Collegiate rugby is a competitive, collision sport, yet insufficient empirical evidence exists regarding participants’ perspectives on pain and injury. This study addressed male and female rugby players’ experiences with injury, and their views about playing through pain and injury. Eleven rugby players (five male; six female) competing in USA Rugby’s National College 7’s tournament participated in semistructured interviews, which were recorded, transcribed, and content-analyzed. Two major themes emerged: passion for sport and sport ethic. Passion for sport was composed of (a) love of the sport, (b) meaning of the sport, and (c) desire to be on the field. Sport ethic included: (a) helping the team, (b) game time sacrifice, (c) personality, (d) minimize, and (e) accepted behavior. The researchers explain these findings and propose strategies for increasing future athletes’ understanding of the dangers associated with playing through pain, and confronting the currently accepted culture of risk.
Leilani Madrigal, Jamie Robbins, Diane L. Gill, and Katherine Wurst
Chris G. Harwood, Jamie B. Barker, and Richard Anderson
This study examined the effectiveness of a longitudinal 5C coaching intervention (Harwood, 2008), focused on promoting behavioral responses associated with commitment, communication, concentration, control, and confidence in youth soccer players. Five players, their parents and a youth academy soccer coach participated in a single-case multiple-baseline across individuals design with multiple treatments. Following baseline, the coach received sequential education in the principles of each C subsequent to integrating relevant strategies in their coaching sessions. During the five intervention phases, players completed assessments of their behavior in training associated with each C, triangulated with observationbased assessments by the coach and the players’ parents. Results indicated psychosocial improvements with cumulative increases in positive psychosocial responses across the intervention for selected players. Changes in player behavior were also corroborated by parent and coach data in conjunction with postintervention social validation. Findings are discussed with respect to the processes engaged in the intervention, and the implications for practitioners and applied researchers.
Michael J. Mosley, Desiree’ J. Frierson, Yihan Cheng, and Mark W. Aoyagi
The real world practice of sport and performance psychology will inevitably present the practitioner with performers for whom spirituality is the supreme motivator (Balague, 1999). Spirituality and sport, despite its practical relevance, is an underdeveloped and sometimes misunderstood combination (Nesti, 2007). The aim of this study was to reveal the individual experiences of athletes as they integrate spirituality and their sport participation. Five high level athletes (1 female, 4 male), each holding a Christian worldview were interviewed. A strategically designed interview guide illuminated several key themes, which Watson and Nesti (2005) suggested, would contribute much to the existing literature. Out of these themes, practical implications have been considered for the delivery of sport and performance psychology services to Christian athletes. Evidenced by this study, is the reality that some Christian athletes present a unique perspective through which appropriately tailored sport psychology services can readily precipitate personal excellence in sport and life.
Edel Langan, John Toner, Catherine Blake, and Chris Lonsdale
We conducted a cluster randomized controlled trial (RCT) to test the effects of a self-determination theory-based intervention on athlete motivation and burnout. In addition, we examined the feasibility and acceptability of the intervention. We randomly assigned youth Gaelic football coaches (N = 6) and their teams to an experimental or a delayed treatment control group (n = 3 each group). We employed linear mixed modeling to analyze changes in player motivation and burnout as a result of their coach participating in a 12-week SDT-based intervention. In addition, we conducted a fidelity assessment to examine whether the intervention was implemented as planned. The findings demonstrated the feasibility and acceptability of implementing a self-determination theory-based intervention in the coaching domain. In addition, this study demonstrated favorable trends in the quality of player motivation and burnout symptoms as a result of an SDT-based intervention.
Lee-Ann Sharp, Ken Hodge, and Steve Danish
The purpose of this investigation was to; (a) examine what experienced SPCs perceived to be the necessary components of the sport psychology consulting relationship, and (b) examine individual contributions of the SPC and client to the consulting relationship. Purposeful sampling was used to recruit 10 experienced SPCs (8 male and 2 female, M age = 50.44 years, M years consulting experience = 21.67 years) who held current sport psychology accreditation/certification and who had considerable consulting experience. Following individual interviews, extensive content analysis revealed that the sport psychology consulting relationship was reflective of (a) rapport, (b) respect, (c) trust, (d) a partnership, and (e) a positive impact on the client. Members of the consulting relationship made individual contributions to the relationship; SPCs contributed; (a) honesty, (b) commitment, (c) knowledge and expertise, (d) counseling skills, and (e) professional ethical behavior. With clients contributing; (a) openness to change, (b) honesty, and (c) willingness to work.
Joey Ramaeker and Trent A. Petrie
We explored athletic trainers’ (ATs) beliefs regarding the roles of fellow ATs and sport psychologists (SPs) when working with athletes, and assessed where ATs’ typically refer athletes with psychological concerns. ATs’ beliefs and referral preferences across three hypothetical sport performance scenarios also were evaluated. ATs viewed aiding athletes’ psychological recovery from injury as their most acceptable role followed by teaching mental skills and counseling regarding personal issues. ATs rated SPs’ roles similarly. Regarding the scenarios, ATs were most likely to refer to a SP when performance was affected by mental factors. Considering performance difficulties attributed to interpersonal concerns, ATs were most likely to refer to a counselor. When recovering from physical injury, ATs viewed referring to a sport psychologist and assisting on their own as equally viable options. ATs’ views regarding their roles and referral preferences likely reflect educational and clinical experiences. Collaboration between athletic training and sport psychology professional organizations and individual professionals is warranted to enhance athlete care.
Michael McDougall, Mark Nesti, and David Richardson
The challenges encountered by sport psychologists operating within elite and professional sports teams have arguably been inadequately considered (Nesti, 2010). It has been suggested that this may be due to the inaccessibility of elite team environments (Eubank, Nesti, & Cruickshank, 2014; Nesti, 2010). The purpose of this research was to examine the challenges facing practitioners who operate in elite environments and to illuminate how these were experienced. Qualitative interviews with six experienced applied sport psychologists were conducted and a narrative themed analysis undertaken. Four main themes emerged as most prevalent and meaningful: challenges to congruence, a broader role: managing multiple relationships, the influence of elite sport cultures, and surviving and thriving were presented in narrative form. Practitioners provided experiential insight into how specific challenges were understood and dealt with, and how they are able to provide an effective service while managing themselves and the demands of the environment.
Sandra E. Short and Frazer Atkinson
Tim Woodman, Matthew Barlow, and Recep Gorgulu
We present two novel tests of Wegner’s (1994) theory of ironic processes of mental control using a hockey penalty-shooting task (Study 1) and a dart throwing task (Study 2). In Study 1 we aimed to address a significant limitation of ironic effects research in a performance setting by differentiating nonironic performance error from specifically ironic performance error. When instructed not to miss in a specific direction, anxious performers did so a significantly greater number of times; importantly, there was no difference in nonironic error, which provides the first specific support for Wegner’s theory in a performance setting. In Study 2, we present the first examination of the precision of ironic errors. When anxious, participants performed not only more ironically but also performed more precisely in the to-be-avoided zone than when they were not anxious. We discuss the results in the context of the importance of specific instructions in coaching environments.