There is a significant need for identifying marketing techniques and strategies to enhance the career opportunities of the sport psychologist. Unfortunately, few sport psychologists have the entrepreneurial skills needed to reach alternative target markets. Professional service marketing can help the sport psychologist identify and develop strategies for employment and career opportunities. This paper examines current issues concerning the sport psychology profession, the role of marketing in professional service organizations, and a six-step marketing procedure for creating a professional marketing plan for the sport psychologist. The six steps of the marketing process include (a) situational analysis, (b) identification of service availability, (c) market assessment, (d) identification of decision-making roles, (e) marketing plan, and (f) evaluation process.
Charmaine DeFrancesco and Joseph J. Cronin
Darren J. Burgess and Geraldine A. Naughton
Traditional talent development pathways for adolescents in team sports follow talent identification procedures based on subjective games ratings and isolated athletic assessment. Most talent development models are exclusive rather than inclusive in nature. Subsequently, talent identification may result in discontentment, premature stratification, or dropout from team sports. Understanding the multidimensional differences among the requirements of adolescent and elite adult athletes could provide more realistic goals for potential talented players. Coach education should include adolescent development, and rewards for team success at the adolescent level should reflect the needs of long-term player development. Effective talent development needs to incorporate physical and psychological maturity, the relative age effect, objective measures of game sense, and athletic prowess. The influences of media and culture on the individual, and the competing time demands between various competitions for player training time should be monitored and mediated where appropriate. Despite the complexity, talent development is a worthy investment in professional team sport.
Lori M. Cox, Christopher D. Lantz and Jerry L. Mayhew
Early identification of potentially harmful eating patterns is critical in the effective remediation of such behaviors. The purpose of this investigation was to examine the degree lo which various factors including gender, family history, and athletic status predict disordered eating behavior; social physique anxiety and percent body fat were added as potential predictor variables. The eating behaviors of student-athletes and nonathlete students were also compared. One hundred eighty undergraduate students (males = 49, females =131) provided demographic information and completed the Eating Attitudes Test (EAT) and the Social Physique Anxiety Scale (SPAS). Stepwise multiple-regression analysis indicated that social physique anxiety, gender, and body fat (%Fat) combined to predict 34% of disordered eating behaviors: EAT = 0.921 SPA - 1.05 %Fat + 10.95 Gender (1 = M. 2 = F) - 17.82 (R 2 = .34, SE = 4.68). A one-way ANOVA comparing ihe eating behaviors of athletes and nonathletes revealed no significant difference between these groups.
The objective of this article is to reply to Dr. Albert Ellis’s application of his rational emotive behavioral therapy (REBT) paradigm to the issue of exercise and sport avoidance. This article begins with a consideration of why people avoid exercise and sport participation and an identification of what needs to be modified for people to initiate and adhere to exercise and sport programs. Then, in reponse to Dr. Ellis’s discussion, some of the key elements of his proposed program are reviewed. Additionally, some of his techniques are reinterpreted in a manner with which exercise/sport psychologists may be more familiar. Also, some suggestions are offered to enhance the impact of REBT to exercise and sport avoidance.
Camilla J. Knight and Nicholas L. Holt
The purposes of this study were to identify the strategies parents use to be able to support their children’s involvement in competitive tennis and identify additional assistance parents require to better facilitate their children’s involvement in tennis. Interviews were conducted with 41 parents of junior players in the United States. Data analysis led to the identification of 4 strategies parents used to be able to support to their children: spouses working together, interacting with other parents, selecting an appropriate coach, and researching information. Five areas where parents required additional assistance were also identified. These were understanding and negotiating player progression, education on behaving and encouraging players at tournaments, evaluating and selecting coaches, identifying and accessing financial support, and managing and maintaining schooling. These findings indicated that parents “surrounded themselves with support” to facilitate their children’s involvement in tennis but required additional information regarding specific aspects of tennis parenting.
Margaret M. Coleman and Murray Mitchell
The purpose of this study was to develop a strategy to assess two facets of the supervisory responsibilities of Cooperating Teachers (CTs): (a) what CTs choose to observe during a lesson when preparing to offer comments to a student teacher and (b) what CTs choose to bring to the attention of student teachers after observing a lesson. The purpose also was to determine the usefulness of the strategy in discriminating among CTs that may have different preparation backgrounds for supervisory duties. Eighteen elementary level CTs participated by individually watching a videotaped lesson, preparing a written critique, and responding to interviews regarding the supervision of a student teacher. Results support the strategy used as a viable means for identifying selected supervisory abilities of CTs, facilitating the identification of discernible similarities and differences among CTs, and discriminating between two groups of CTs with different backgrounds.
Jürgen Beckmann and Michael Kellmann
In this paper we discuss some of the factors sport psychologists should consider before administering questionnaires or other formal assessment instruments to athletes. To be used effectively, assessment instruments need to be (a) reliable and valid for the individual athlete or sport group in question, (b) seen as useful by the athlete(s) completing the instrument, and be (c) completed honestly by the athlete(s). Additional objectives sport psychologists should strive to achieve include a clear identification of the purpose of the assessment instrument, the commitment of athlete and coach to the assessment process, and the maintenance of a clear channel of communication with coaches and athletes throughout the period of psychological assessment, training, feedback, evaluation, and adjustment.
Patricia S. Miller and Gretchen A. Kerr
This study examined the role experimentation of university student athletes using in-depth interviews. The results revealed participants’ role experimentation was limited to three spheres: athletic, academic, and social. Participants’ exploration of and commitment to roles revealed a two-stage model of identity formation. The first stage, Over-Identification with the Athlete Role, revealed a singular focus on athletics that persisted throughout much of the participants’ university careers. The second stage, Deferred Role Experimentation, reflected an increased investment in academic and social roles in the participants’ upper years. Results were consistent with previous findings of an athletic identity among intercollegiate student-athletes (Brewer, Van Raalte, & Linder, 1993), but supported Perna, Zaichkowsky, and Bocknek’s (1996) suggestion that identity foreclosure may have been overgeneralized.
The purpose of the present study was to describe patterns in the dynamics of families of talented athletes throughout their development in sport. Four families, including three families of elite rowers and one family of an elite tennis player were examined. The framework provided by Ericsson, Krampe, and Tesch-Römer (1993) to explain expert performance served as the theoretical basis for the study. Ericsson et al. suggested that the acquisition of expert performance involves operating within three types of constraints: motivational, effort, and resource. In-depth interviews were conducted with each athlete, parent, and sibling to explore how they have dealt with these three constraints. A total of 15 individual interviews were conducted. Results permitted the identification of three phases of participation from early childhood to late adolescence: the sampling years, the specializing years, and the investment years. The dynamics of the family in each of these phases of development is discussed.
Graham Jones, Sheldon Hanton and Declan Connaughton
The authors conducted an investigation of mental toughness in a sample population of athletes who have achieved ultimate sporting success. Eight Olympic or world champions, 3 coaches, and 4 sport psychologists agreed to participate. Qualitative methods addressed 3 fundamental issues: the definition of mental toughness, the identification of its essential attributes, and the development of a framework of mental toughness. Results verified the authors’ earlier definition of mental toughness and identified 30 attributes that were essential to being mentally tough. These attributes clustered under 4 separate dimensions (attitude/mindset, training, competition, postcompetition) within an overall framework of mental toughness. Practical implications and future avenues of research involving the development of mental toughness and measurement issues are discussed.