Reading List in Applied Sport Psychology: Psychological Skills Training

1991 ◽  
Vol 5 (1) ◽  
pp. 88-91 ◽  
Author(s):  
Michael L. Sachs
Keyword(s):  
Sport Psychology ◽  
Skills Training ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Reading List ◽  
Applied Sport Psychology

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.

Evaluation of Psychological Interventions in Sport and Exercise Settings

2017 ◽  
Author(s):  
Rebecca A. Zakrajsek ◽  
Jedediah E. Blanton
Keyword(s):  
Sport Psychology ◽  
Skills Training ◽  
Sport Performance ◽  
Psychological Skills ◽  
Multimodal Approach ◽  
Exercise Psychology ◽  
Young Athletes ◽  
Psychological Skills Training ◽  
Sport And Exercise ◽  
Two Populations

It is important for sport and exercise psychology (SEP) professionals to demonstrate that the interventions they employ make a difference. Assessing the degree of an intervention’s effectiveness depends first and foremost on the nature and scope of the intervention (i.e., the objective of the intervention) and its targeted group. Traditionally, interventions have been quite varied between the fields of sport psychology and exercise psychology; a common thread however, can be seen as an enhancement of the sport or exercise experience, along with an attempt to help the individual better self-regulate engagement with the targeted behavior or mindset. The central aim of enhancing the experience and increased self-regulation is oriented toward performance enhancement within sport psychology interventions, whereas within exercise psychology interventions the orientation is toward physical-activity adoption and better exercise program adherence. Although the two fields may have different objectives, it can be argued that sport psychology interventions—specifically psychological skills training (PST) interventions—can inform SEP professionals’ research and applied practices with both the sport and exercise populations. Psychological skills training includes the strategies and techniques used to develop psychological skills, enhance sport performance, and facilitate a positive approach to competition. Since the early 1980s, a growing body of evidence has supported that the PST interventions SEP professionals employ do make a difference. In particular, evidence from research in sport contexts supports the use of a multimodal approach to PST interventions—combining different types of psychological strategies (e.g., goal-setting, self-talk, imagery, relaxation)—because a multimodal approach has demonstrated positive effects on both psychological skills and sport performance. The research investigating the effectiveness of PST interventions in enhancing performance has primarily centered on adult athletes who compete at competitive or elite levels. Elite athletes are certainly important consumers of SEP services; however, SEP professionals have rightfully challenged researchers and practitioners to target other consumers of SEP services who they argue are as deserving of PST as elite athletes. For example, young athletes and coaches are two populations that have traditionally been overlooked in the PST research. PST interventions targeting young athletes can help them to develop (at the start of their sporting careers) the type of psychological skills that facilitate a positive approach to competition and better abilities to self-regulate their emotional responses to stressful competitive situations. Coaches are also performers with unique needs who could benefit from PST interventions. Researchers have begun to target these two populations and the results might be considered the most intriguing aspects of the current PST literature. Future research related to PST interventions should target exercise populations. Exercise professionals often operate as coaches in healthy behavior change (e.g., strength and conditioning coaches, personal trainers, etc.) and as such should also employ, and monitor responses to, PST. To facilitate further development and growth of PST intervention research in both sport and exercise settings, SEP professionals are encouraged to include a comprehensive evaluation of program effectiveness. In particular, four major areas to consider when evaluating PST programs are (a) the quality of the PST service delivery (e.g., the knowledge, delivery style, and characteristics of the SEP professional); (b) assessment of the sport psychological strategies participants used as a result of the PST program; (c) participants’ perceptions of the influence of the PST program on their psychological skills, performance, and enjoyment; and (d) measurement of participants psychological skills, performance, and enjoyment as a result of the PST program.

Sport Psychology Service Delivery: Implementation Within the University Community

1987 ◽  
Vol 1 (3) ◽  
pp. 248-256 ◽  
Author(s):  
Steven J. Petruzzello ◽  
Daniel M. Landers ◽  
Darwyn E. Linder ◽  
Don R. Robinson
Keyword(s):  
Service Delivery ◽  
Intercollegiate Athletics ◽  
Sport Psychology ◽  
Skills Training ◽  
Psychological Skills ◽  
State University ◽  
Arizona State University ◽  
Psychological Skills Training ◽  
Psychology Service ◽  
The University

In this paper we outline a sport psychology service delivery program that has been implemented at Arizona State University. We feel this is a unique program in that it is housed within, and funded by, the Department of Intercollegiate Athletics. The program has four major components: (a) an undergraduate psychological skills course, (b) psychological skills training programs for athletic teams and small groups of athletes, (c) individual psychological consultation for athletes, and (d) psychological skills seminars and consultations with coaches. Each of these components is explained in detail. In addition, information is presented regarding the future directions for the program.

scholarly journals Butterflies, Magic Carpets, and Scary Wild Animals: An Intervention With a Young Gymnast

2017 ◽  
Vol 1 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Karen Howells
Keyword(s):  
Sport Psychology ◽  
Young Athlete ◽  
Skills Training ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Very Young Children ◽  
British Psychological Society ◽  
Sport Psychologist ◽  
Development Literature ◽  
Published Research

This article presents a reflective case example of a sport psychology consultation carried out with a 9-year-old gymnast during the final year of the consultant’s training to become a British Psychological Society–chartered sport psychologist. During this period of time, the author was under the supervision of an experienced applied sport psychologist. The article draws on the published research in applied sport psychology and the wider child development literature to inform and negotiate the challenges of a neophyte practitioner working in a relatively unfamiliar sport with a very young gymnast. The intervention, which took place over 6 months, involved a focus on psychological skills training. This article reflects on the intervention experience and makes observations that may be of benefit to both neophyte and practiced consultants working with very young children. Although the consultancy involved goal setting, relaxation, and commitment, the focus of this article is on those activities and skills that are specific to such a young athlete and that may be of interest to other practitioners in similar scenarios.

Coaches’ perceived pitfalls in delivering psychological skills training to high-level youth athletes in fencing and football

2020 ◽  
pp. 174795412095952
Author(s):  
Niels Boysen Feddersen ◽  
Marcus Alexander Bygballe Keis ◽  
Anne-Marie Elbe
Keyword(s):  
Sport Psychology ◽  
Psychological Impact ◽  
Skills Training ◽  
Education Programme ◽  
Role Clarity ◽  
Psychological Skills ◽  
Structured Interviews ◽  
Psychological Skills Training ◽  
Coach Education ◽  
High Level

The current study examined how two high-level coaches in fencing and football perceived the challenges that emerged during a three-month coach education programme aimed at them delivering psychological skills training to athletes. We used action research as the study design and collected data using observations, six semi-structured interviews, and one focus group. We analysed the data using a thematic content analysis. Our findings showed that the coaches struggled with role clarity. The psychological impact was that coaches struggled with identifying the borders between delivering psychological skills training as a part of their coaching and when to refer athletes to sport psychology experts. The coaches also suggested that gaining more knowledge in sport psychology allowed them to analyse the athletes. However, the coaches viewed this as a potential area for abusing trust in the coach-athlete relationship. We suggest that coach education programmes should include content on ethical dilemmas to safeguard against potential abuse of the coach-athlete relationship.

Challenges and Opportunities in Psychological Skills Training in Deal Athletes

1991 ◽  
Vol 5 (4) ◽  
pp. 392-398 ◽  
Author(s):  
Rebecca A. Clark ◽  
Michael L. Sachs
Keyword(s):  
Sport Psychology ◽  
Skills Training ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Recreational Sport ◽  
Challenges And Opportunities ◽  
Sport Participant ◽  
Communication Disability

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.

Application of the Transtheoretical Model to Psychological Skills Training

2001 ◽  
Vol 15 (2) ◽  
pp. 168-187 ◽  
Author(s):  
Thad R. Leffingwell ◽  
Steven P. Rider ◽  
Jean M. Williams
Keyword(s):  
Sport Psychology ◽  
Transtheoretical Model ◽  
Stage Of Change ◽  
Skills Training ◽  
Decisional Balance ◽  
Psychological Skills ◽  
Internal Reliability ◽  
Psychological Skills Training ◽  
Functional Relationships ◽  
Two Samples

In an effort to apply the transtheoretical model of change to the area of psychological skills training, questionnaires measuring stage of change, decisional balance, and self-efficacy were developed and cross-validated on two samples of NCAA Division I intercollegiate student-athletes. The measures showed good internal reliability and construct validity and exhibited hypothesized functional relationships with each other. In addition, the stage of change measure predicted sport psychology consultations initialed by athletes during the year following questionnaire administration and may prove to be a useful tool in predicting subsequent initiation of individual sport psychology consultation. Several potentially useful lines of research are discussed and recommendations are made regarding the development of sport psychology interventions tailored according to athletes’ stage of change.

The Development of a Model for the Provision of Psychological Support to a National Squad

1994 ◽  
Vol 8 (2) ◽  
pp. 126-142 ◽  
Author(s):  
Lew Hardy ◽  
Gaynor Parfitt
Keyword(s):  
Sport Psychology ◽  
Support Services ◽  
Expert Knowledge ◽  
Skills Training ◽  
Second Phase ◽  
Psychological Skills ◽  
Traditional Role ◽  
Psychological Skills Training ◽  
Sport Psychologist

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.

scholarly journals Theoretical and Empirical Developments of the Mindfulness-Acceptance-Commitment(MAC) Approach to Performance Enhancement

2009 ◽  
Vol 3 (4) ◽  
pp. 291-302 ◽  
Author(s):  
Zella E. Moore
Keyword(s):  
Sport Psychology ◽  
High Performance ◽  
Performance Enhancement ◽  
Mac Protocol ◽  
Skills Training ◽  
Psychological Skills ◽  
Future Directions ◽  
Psychological Skills Training ◽  
Intervention Efficacy ◽  
Theoretical Foundations

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.

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