Search Results

We outline the sport psychology service delivery provided to a 23-year-old elite figure skater who reported unhelpful thoughts about her body image that hindered her performance and concentration in training. An acceptance and commitment therapy intervention was implemented over 12 sessions across a 6-month period. The acceptance and commitment therapy matrix was used to conceptualize the client’s “stuckness” and provide a foundation for the techniques implemented. The aim of our work was to increase psychological flexibility, helping the client sit with, rather than change or remove, her unhelpful thoughts, moving her toward the athlete she wanted to be. This case reports how psychological flexibility was achieved through exercises to help the client “unhook” from her unhelpful thoughts about body image. Reflections from the client were obtained to monitor and evaluate the service delivery process. The trainee’s reflections on practice highlight the unpredictability of presenting problems disclosed during service delivery, the isolating and challenging nature of working with elite athletes in private practice, and the need for practitioners to understand the theoretical orientations of their approach.

Consideration of a learners’ biography is deemed to impact on their engagement with formal education and their connection with, and perceived relevance of, educational course content. It is considered equally important to understand coaches who enrol on formal coach learning in sport—their motivations, beliefs, values, existing knowledge, and previous life experiences. This research explored the individual biographies of eight neophyte cycling coaches over an 18-month period following the successful completion of a national governing body coach award. Following 23 formal semistructured interviews and 26 unstructured interviews, deductive thematic narrative analysis revealed three different typologies of coach: the “performance coach”; the “parent-coach”; and the “community coach.” Although the subjective details of the life stories varied according to their idiosyncratic perspective, all participants’ stories broadly followed one of these three identifiable narratives. Identifying different “typologies” of cycling coaches’ answers calls from coach developers to account for the specific backgrounds of coaches’ practices. It is hoped this research will begin the process of developing more personalised approaches to coach education.

This case study outlines the sport psychology service delivery provided to an 18-year-old competitive figure skater. The client reported fearing (re)injury in training following her return to sport, which hindered her performance and concentration in training. An acceptance and commitment therapy (ACT) intervention was implemented over six sessions across a 3-month period. The ACT matrix was used to conceptualize the client’s “stuckness” and provide a foundation for the strategies and techniques implemented. The aim of our work was to increase psychological flexibility, helping the client sit with, rather than change or remove, her unhelpful thoughts, moving her toward the athlete she wanted to be. This case reports how psychological flexibility was achieved through exercises to help the client “unhook” from her thoughts around fear of injury. Reflections from the client and practitioner capture the evaluation of the service delivery process.

The aim of this study was to test the predictions of attentional control theory using the quiet eye period as an objective measure of attentional control. Ten basketball players took free throws in two counterbalanced experimental conditions designed to manipulate the anxiety they experienced. Point of gaze was measured using an ASL Mobile Eye tracker and fixations including the quiet eye were determined using frame-by-frame analysis. The manipulation of anxiety resulted in significant reductions in the duration of the quiet eye period and free throw success rate, thus supporting the predictions of attentional control theory. Anxiety impaired goal-directed attentional control (quiet eye period) at the expense of stimulus-driven control (more fixations of shorter duration to various targets). The findings suggest that attentional control theory may be a useful theoretical framework for examining the relationship between anxiety and performance in visuomotor sport skills.

The current study sought to test the predictions of attentional control theory (ACT) in a sporting environment. Fourteen experienced footballers took penalty kicks under low- and high-threat counterbalanced conditions while wearing a gaze registration system. Fixations to target locations (goalkeeper and goal area) were determined using frame-by-frame analysis. When anxious, footballers made faster first fixations and fixated for significantly longer toward the goalkeeper. This disruption in gaze behavior brought about significant reductions in shooting accuracy, with shots becoming significantly centralized and within the goalkeeper’s reach. These findings support the predictions of ACT, as anxious participants were more likely to focus on the “threatening” goalkeeper, owing to an increased influence of the stimulus-driven attentional control system.

In three experiments, we explored the use of deceptive gaze in soccer penalty takers using eye-tracking equipment. In Experiment 1, players competed against a goalkeeper while taking unconstrained shots. Results indicated that when players used deception (looking to the opposite side to which they shot), they extended the duration of their final aiming (quiet eye) fixation and maintained shooting accuracy. In Experiment 2, with no goalkeeper present, players still used extended quiet-eye durations when using a deceptive strategy, but this time, their accuracy suffered. In Experiment 3, we manipulated the goalkeeper’s location while controlling for the use of peripheral vision and memory of goal size. Results indicated that increased quiet-eye durations were required when using deceptive aiming, and that accuracy was influenced by the position of the goalkeeper. We conclude that during deceptive aiming, soccer players maintain accuracy by covertly processing information related to the goalkeeper’s location.