Existential Phenomenology: Emphasizing the Experience of the Athlete in Sport Psychology Research

1996 ◽  
Vol 10 (4) ◽  
pp. 307-321 ◽  
Author(s):  
Gregory A. Dale
Keyword(s):  
Sport Psychology ◽  
Performance Enhancement ◽  
Psychology Research ◽  
Existential Phenomenology ◽  
Potential Significance ◽  
Philosophical Foundations ◽  
Interview Methods ◽  
Psychology Literature ◽  
Phenomenological Interview ◽  
Accepted Form

Qualitative research in sport psychology is slowly becoming more of an accepted form of inquiry, and most of this research is conducted using various interview methods. In this paper, information is provided on a paradigm that has been given little consideration in sport psychology literature. This paradigm is termed existential phenomenology, and within this paradigm a chief mode of inquiry is the phenomenological interview. With its open-ended format and similarities to the athlete-sport psychology consultant interaction in a performance enhancement intervention, it is a method that appears to offer valuable information about the participant’s experience that might otherwise go unnoticied. The basic views of existential phenomenology, including its philosophical foundations as well as instructions for conducting a phenomenological interview study, are provided. Specific discussion of the potential significance of this type of research for the field of sport psychology is offered.

Supervision in the Education and Training of Sport Psychology Service Providers

1996 ◽  
Vol 10 (3) ◽  
pp. 278-290 ◽  
Author(s):  
Mark B. Andersen ◽  
Brian T. Williams-Rice
Keyword(s):  
Sport Psychology ◽  
Performance Enhancement ◽  
Service Providers ◽  
Course Work ◽  
Transference And Countertransference ◽  
Psychology Service ◽  
Collegial Supervision ◽  
Clinical And Counseling Psychology ◽  
Psychology Literature ◽  
Applied Sport Psychology

Supervision plays a central role in the training of sport psychologists, but little discussion of what constitutes adequate supervision of trainees and practitioners is available in the applied sport psychology literature. Broader issues of supervision, such as the training of students to become supervisors, metasupervision, and career-long collegial supervision are rarely discussed. This paper will present models of general supervision processes from training the neophyte to collegial supervision, derived primarily from clinical and counseling psychology. Included are supervising the delivery of performance-enhancement services, identifying trainee and client needs, helping the student understand transference and countertransference phenomena, and suggestions for examining the relationship between the supervisor and the supervisee. Suggestions for improving supervision include course work and/or practica in supervision processes for applied sport psychology graduate programs along with continuing education workshops at sport psychology conferences.

Sport Psychology: The Formative Years, 1950–1980

1995 ◽  
Vol 9 (4) ◽  
pp. 406-417 ◽  
Author(s):  
Daniel M. Landers
Keyword(s):  
Sport Psychology ◽  
Research Methodology ◽  
Graduate Programs ◽  
Research Topic ◽  
Psychology Research ◽  
Journal Articles ◽  
Time Period ◽  
Time Periods ◽  
Psychology Literature ◽  
Formative Years

From 1950 to 1980, the field of sport psychology made significant strides. The developments were so rapid and so profound that this period can be called the “formative” years of the field. There was a tremendous expansion of the sport psychology literature, some of which constituted sustained contributions on a single research topic. Several textbooks and specialty books were published during this time period. Sport psychology journal articles expanded so much that journals devoted entirely to sport psychology research were created. The first graduate programs and research societies that focused more directly on sport psychology were also established. Applied sport psychology techniques, such as relaxation, imagery, and concentration training, were developed and made available to athletes. In addition to providing a description of the above-mentioned developments, some insights into dominant research methodology trends will be presented for the time periods of 1950 to 1965 and from 1966 to 1980.

Psychodynamics in Sport Performance Enhancement Consultation: Application of an Interpersonal Theory

2001 ◽  
Vol 15 (1) ◽  
pp. 103-117 ◽  
Author(s):  
David E. Conroy ◽  
Lorna Smith Benjamin
Keyword(s):  
Sport Psychology ◽  
Performance Enhancement ◽  
Sport Performance ◽  
The Other ◽  
Interpersonal Theory ◽  
Case Formulation ◽  
Fear Of Success ◽  
Performance Problems ◽  
Psychology Literature ◽  
A Performance

Psychodynamic concepts have only recently begun to attract serious attention in the sport psychology literature. A dynamically based, interpersonal approach to sport psychology consultation is outlined in this article. Key interpersonal constructs such as important persons and their internalized representations (IPIRs), copy processes, and self-sacrificing gifts of love are described to portray how a case formulation may be developed to explain and guide interventions to overcome some performance problems. Two cases, one involving a performance phobia and the other an enduring slump related to a fear of success, are presented to demonstrate the unique contributions of interpersonal case formulations in performance enhancement consultation.

How Much Do We Really Know About Employee Resilience? More, If We Include the Sport Psychology Resilience Research

2016 ◽  
Vol 9 (2) ◽  
pp. 442-446 ◽  
Author(s):  
Elizabeth L. Shoenfelt
Keyword(s):  
Sport Psychology ◽  
Skill Acquisition ◽  
Deliberate Practice ◽  
Team Dynamics ◽  
Central Research ◽  
Psychology Research ◽  
Adaptive Expertise ◽  
Research Focus ◽  
Area Of Interest ◽  
Psychology Literature

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.

Systematically Reviewing the Efficacy of Mindfulness-Based Interventions for Enhanced Athletic Performance

2015 ◽  
Vol 9 (3) ◽  
pp. 232-262 ◽  
Author(s):  
Ryan Sappington ◽  
Kathryn Longshore
Keyword(s):  
Sport Psychology ◽  
Performance Enhancement ◽  
Assessment Tool ◽  
Skills Training ◽  
Sport Performance ◽  
The Body ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Quality Of Research

The field of applied sport psychology has traditionally grounded its performance enhancement techniques in the cognitive-behavioral elements of psychological skills training. These interventions typically advocate for controlling one’s cognitive and emotional processes during performance. Mindfulness-based approaches, on the other hand, have recently been introduced and employed more frequently in an effort to encourage athletes to adopt a nonjudgmental acceptance of all thoughts and emotions. Like many applied interventions in sport psychology, however, the body of literature supporting the efficacy of mindfulness-based approaches for performance enhancement is limited, and few efforts have been made to draw evidence-based conclusions from the existing research. The current paper had the purpose of systematically reviewing research on mindfulness-based interventions with athletes to assess (a) the efficacy of these approaches in enhancing sport performance and (b) the methodological quality of research conducted thus far. A comprehensive search of relevant databases, including peer-reviewed and gray literature, yielded 19 total trials (six case studies, two qualitative studies, seven nonrandomized trials, and four randomized trials) in accordance with the inclusion criteria. An assessment tool was used to score studies on the quality of research methodology. While a review of this literature yielded preliminary support for the efficacy of mindfulness-based performance enhancement strategies, the body of research also shows a need for more methodologically rigorous trials.

Sport psychology research: Proper standards and limitations.

2019 ◽  
pp. 17-40
Author(s):  
Jeffrey J. Martin ◽  
Vista L. Beasley ◽  
Michelle D. Guerrero
Keyword(s):  
Sport Psychology ◽  
Psychology Research
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