The purpose of this paper is to propose a five-stage process for establishing both validity and reliability in new systematic observation instruments. The process is contextualized within the working behaviors of elite level rugby union coaches within the practice setting. The sequential stages began with observer training and progressed through the identification of coaching behaviors through induction (to establish content validity), to establishing face validity through a domain-referenced test. The objectivity and reliability of the developed behavioral classifications are determined through an interobserver agreement test while, finally, the researcher’s ability to reliably reproduce data with the developed instrument is determined using a test/retest intraobserver reliability check. The developed instrument (the Rugby Union Coaches Observation Instrument: RUCOI) is deemed able to record the situationally unique behaviors arising from the nature of the sport and of the elite standard, both of which were considered to impinge upon the pedagogical process in the said context.
Clive J. Brewer and Robyn L. Jones
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.
Daniel Gould, Larry Lauer, Cristina Rolo, Caroline Jannes and Nori Pennisi
This study was designed to investigate experienced coaches’ perceptions of the parent’s role in junior tennis and identify positive and negative parental behaviors and attitudes. Six focus groups were conducted with 24 coaches. Content analysis of coaches’ responses revealed that most parents were positive influences and espoused an appropriate perspective of tennis, emphasized child development, and were supportive. In contrast, a minority of parents were perceived as negative, demanding and overbearing, and exhibiting an outcome orientation. New findings included parents’ setting limits on tennis and emphasizing a child’s total development, as well as the identification of behaviors that represent parental overinvolvement and that negatively affect coaching. Results are discussed relative to sport-parenting literature, and practical implications are outlined.
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.
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.
Kathy C. Graham
This article describes the movement tasks (Rink, 1985) in which students engaged during a 14-lesson volleyball unit in an eighth-grade physical education class, and the differential motor skill responses of high- and low-skilled target students during the practice of these tasks. Audio and videotaped records were made of each lesson. Analysis focused on the identification of the movement tasks that were verbally presented by the teacher during the lessons, the determination of students’ level of engagement in these tasks, and the frequency and rate of motor skill responses/successful motor skill responses during task practice for three high- and three low-skilled students. Thirteen major movement tasks were identified that formed a simple to complex progression of activities. A high level of consistent student engagement in tasks was observed, as well as differential performance outcomes for students of high/low skill levels. The results reveal the complexity of providing appropriate instruction for different skill levels in a class. Implications for research and teacher education programs are discussed.
Sabrina Skorski, Oliver Faude, Chris R. Abbiss, Seraina Caviezel, Nina Wengert and Tim Meyer
To date, there has been limited research examining the influence of pacing pattern (PP) on middle-distance swimming performance. As such, the purpose of the current study was to examine the influence of PP manipulation on 400-m freestyle swimming performance.
15 front-crawl swimmers (5 female, 10 male; age 18 ± 2 y) performed 3 simulated 400-m swimming events. The initial trial was self-selected pacing (PPSS). The following 2 trials were performed in a counterbalanced order and required participants to complete the first 100 m more slowly (PPSLOW: 4.5% ± 2.2%) or quickly (PPFAST: 2.4% ± 1.6%) than the PPSS trial. 50-m split times were recorded during each trial.
Overall performance time was faster in PPSS (275.0 ± 15.9 s) than in PPFAST (278.5 ± 16.4 s, P = .05) but not significantly different from PPSLOW (277.5 ± 16.2 s, P = .22). However, analysis for practical relevance revealed that pacing manipulation resulted in a “likely” (>88.2%) decrease in performance compared with PPSS.
Moderate manipulation of the starting speed during simulated 400-m freestyle races seems to affect overall performance. The observed results indicate that PPSS is optimal in most individuals, yet it seems to fail in some swimmers. Future research should focus on the identification of athletes possibly profiting from manipulations.
Elaine M. Blinde and James E. Tierney III
This study explored in depth the process by which sport psychology ideas and techniques are diffused into elite-level swimming programs in the United States. Three stages in the diffusion process were examined: initial exposure, degree of receptivity, and rate of implementation. A questionnaire designed to measure this diffusion process was mailed to the 165 Level 5 coaches in the U.S. Sources through which coaches are exposed to sport psychology were identified, as well as factors influencing levels of receptivity and implementation. Intercorrelations among initial exposure, receptivity, and implementation were also examined and factors were identified that may reduce levels of receptivity and implementation. Findings suggest that despite only a moderate degree of exposure, coaches are generally receptive and willing to implement sport psychology into their programs. Major obstacles to both receptivity and implementation were generally related to structural aspects of amateur swimming in the U.S. or the sport psychology community. Identification of such factors can help the sport psychology community improve the process by which its knowledge base is diffused into the sporting community.
Jorge E. Morais, António J. Silva, Daniel A. Marinho, Ludovic Seifert and Tiago M. Barbosa
To apply a new method to identify, classify, and follow up young swimmers based on their performance and its determinant factors over a season and analyze the swimmers’ stability over a competitive season with that method.
Fifteen boys and 18 girls (11.8 ± 0.7 y) part of a national talent-identification scheme were evaluated at 3 different moments of a competitive season. Performance (ie, official 100-m freestyle race time), arm span, chest perimeter, stroke length, swimming velocity, speed fluctuation, coefficient of active drag, propelling efficiency, and stroke index were selected as variables. Hierarchical and k-means cluster analysis were computed.
Data suggested a 3-cluster solution, splitting the swimmers according to their performance in all 3 moments. Cluster 1 was related to better performances (talented swimmers), cluster 2 to poor performances (nonproficient swimmers), and cluster 3 to average performance (proficient swimmers) in all moments. Stepwise discriminant analysis revealed that 100%, 94%, and 85% of original groups were correctly classified for the 1st, 2nd, and 3rd evaluation moments, respectively (0.11 ≤ Λ ≤ 0.80; 5.64 ≤ χ2 ≤ 63.40; 0.001 < P ≤ .68). Membership of clusters was moderately stable over the season (stability range 46.1–75% for the 2 clusters with most subjects).
Cluster stability is a feasible, comprehensive, and informative method to gain insight into changes in performance and its determinant factors in young swimmers. Talented swimmers were characterized by anthropometrics and kinematic features.
Michael Wilkinson, Damon Leedale-Brown and Edward M. Winter
We examined the validity and reproducibility of a squash-specifc test designed to assess change-of-direction speed.
10 male squash and 10 male association-football and rugby-union players completed the Illinois agility run (IAR) and a squash change-of-direction-speed test (SCODS) on separate days. Tests were repeated after 24 h to assess reproducibility. The best time from three attempts was recorded in each trial.
Performance times on the IAR (TE 0.27 s, 1.8%, 90% CI 0.21 to 0.37 s; LOA -0.12 s ± 0.74; LPR slope 1, intercept -2.8) and SCODS (TE 0.18 s, 1.5%, 90% CI 0.14 to 0.24 s; LOA 0.05 s ± 0.49; LPR slope 0.95, intercept 0.5) were reproducible. There were no statistically significant differences in performance time between squash (14.75 ± 0.66 s) and nonsquash players (14.79 ± 0.41 s) on the IAR. Squash players (10.90 ± 0.44 s) outperformed nonsquash players (12.20 ± 0.34 s) on the SCODS (P < .01). Squash player rank significantly correlated with SCODS performance time (Spearman’s ρ = 0.77, P < .01), but not IAR performance time (Spearman’s ρ = 0.43, P = .21).
The results suggest that the SCODS test is a better measure of sport-specific capability than an equivalent nonspecific field test and that it is a valid and reliable tool for talent identification and athlete tracking.