Search Results

school” approaches, characterized by emphasizing results and short-term success already in junior years. Although there are some coaches whose work is guided by a long-term development focus, as is common in Nordic cultures, it is still a challenge, as financial support is also associated with achieving

-old development-level (high school varsity team) competitive baseball player. The first author adopted a client-led approach to develop the athlete’s self-awareness and “navigate” through challenging experiences and situations. The first author assumed an interpretivist and constructivist approach to the

) an organizational culture characterized by a clear structure and coherence, (b) supportive training groups and a well-functioning cooperation between sport and school, and (c) coaches with expert sport-specific and pedagogical knowledge. Although successful ATDEs have been examined across various sports, extended

pause. After some reflection, he said he just wanted Harry to (a) be happy and (b) become the best version of himself, whether that is in football, school, or any other aspect of his life. As clarity with regard to what was important to Tony became more explicit through our dialogue, in line with ACT

recovery and mental health in elite sports has continued to develop and include both athletes and coaches. Today, Göran researches and teaches at the Swedish School of Sport and Health Sciences (GIH), Stockholm, in the field of sports psychology. Göran has also been head of discipline for 10 years within

, I would also consider that my practice incorporates elements of the humanistic school of applied psychology, specifically the relational components of person-centered therapy (PCT). In person-centered therapy, practitioners place emphasis on the working alliance and suggest that the three core

promoting and protecting the mental health of Canada’s university athletes. The second author, Natalie Durand-Bush, is a sport psychology professor and scientist in the School of Human Kinetics at the University of Ottawa. She supervises Krista’s doctoral work. Her areas of interest and specialization

dissertation, John F). Kennedy University . Camiré , M. , Trudel , P. , & Bernard , D. ( 2013 ). A case study of a high school sport program designed to teach athletes life skills and values . The Sport Psychologist, 27 , 188 – 200 . 10.1123/tsp.27.2.188 Carless , D. , & Douglas , K. ( 2013

investigating how these successful year groups emerged and developed together, they only briefly investigated other important agents, such as the role of the parents, the school, and briefly mentioned other factors within the macroenvironment (e.g., physical settings, club, and community size). Indeed

high school, maintaining a job, and reduced problem behaviors (e.g., risk taking, gang membership; DuBois & Silverthorn, 2005 ). High-quality mentor–protégé relationships can also result in relational mentoring (i.e., mentoring relationships meeting the needs of mentors and protégés, fostering