Ross Wadey, Kylie Roy-Davis, Lynne Evans, Karen Howells, Jade Salim, and Ceri Diss
Despite recent conceptual, methodological, and theoretical advancements in sport-injury-related growth (SIRG), there is no research on sport psychology consultants’ (SPCs) experiential knowledge of working with injured athletes to facilitate SIRG. Toward this end, this study examined SPCs’ perspectives on facilitating SIRG to provide an evidence base for professional practice. Participants (4 female, 6 male; mean 19 years’ applied experience) were purposefully sampled and interviewed. Transcripts were thematically analyzed. Methodological rigor and generalizability were maximized through self-reflexivity and eliciting external reflections. Five themes were identified: Hear the Story, Contextualize the Story, Reconstruct the Story, Live the Story, and Share the Story. Findings offer practitioners a novel approach to working with injured athletes. Rather than focusing on returning to preinjury level of functioning, the findings illustrate how SPCs can work with injured athletes to help transform injury into an opportunity to bring about positive change.
Rebecca A. Zakrajsek, Leslee A. Fisher, and Scott B. Martin
Nine (5 female, 4 male) certified athletic trainers (ATs) from a National Collegiate Athletic Association Division I institution participated in semistructured interviews about their experiences with sport psychology services and perceptions on the potential role of sport psychology consultants (SPCs) in student-athlete development. Through consensual qualitative research procedures, 3 domains were constructed: knowledge of availability and understanding of sport psychology services, perceptions of sport psychology services for injury rehabilitation, and use of sport psychology services for sport performance. Interacting professionally with SPCs, working with sport teams that use sport psychology services, and receiving mentorship from senior ATs who have “bought in” to sport psychology were identified as underlying factors that influenced ATs’ knowledge and use of services. Recommendations for how SPCs can nurture collaborative relationships between themselves and ATs are also provided.
Kurtis Pankow, Amber D. Mosewich, and Nicholas L. Holt
The purpose of this study was to examine perceptions of leadership styles in model youth football coaches. Six award-winning youth football coaches participated, and each was interviewed twice. Within a qualitative descriptive framework, deductive analysis was completed to identify the coaches’ leadership styles, using the charismatic, ideological, and pragmatic model of outstanding leadership. Whereas pragmatic leadership behaviors were most frequently identified, all coaches appeared to have mixed leadership styles. Inductive analysis was then used to examine factors that influenced the coaches’ leadership development. Identified themes were role models, networks of coaches, experience and reflection, and formal, nonformal, and informal learning. These were consistent across all the coaches, regardless of leadership style. This study therefore provides new insights into the perceived use of pragmatic behaviors in mixed leadership styles in model youth sport coaches and indicates that similar factors contributed to their leadership development.
Paul R. Ashbrook, Andrew Gillham, and Douglas Barba
Using a single-subject research design, a 1-to-1 tailored mental-skills-training (MST) program was created, implemented, and evaluated. During the 20-wk intervention phase, 6 National Collegiate Athletic Association Division I college golfers received a series of individually tailored MST sessions aimed at enhancing their mental skills and athletic performance. Each athlete’s golf performance, mental-skill frequency, and response to service were evaluated using visual inspection. Despite some limitations, results suggested that the 1-to-1 training program was effective, with nearly 50% of the performance and perception metrics improving from baseline and almost 80% of the mental skills improving. Follow-up analyses indicated that the program continued to positively affect performance into the next competitive season.
Elite Canadian women rugby union athletes’ (N = 10) attitude to and experience of physical aggression was investigated in this study. The methodology adopted in this postpositivist study was a deductive qualitative approach and involved theoretical thematic data analysis. The analysis and interpretation of data was informed by Kerr’s distinction between sanctioned and unsanctioned forms of aggression. Open-ended, semistructured interviews provided ample evidence that rugby provided pleasurable experiences through active physicality and sanctioned play aggression. With regard to unsanctioned aggression, backs and forwards recounted incidents of unsanctioned aggression perpetrated against them by opponents. Backs’ interview statements indicated no real involvement in unsanctioned aggression, but the majority of forwards had perpetrated acts of anger and power-unsanctioned aggression against opponents. No incidents of thrill-based unsanctioned aggression were described by the elite women athletes. Suggestions for future aggression research are discussed.
Andrew G. Wood, Jamie B. Barker, Martin Turner, and Peter Thomson
Research examining the effects of rational emotive behavior therapy (REBT) on athletic performance is emerging. There is, however, a paucity of research exploring psychological interventions in specialized sport populations. The present study investigated the effects of a single REBT workshop, including intellectual and practical insight into the ABC(DE) framework, on psychological, physiological, and performance markers in an elite blind soccer team. From use of a within-participant pretest–posttest crossover design in an ecologically valid setting, data indicated small and immediate reductions in irrational beliefs, perceived helpfulness of preperformance anxiety, and physiological markers (i.e., systolic blood pressure) prior to a penalty-kick simulation. However, no substantial changes were shown in penalty-kick performance. In sum, although the findings elucidate some benefits of a single REBT workshop, the educational insight into the ABC(DE) framework was deemed insufficient for meaningful changes in outcome measures. Practical implications and recommendations for future researchers are discussed.