This focus group study examined the sources of enjoyment and nonenjoyment among younger and older English children in the sampling years of sport participation (ages 7–12). Concurrent inductive and deductive content analysis revealed that, consistent with previous research, younger and older children reported sources of enjoyment such as perceived competence, social involvement and friendships, psychosocial support, and a mastery-oriented learning environment. Nonenjoyment sources included inappropriate psychosocial support, increasing competitive orientation, negative feedback and reinforcement, injuries, pain, and demonstrating a lack of competence. Differences between younger and older children’s sources of enjoyment and nonenjoyment also emerged. Younger children reported movement sensations as a source of enjoyment and punishment for skill errors and low informational support as nonenjoyment sources. Older children reported social recognition of competence, encouragement, excitement, and challenge as sources of enjoyment with rivalry, overtraining, and high standards as sources of nonenjoyment. These differences underscore the importance of tailoring youth sport in the sampling years to the needs of the child.
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A Qualitative Study of Sport Enjoyment in the Sampling Years
Paul J. McCarthy and Marc V. Jones
Doing Sport Psychology: Personal-Disclosure Mutual-Sharing in Professional Soccer
Phyllis M. Windsor, Jamie Barker, and Paul McCarthy
This study evaluated the effects of a personal-disclosure mutual-sharing (PDMS) intervention on team cohesion and communication among 21 male professional soccer players from a top division club within the United Kingdom (UK) before an important match in the latter stages of a domestic cup competition. Data from the Group Environment Questionnaire (GEQ) and the British Scale for Effective Communication in Team Sports (BRSECTS) showed no statistically significant changes in cohesion or positive and negative communication from pre to postintervention (i.e., pretest to posttest); yet the team performed above their expectations in the important match only to lose in a penalty shoot-out. Social validation data further revealed that most players felt the intervention was worthwhile and benefitted the team by enhancing closeness, understanding of teammates, and communication. We discuss strategies and guidance for sport psychologists considering a PDMS intervention in the context of professional sport teams. Future research directions considering the effects of PDMS with other professional and youth UK sports, collective efficacy, and social identity is outlined.
Book and Resource Reviews
Paul McCarthy, Frank D. Perry, Derek Schwandt, and Wade Gilbert
A Life-Span Approach to Understanding and Managing Choking With a Youth Athlete
Zoe Louise Moffat, Paul Joseph McCarthy, Lindsey Burns, and Bryan McCann
Life-span perspectives illustrate the critical features of development that clients experience; however, little evidence exists to illustrate how to integrate these approaches or use them in sport and exercise contexts. Attending to a clients’ developmental stage is a critical component of ethical and effective professional practice. We present an account of how we considered, selected, or dismissed components of life-span perspectives throughout the stages of service delivery with James, a youth sport athlete presenting with “choking” difficulties. The life-span approach offered a context to understand James’s presenting difficulty to determine the appropriateness and applicability of intervention, and acknowledged bias and experience of the psychologist.
Consulting on Tour: A Dual-Phase Personal-Disclosure Mutual-Sharing Intervention and Group Functioning in Elite Youth Cricket
Jamie B. Barker, Andrew L. Evans, Pete Coffee, Matt J. Slater, and Paul J. McCarthy
In a one group pretest-posttest design, 15 elite academy cricketers were exposed to two personal-disclosure mutual-sharing (PDMS) sessions during a preseason tour. Within PDMS1, athletes disclosed (via prepared speeches) relationship-oriented information and within PDMS2, mastery oriented information. Social identity, social identity content, and collective efficacy were measured at baseline (1 week before the tour), post-PDMS1, midpoint, and post-PDMS2, while social validation was also obtained after each intervention session. Quantitative data revealed significant increases in social identity and friendships identity content at post-PDMS1, and results identity content and collective efficacy at post-PDMS2. Qualitative social validation data highlighted the thoughts and feelings of the athletes before their speeches and supported the effectiveness of the PDMS sessions. In sum, the data suggest practitioners can develop team outcomes (e.g., a focus on results) through developing specific aspects of teams’ identities. Study limitations, practitioner guidelines, and areas for future research are discussed.