Browse

You are looking at 11 - 20 of 1,423 items for :

  • Physical Education and Coaching x
  • Psychology and Behavior in Sport/Exercise x
  • The Sport Psychologist x
  • Refine by Access: All Content x
Clear All
Restricted access

Adaptation to Change: A Case Study of a Sailor Who Experienced Multiple Career-Change Events and Became a World Champion

Roy David Samuel

This case study describes the adaptation process of a female sailor experiencing several career-change events and transitions. Qualitative data were collected longitudinally as part of a sport psychology consultation process. Data analysis was guided by the meta-model of adaption in sport. Along two Olympic cycles (i.e., Tokyo 2020 and Paris 2024), the athlete experienced multiple changes. These included two transitions between sailing classes, teaming up with a partner, long training camps, an injury, the coronavirus pandemic, and competing in major championships. Transition demands included building team cohesion and developing self-efficacy and mental strength. The athlete exhibited successful and poor adaptation. The applied work facilitating her successful adaptation is presented. Her adaptation ability developed as she progressed in her career, en route to becoming a world champion. These findings provided initial applied-practice support for the meta-model of adaption in sport.

Restricted access

Exploring Elite Athlete Experiences of Growth: Impact of the COVID-19 Pandemic on Well-Being

Erin Howard-Cook and Karen Howells

The aim of the current study was to explore elite athletes’ experiences of the COVID-19 pandemic and its impact on both growth and well-being. Informed by two complementary theoretical models, this research focused on elite athletes’ potential to experience growth. Five elite athletes completed the Stress-Related Growth Scale–Revised and underwent semistructured interviews to develop a narrative of their experiences. Through a thematic analysis, we articulated elite athletes’ experiences of both illusory and real adversarial growth following the COVID-19 pandemic. Four themes illustrated their experiences: the COVID-19 experience, searching for positives, self-transformation, and the social impact. A fifth theme, well-being, was integral throughout, involving the continued protection and development of athlete well-being. Future research recommendations and implications include further exploration of adversarial growth experiences after the pandemic and long-term effects of the pandemic on elite athletes, the creation of an adversarial growth measure, and engagement with this research to inform support measures to decrease the impact of adversity on elite athletes’ well-being.

Restricted access

A Two-Sample Examination of the Relationship Between Trait Emotional Intelligence, Burnout, and Coping Strategies in Athletes

Pia Zajonz, Robert S. Vaughan, and Sylvain Laborde

Competitive sport has the potential to increase chronic stress and, hence, the risk of burnout. The aim of this paper was, first, to examine the relationship between athlete burnout and trait emotional intelligence (TEI) and, second, to look at the mediating role of coping strategies between TEI and athlete burnout. In two samples of athletes (N 1 = 290; N 2 = 144), we conducted correlation analyses linking dimensions of TEI with athlete burnout and found negative correlations. We then tested a structural equation model in the second sample, hypothesizing an indirect link between TEI and athlete burnout via coping strategies. Results showed a mediation effect of emotion-focused to problem-focused coping between TEI and athlete burnout. Avoidance coping showed a positive direct effect on athlete burnout. Further research should investigate effective coping strategies and clarify whether emotional intelligence training may be used to protect athletes from developing burnout.

Restricted access

Cohesion and Heterosexist Attitudes in Men’s Collegiate Athletics

Elizabeth M. Mullin, Meghan K. Halbrook, Ryan Socolow, and Anna Bottino

While attitudes toward gay men in sport have improved, sexual prejudice persists in sport, with the potential to decrease team social bonds. We examined the relationship between heterosexist attitudes and cohesion in men’s collegiate sports. Male college athletes (N = 264) completed the Heterosexist Attitudes in Sport–Gay Men scale and the Group Environment Questionnaire. We found a significant multivariate relationship among heterosexist attitudes and cohesion, Λ = .88, F(8, 518) = 4.28, p < .001, with 10.6% overlapping variance between the two variate sets. Cognitive/affective heterosexist attitudes, attraction to group-task, group integration-task, and group integration-social contributed to the relationship. Heterosexism and sexual prejudice may serve as distractions from team objectives. Mental performance consultants working within men’s college sport should challenge negative stereotypes of lesbian, gay, bisexual, and queer individuals; reward inclusive efforts; and leverage team building to reduce heterosexism in sport.

Restricted access

Attentional Foci and Coping Strategies During Matches of Young Fencers in a Training Center: A Naturalistic Video-Assisted Study

Mathéo Maurin, Maëlle Bracco, Steven Le Pape, Noémie Lienhart, Cyril Bossard, Julie Doron, and Guillaume Martinent

The purpose of this study was twofold: (a) identify attentional foci (AF) and coping strategies used by young fencers during matches and (b) explore the links between these variables using a grounded-theory approach. Using a naturalistic qualitative video-assisted approach, analyses revealed the emergence of five categories of AF (movements and techniques, strategies and tactics, situation evaluation, states, and extraneous attention) and six categories of coping strategies (mastery coping, internal regulation, goal-withdrawal strategies, behavioral regulation, no regulation, and automatic regulation). The grounded theory highlighted that pleasant emotional experiences tended to be related to mastery coping, which in turn favored the orientation of the attention toward AF that appeared to be most effective in winning points (i.e., opponent, distance, plan). Conversely, unpleasant emotional experiences were consistently associated with goal-withdrawal strategies (or no regulation), which generally led to a lack of AF and lower performance. Intervention suggestions are made in relation to the results of the proposed grounded theory.

Restricted access

Reexamining the Association Between Preseason Challenge and Threat States and Performance Across the Season

Matthew Jewiss, Chris Hodgson, and Iain Greenlees

Challenge and threat (C/T) states have been shown to predict sport performance under pressure. Nevertheless, only one study has examined whether preseason C/T states are associated with season-long performance, yielding promising findings. Despite promising findings, this work is not without limitations that warrant addressing. We aimed to address these limitations and contribute to the scarce literature which tests the effect of anticipatory C/T states on longer term performance. Thirty-eight amateur cricketers prepared and delivered two counterbalanced speeches: a control speech and a speech about an important cricket batting situation approximately 16 weeks prior to the start of their competitive season. Regression analysis showed that cardiovascular reactivity in anticipation of delivering a speech about an important cricket batting scenario the next season did not predict season-long batting performance. The findings have potential to challenge the role C/T states play in predicting longer term performance in the sport domain.

Restricted access

Volume 38 (2024): Issue 2 (Jun 2024)

Restricted access

Bulletin Board

Restricted access

A Phenomenological Evaluation of the Psychological Factors That Influence Motorsports Performance

Christopher R. Hill, Kathleen T. Mellano, Haley B.P. Trujillo, and David P. Ferguson

Race car drivers not only face high-speed challenges but also need to manage complex team dynamics and sponsor relations and are exposed to unique fan access while competing. This study examines the unique psychological aspects of motorsports and how race car drivers currently train psychological skills to match these distinctive demands. Adopting a phenomenological approach, this study involved semistructured interviews with 11 professional race car drivers. The interviews focused on drivers’ psychological experiences during racing and their psychological preparation. Thematic analysis of the interview data revealed key psychological factors impacting performance. These included concentration, confidence, anxiety, managing emotional states, unique social aspects, and motivation. Drivers also had an interest in psychological-skills training but reported a lack of resources and consistent application. This study highlights the unique psychological challenges presented in motorsports, and the findings underscore the need for targeted psychological-skills training and resources for race car drivers.

Restricted access

A Longitudinal Multicase Study About the Board-Game Format of an Educational Self-Talk Intervention

Vassilis Mathas, Philip Solomon-Turay, Antonis Hatzigeorgiadis, James Hardy, and Alexander T. Latinjak

This study explored goal-directed self-talk and its optimization through educational self-talk interventions, focusing on a novel sports-oriented board-game intervention. Examining a practitioner’s experiences and diverse participant profiles, including an elite tennis player, a recreational athlete, a football referee, and a tennis coach, the research employed four in-depth case studies. A unique aspect of this study involved intentional control transfer from practitioner to client, documented through a practitioner diary and postintervention interviews. Participants generally expressed appreciation for the intervention; however, the coach’s case necessitated bespoke adjustments, underscoring the importance of contextual sensitivity in applied practice. The educational self-talk intervention reportedly facilitated the analytical deconstruction of challenges, enhancing self-regulation through goal-directed self-talk. The study underscored the pedagogical merit of the board game and observed a substantive transfer of control from practitioner to participant over the intervention’s longitudinal trajectory. Detailed recommendations have been crafted for practitioners to implement the educational self-talk intervention effectively in their practice.