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The Coach–Parent Relationship and Athlete Development in Elite Youth Hockey: Lessons Learned for Conflict Management

Cassidy Preston, Veronica Allan, Lauren Wolman, and Jessica Fraser-Thomas

Extensive research highlights the important roles of coaches and parents in fostering positive youth development (PYD). However, little research has examined the complex coach–parent relationship in the bidirectional interactions of the coach-parent-athlete triad. This research is particularly pertinent in elite youth sport, wherein the performance-oriented environment may impede the pursuit of PYD. As such, this study aimed to deepen understandings of the coach–parent relationship in relation to athletes’ PYD. Specifically, the first author critically analyzed and reflected on his experiences as an elite youth ice hockey coach, thus offering a unique portrayal of reflective practice in the context of sport coaching. Two interconnected themes emerged: understanding conflict in the coach-parent-athlete relationship and fostering collaboration through enhanced coach–parent communication. Findings and reflections are discussed in relation to the dual-concern model of conflict resolution, and strategies to help practitioners foster cooperative coach–parent relationships are presented.

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One Shot—No Hit? Evaluation of a Stress-Prevention Workshop for Adolescent Soccer Players in a Randomized Controlled Trial

Johanna Belz, Jens Kleinert, and Moritz Anderten

Adolescent soccer players experience many stressors and negative stress-related outcomes. Short-term stress-prevention programs are frequently implemented in youth sports, although there is limited evidence of their usefulness and effectiveness. Thus, the present study evaluated the usefulness and effectiveness of a stress-prevention workshop for adolescent soccer players. Ninety-two soccer players (age: M = 15.5 years, SD = 1.43; 31.5% female) were randomly allocated to either an intervention group or an intervention control group. To evaluate effectiveness, stress, coping, and depression were assessed at baseline (t1) and 4 weeks postworkshop (t2). To investigate usefulness, the perceived quality of results was assessed at t2. No intervention effects on stress, coping, and depression emerged, but both groups exhibited high values regarding perceived quality of results. Although one workshop might not be enough to modify stress-related parameters, it may be useful for adolescent soccer players and pave the way for long-term interventions.

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Volume 34 (2020): Issue 2 (Jun 2020)

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Bulletin Board

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The Cognitive Component of Elite High Jumpers’ Preperformance Routines

Thomas Gretton, Lindsey Blom, Dorice Hankemeier, and Lawrence Judge

Preperformance routines are microlevel performance processes utilized by athletes to facilitate the attainment of an optimal state and enhance the chance for successful performance. Despite continued examination of these routines, only a small proportion of research has been directed toward the cognitive component of these routines. This study explored the cognitive component of elite high jumpers’ preperformance routines, and specifically the consistency of the cognitive content (i.e., psychological skills and strategies). Data were acquired over an 8-week high-jump season and subjected to inductive thematic analysis. Results revealed the consistent implementation of the cognitive content (e.g., visualization) but an inconsistent design of this content (i.e., the content of the visualization). Furthermore, results underline the critical role of high-jump coaches and an athlete’s need to be adaptable and competent in utilizing various types of preperformance routine. This study offers valuable insight into the complexities and inconsistencies of the cognitive component of high jumpers’ preperformance routines.

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Volume 33 (2019): Issue 2 (Jun 2019)

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Athlete Burnout Prevention Strategies Used by U.S. Collegiate Soccer Coaches

Emily Kroshus and J.D. DeFreese

Athlete burnout is an important psychological health concern that may be influenced by coach behaviors. Participants were 933 collegiate soccer coaches who described their utilization of burnout prevention strategies. Deductive content analysis was used to categorize and interpret responses. The most frequently endorsed prevention strategies involved managing/limiting physical stressors. Reducing nonsport stressors and promoting autonomy and relatedness were also endorsed. Motivational climate changes and secondary prevention strategies were infrequently reported. These findings can help inform the design of educational programming to ensure that all coaches are aware of the range of ways in which they can help prevent athlete burnout.

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Book and Resource Reviews

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BULLETIN BOARD

Editor’s Note: The Bulletin Board provides current news and information about the field of sport psychology. Featured is news from professional organizations, announcements of upcoming conferences and events, information about innovative developments in teaching and consulting in sport psychology, web resources, job and career opportunities in sport psychology, and names in the news. The success of the Bulletin Board depends, in large, upon the information provided by you. Please send information for possible inclusion in the Bulletin Board to: Rich Neil Ph.D., Research & Enterprise Services, Cardiff Metropolitan University, Western Avenue, Cardiff, CF5 2YB, United Kingdom. Telephone: 44-2920-416-724; e-mail: rneil@cardiffmet.ac.uk with the subject heading TSP Bulletin Board. Thanks for your support.

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The Development of Self-Compassion Among Women Varsity Athletes

Meghan S. Ingstrup, Amber D. Mosewich, and Nicholas L. Holt

The purpose of this study was to explore factors that contributed to the development of self-compassion among highly self-compassionate women varsity athletes. More specifically, the research question was: how did women varsity athletes with high self-compassion perceive they became self-compassionate? To purposefully sample participants, 114 women varsity athletes completed the Self-Compassion Scale (Neff, 2003b). Ten athletes with high self-compassion scores then participated in individual interviews and a follow-up second interview. Data were analyzed using interpretive phenomenological analysis (Smith & Osborn, 2003). Analysis produced three main themes that contributed to the development of self-compassion: (a) role of parents (seeking and receiving help from parents, parents teaching self-kindness, parents putting experiences in perspective); (b) gaining self-awareness; and (c) learning from others (peers, siblings, coaches, sport psychologists). These findings provide insights into the ways in which self-compassion can be learned and taught, and have implications for practitioners who work with women athletes.