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Robin S. Vealey

This decade has been marked by the development of several approaches to psychological skills training (PST). To assess current trends in PST in order to ascertain if consumers’ needs are being met, a content analysis of PST approaches published in books in North America between 1980 and 1988 was conducted with regard to target populations, content areas, and format characteristics. Based on the content analysis, six needs representing viable future directions for PST are outlined. These needs include targeting youth and coaches in addition to elite athletes, moving beyond basic education into specific implementation procedures, differentiating between psychological skills and methods, adopting a holistic approach based on the interactional paradigm and a personal development model, defining the practice of sport psychology based on the personal development of sport consumers, and facilitating the theory/practice relationship through research-based PST programming and evaluation research.

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Robin S. Vealey

The editorial mission of The Sport Psychologist (TSP) emphasizes the development and implementation of knowledge to enhance the practice of sport psychology. A comprehensive review of all articles published in TSP from 1987 to 1992 was conducted to identify significant trends in knowledge development and implementation since the journal was established. One hundred seventy-six articles were examined and classified based on design, method, objective (scientific or professional), subject characteristics, author characteristics, and content area. Trends that were identified from the review include an emphasis on correlational designs, an increase in intervention studies and the use of case designs, and homogeneity of subjects and authors. Three future directions for advances in applied sport psychology are advocated to increase social relevance, enhance creativity, and reconceptualize the traditional paradigm of knowledge development.

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Matthew Pain and Chris Harwood

This article describes a team building intervention with a soccer team during a competitive season. Based on a mutual sharing paradigm we facilitated a series of four team meetings in which team functioning was openly discussed. These meetings were based upon highly structured performance reviews completed by players after each match and analyzed to provide the stimulus for discussion. We adopted a single-case, time series design with multiple pretests and posttests. A postintervention focus group was also conducted with the players. Results suggest the intervention led to improvements in perceptions of team functioning (cohesion, communication, and trust and confidence in teammates), training quality, self-understanding, player ownership and team performance. Players associated the meetings with themes of honesty, open team discussion, sharing of information, and improved communication. The results support the efficacy of team building interventions designed to encourage open discussion of team functioning.

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Juliette Stebbings, Ian M. Taylor, Christopher M. Spray and Nikos Ntoumanis

Embedded in the self-determination theory (Deci & Ryan, 2000) framework, we obtained self-report data from 418 paid and voluntary coaches from a variety of sports and competitive levels with the aim of exploring potential antecedents of coaches’ perceived autonomy supportive and controlling behaviors. Controlling for socially desirable responses, structural equation modeling revealed that greater job security and opportunities for professional development, and lower work–life conflict were associated with psychological need satisfaction, which, in turn, was related to an adaptive process of psychological well-being and perceived autonomy support toward athletes. In contrast, higher work–life conflict and fewer opportunities for development were associated with a distinct maladaptive process of thwarted psychological needs, psychological ill-being, and perceived controlling interpersonal behavior. The results highlight how the coaching context may impact upon coaches’ psychological health and their interpersonal behavior toward athletes. Moreover, evidence is provided for the independence of adaptive and maladaptive processes within the self-determination theory paradigm.

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Guy Faulkner and Andrew Sparkes

As part of the emergence of alternative research paradigms in exercise and sport psychology, we draw upon data from an ethnographic study of 3 individuals with schizophrenia to explore the use of exercise as an adjunct therapy for schizophrenia. A 10-week exercise program of twice-weekly sessions was implemented. Participant observation and interviews with participants and their assigned key-workers were the primary sources of data collection used. The influence of exercise on the lives of participants and their mental health and the underlying mechanisms of change were explored. Our findings indicate that exercise has the potential to help reduce participants’ perceptions of auditory hallucinations, raise self-esteem, and improve sleep patterns and general behavior. The process of exercising, via the provision of distraction and social interaction rather than the exercise itself, was very influential in providing these benefits. In conclusion, we strongly recommend the inclusion of exercise as an adjunct treatment in psychiatric rehabilitation.

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Artur Poczwardowski, Clay P. Sherman and Ken Ravizza

Practitioners in helping professions have recognized the importance of philosophy of service as a fundamental factor driving the process of behavior change. This article explores professional philosophy as an underlying element of successful sport psychology service delivery. A hierarchical structure of professional philosophy is proposed that delineates important components both overtly discussed and implied in the sport psychology literature. These components—arranged from the most stable and internal to the most dynamic and external—are (a) personal core beliefs and values, (b) theoretical paradigm concerning behavior change, (c) models of practice and the consultant’s role, (d) intervention goals, and (e) intervention techniques and methods. Each component is examined from the perspective that philosophy guides practice. The resulting conceptualization of professional philosophy may be used for both didactic and research purposes aimed at furthering consultant effectiveness in sport settings.

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Jennifer L. Etnier, Walter Salazar, Daniel M. Landers, Steven J. Petruzzello, Myungwoo Han and Priscilla Nowell

Nearly 200 studies have examined the impact that either acute or long-term exercise has upon cognition. Subsets of these studies have been reviewed using the traditional narrative method, and the common conclusion has been that the results are mixed. Therefore, a more comprehensive review is needed that includes all available studies and that provides a more objective and reproducible review process. Thus, a meta-analytic review was conducted that included all relevant studies with sufficient information for the calculation of effect size (N = 134). The overall effect size was 0.25, suggesting that exercise has a small positive effect on cognition. Examination of the moderator variables indicated that characteristics related to the exercise paradigm, the participants, the cognitive tests, and the quality of the study influence effect size. However, the most important finding was that as experimental rigor decreased, effect size increased. Therefore, more studies need to be conducted that emphasize experimental rigor.

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Lew Hardy and Nichola Callow

Three experiments examined the relative efficacy of different imagery perspectives on the performance of tasks in which form was important. In Experiment 1,25 experienced karateists learned a new kata using either external or internal visual imagery or stretching. Results indicated that external visual imagery was significantly more effective than internal visual imagery, which was significantly more effective than stretching. In Experiment 2, 40 sport science students learned a simple gymnastics floor routine under one of four conditions: external or internal visual imagery with or without kinesthetic imagery. Results revealed a significant main effect for visual imagery perspective (external visual imagery was best) but no effect for kinesthetic imagery. Experiment 3 employed the same paradigm as Experiment 2 but with high-ability rock climbers performing difficult boulder problems. Results showed significant main effects for both visual imagery perspective (external visual imagery was best) and kinesthetic imagery. The findings are discussed in terms of the cognitive processes that might underlie imagery effects.

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Lynette L. Craft and Daniel M. Landers

The effect of exercise on negative affect has been examined in hundreds of studies. However, the effect of exercise on diagnosed clinical depression has received far less attention. Furthermore, poor methodological techniques predominate and results have been conflicting. A meta-analysis was conducted to investigate the effect of exercise on clinical depression and depression resulting from mental illness. The chosen studies examined the effect of a chronic exercise paradigm (independent variable) on depression (dependent variable). Each study’s variables were coded: design, subjects, exercise, and dependent measure characteristics that could moderate the effect of exercise on depression. Moderator variables were analyzed using analysis of variance (ANOVA). Results from 30 studies showed an overall mean effect of −.72. Therefore, individuals who exercised were −.72 of a standard deviation less depressed than individuals who did not exercise. Moderating variables and implications for the prescription of exercise as an effective treatment for depression are discussed.

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Jane Jie Yu, Chia-Liang Tsai, Chien-Yu Pan, Ru Li and Cindy Hui-Ping Sit

neural network supporting executive function). 7 , 8 Furthermore, some studies have reported a close link between increased PA participation and improved executive function in attention networks in children. 9 , 10 For instance, using a visuospatial attention experiment (Posner paradigm), one previous