This case report described the use of behavioral activation when a former Olympic athlete developed depression after career termination. Four sessions were conducted, one session each week, followed by a boost session 1 month later. In Session 1, the former Olympic athlete displayed mild-to-moderate depression with anxiety and a low quality of life (Montgomery–Åsberg Depression Rating Scale = 21; Generalized Anxiety Disorder-7 Scale = 17; Brunnsviken Brief Quality of Life Scale = 44). By Session 3, the Olympic athlete no longer met the diagnostic criteria for clinical depression or anxiety (Montgomery–Åsberg Depression Rating Scale = 2; Generalized Anxiety Disorder-7 Scale = 7) and the quality of life was improved (Brunnsviken Brief Quality of Life Scale = 60). Follow-up assessments 1-year posttreatment confirmed that the former Olympic athlete continued to improve (Montgomery–Åsberg Depression Rating Scale = 0; Generalized Anxiety Disorder-7 Scale = 0; Brunnsviken Brief Quality of Life Scale = 96). This case report discusses the benefits of proactive support to elite athletes and the use of established clinical psychological treatments, for example, behavioral activation, when athletes develop health-related conditions.
Michael McDougall, Noora Ronkainen, David Richardson, Martin Littlewood, and Mark Nesti
In sport psychology, organizational culture is usually depicted as shared, consistent, and clear—the glue that holds people together so they can achieve success. There is, however, growing discontent in sport psychology with this idea of culture and extensive critiques in other academic domains that suggest this perspective is limited. Accordingly, the authors draw on narrative interviews with participants (n = 7) from different areas of sport and use Martin and Meyerson’s three perspective (integration, differentiation, and fragmentation) approach to culture alongside thematic analysis to reconstruct three “ideal cases” that exemplify each perspective. The findings emphasize a different pattern of meaning in each actors’ narrative and suggest the need to develop a broader, more inclusive concept of culture, so as not to minimize or dismiss cultural content that is not obviously shared, clear, or created by leadership; a course of action that can enhance both research and practice in the area.
Kendra Nelson Ferguson, Craig Hall, and Alison Divine
The study aimed to determine whether athletes who practice biofeedback are able to self-regulate by reaching resonance frequency and gaining physiological control quicker than if practice time integrates imagery or a rest period. Intervention effectiveness (e.g., intervention length, time spent training) was also explored. Twenty-seven university athletes were assigned to one of three groups: (a) biofeedback (i.e., continuous training), (b) biofeedback/imagery (i.e., interspersed with imagery), and (c) biofeedback/rest (i.e., interspersed with a rest period). Five biofeedback sessions training respiration rate, heart rate variability, and skin conductance were conducted. A repeated-measure analysis of variance showed a significant interaction between groups over time (p ≤ .05) for respiration rate, heart rate variability, and skin conductance, indicating that resonance frequency and physiological control was regained following imagery or a rest period. Postmanipulation check data found intervention length and training time to be sufficient. Combining imagery with biofeedback may optimize management of psychophysiological processes.
Alisia G.T.T. Tran
With the aim of supporting anxiety screening of student-athletes, this study examined the psychometric performance of the GAD-7 and GAD-2 for assessing anxiety and other clinical mental health concerns (depression, past-year and recent suicidality) in student-athletes. Data from intercollegiate varsity athletes (N = 7,584) were drawn from the Healthy Minds Study. Reliability estimates were good in the sample. Area under the curve values were excellent for anxiety and fair to good for depression and suicidality. Across all clinical indicators, a cutoff of 6 (GAD-7) and 2 (GAD-2), respectively, yielded the most balanced sensitivity and specificity rates. Both measures positively correlated with functional impairment, academic impact, and perceived mental health and negatively correlated with positive mental health. Overall, results supported the reliability, accuracy, and construct validity of the GAD-7 and GAD-2 in a national student-athlete sample. Discussion focuses on clinical implications and practical usage of the GAD-7 and GAD-2 with student-athletes.
Noora J. Ronkainen, Tatiana V. Ryba, and Jacquelyn Allen-Collinson
Sport provides many youth participants with a central life project, and yet very few eventually fulfill their athletic dreams, which may lead them to disengage from sport entirely. Many studies have explored the processes of athletic retirement, but little is known about how youth athletes actually reconstruct their relationship with sport and embodiment postretirement. The authors explored these issues in the story of “Pilvi,” a Finnish alpine skier who disengaged from sport in her late adolescence. Employing an existential-phenomenological approach, they conducted six low-structured interviews with Pilvi, combined with visual methods, and identified key themes relating to the body, space, culture, and time. Their findings highlight the difficulty of building a new relationship with sport and the often restrictive cultural horizons of sport and exercise culture that limit the “possible selves.” The authors discuss the significant implications for applied practitioners helping youth athletes and effectively supporting them in leaving their sport.
Laura Martin and Martin Camiré
Coaches have been shown to play key roles in the life-skills development and transfer process. The purpose of the study was to examine coaches’ approaches to teaching life skills and their transfer in youth sport. A multiple case study design was employed. Each case was composed of one coach and at least two of their athletes involved in youth baseball, rugby, soccer, and sailing. The data collection involved pre- and postseason interviews and in-season journaling with coaches, as well as postseason interviews with athletes. The results indicated that the coaches predominantly used implicit approaches, with just over half identified as using some explicit approaches to teach life skills. The coaches discussed several factors that influenced their decisions to use or not use explicit life-skills teaching approaches. The results have implications for future research and applied efforts aimed at maximizing the developmental gains athletes can derive from their participation in sport.
Steve M. Smith, Stewart T. Cotterill, and Hazel Brown
The psychological environment where sporting activity is undertaken has been suggested to influence performance. The coach orchestrates practice activities and their perception of the psychological environment has been regularly evaluated in competition research but not in practice. The aim of this study was to explore coach perceptions of the psychological influencing factors present in the practice environment. Participants were six U.K. academy basketball coaches (mean age = 35 years). Data were collected through semi-structured interviews and analyzed using interpretative phenomenological analysis. Five superordinate themes were constructed from data analysis, which were player characteristics, team-first orientation, current performance perceptions, coach characteristics, and coaching structure. Results suggest that the coach has a unique insight into the psychological influencing factors of the practice environment. Combined with the practice environment framework offered by Smith, Cotterill, and Brown, a model is offered to aid practitioners in understanding the interrelatedness of psychological influencing factors in the practice environment.
Jamie Taylor and Dave Collins
There appears to be general agreement that interaction with significant challenge should be a central feature of the development pathways for future high performers. There is, however, far less clarity about how such programs should be designed and delivered against core psychological principles. Accordingly, the purpose of this paper is to offer guidelines for talent development practitioners seeking to offer athletes the opportunity to maximize their growth and development. The authors propose that genuinely developmental experiences will likely offer a level of emotional disturbance and, as a result, more fully engage performers, prompting self and other facilitated reflection, and motivate future action. Furthermore, there is a necessity for these experiences and their follow-up, to be managed in a coherent manner and integrated with existing skills, experience, and future performance aims. In highlighting these issues, the authors offer recommendations for talent development coaches, managers, psychologists, and parents of athletes.