, who wrote about psychological changes during cycling in 1894. However, Pierre de Coubertin was the one to put forward the first definition and promotion of sport psychology as a field of science. From there on, and despite obstacles and delays due to two world wars in Europe, sport psychology accelerated and caught up with North America. Looking back to the history of our disciplines, while sport, exercise, and performance psychology evolved and developed as distinct disciplines in Europe, sport and exercise psychology research appear to be stronger than performance psychology. The research advancements in sport and exercise psychology led to the establishment of the European sport psychology organization (FEPSAC) in the 1960s, as researchers needed an umbrella establishment that would accept the cultural and linguistic borders within the continent. From there on, education programs developed throughout Europe, and a cross-continent program of study with the collaboration of 12 academic institutions and the support of the European Commission was launched in the late 1990s. Applied sport psychology was practiced in the Soviet Union aiming to enhance the performance of their teams in the 1952 Olympics. Unfortunately, in many countries across Europe, research and practice are not comprehensively integrated to enhance sports and sportspersons, and while applied practice has room to grow, it also has challenges to tackle.

Sign in / Sign up

Export Citation Format

Share Document