This study examined how practitioners who provide sport psychology support use counseling principles and skills to develop practitioner-athlete relationships. Semistructured interviews were conducted with thirteen competent practitioners (Mean age = 41.2 ± 10.9 years old, five men, eight women). Thematic analysis revealed that the participants used a range of counseling principles to develop practitioner-athlete relationships including: the facilitative conditions, self-disclosure, counseling skills, the formation of working alliances, and awareness of the unreal relationship. The participants also described using noncounseling strategies (e.g., gaining an understanding of the athlete’s sporting environment) to build relationships with their athletes. There was considerable variation between the participants both in the training that they had received in counseling principles and skills, and how they applied them. It was concluded that counseling principles and skills play a significant role in the development of practitioner-athlete relationships.
Raouf Hammami, Anis Chaouachi, Issam Makhlouf, Urs Granacher and David G. Behm
Balance, strength and power relationships may contain important information at various maturational stages to determine training priorities.
The objective was to examine maturity-specific relationships of static/dynamic balance with strength and power measures in young male athletes.
Soccer players (N = 130) aged 10–16 were assessed with the Stork and Y balance (YBT) tests. Strength/power measures included back extensor muscle strength, standing long jump (SLJ), countermovement jump (CMJ), and 3-hop jump tests. Associations between balance with strength/power variables were calculated according to peak-height-velocity (PHV).
There were significant medium-large sized correlations between all balance measures with back extensor strength (r = .486–.791) and large associations with power (r = .511–.827). These correlation coefficients were significantly different between pre-PHV and circa PHV as well as pre-PHV and post-PHV with larger associations in the more mature groups. Irrespective of maturity-status, SLJ was the best strength/power predictor with the highest proportion of variance (12–47%) for balance (i.e., Stork eyes opened) and the YBT was the best balance predictor with the highest proportion of variance (43–78%) for all strength/power variables.
The associations between balance and muscle strength/power measures in youth athletes that increase with maturity may imply transfer effects from balance to strength/power training and vice versa in youth athletes.
Louise Davis and Sophia Jowett
The present preliminary study aimed to develop and examine the psychometric properties of a new sport-specific self-report instrument designed to assess athletes’ and coaches’ attachment styles. The development and initial validation comprised three main phases. In Phase 1, a pool of items was generated based on pre-existing self-report attachment instruments, modified to reflect a coach and an athlete’s style of attachment. In Phase 2, the content validity of the items was assessed by a panel of experts. A final scale was developed and administered to 405 coaches and 298 athletes (N = 703 participants). In Phase 3, confirmatory factor analysis of the obtained data was conducted to determine the final items of the Coach-Athlete Attachment Scale (CAAS). Confirmatory factor analysis revealed acceptable goodness of ft indexes for a 3-first order factor model as well as a 2-first order factor model for both the athlete and the coach data, respectively. A secure attachment style positively predicted relationship satisfaction, while an insecure attachment style was a negative predictor of relationship satisfaction. The CAAS revealed initial psychometric properties of content, factorial, and predictive validity, as well as reliability.
Victoria McGee and J.D. DeFreese
individuals through both good and bad sport-related experiences ( Jowett & Shanmugam, 2016 ; Jowett & Wylleman, 2006 ). Thus, a deeper understanding of the impact the coach-athlete relationship has on specific athlete psychological outcomes including athlete burnout and engagement has potential theoretical
John B. Nezlek, Marzena Cypryańska, Piotr Cypryański, Karolina Chlebosz, Karolina Jenczylik, Joanna Sztachańska and Anna M. Zalewska
examine such relationships. Participants in this study were recreational runners. Each week for 3 months they described how often and how far they had run that week, and they provided measures of their well-being. The analyses focused on within-person relationships between how much a person ran each week
Irineu Loturco, Lucas A. Pereira, Ciro Winckler, Weverton L. Santos, Ronaldo Kobal and Michael McGuigan
The load–velocity relationship is widely recognized for its ability to accurately predict the 1-repetition maximum (1RM) in both lower-body and upper-body exercises. 1 – 3 With the data generated by linear-regression models, practitioners can frequently monitor and adjust the resistance
Christopher Kuenze, Lisa Cadmus-Bertram, Karin Pfieffer, Stephanie Trigsted, Dane Cook, Caroline Lisee and David Bell
return to a healthy frequency, intensity, and volume of physical activity with the goal of promoting a positive outcome from an orthopedic as well as a broader health-based perspective. Developing a clearer understanding of the complex relationship between objective measures of MVPA, self
Benjamin R. Wilson, Kaley E. Robertson, Jeremy M. Burnham, Michael C. Yonz, Mary Lloyd Ireland and Brian Noehren
injury risk. The Y Balance Test requires the subject to be able to control his or her body while maintaining a single-leg stance. Potentially, this requires adequate hip girdle strength to maintain stability of the pelvis and trunk throughout the test. Although relationships have been reported between
Jesús J. Ruiz-Navarro, Pedro G. Morouço and Raúl Arellano
effectively apply force in the water and is highly associated with performance. On the contrary, the intracyclic velocity variation ( dv ) is one of the most applied parameters by academics and practitioners to evaluate the efficiency of swimmers, even though the relationship with performance is not
Amy Baker, Mary A. Hums, Yoseph Mamo and Damon P.S. Andrew
between students and teachers or professors ( Eliasson, Berggren, & Bondestam, 2000 ; Schrodt, Cawyer, & Sanders, 2003 ; van Eck Peluchette & Jeanquart, 2000 ). However, mentoring in an educational setting is not limited to these relationships. Just as in business, people in academic settings move up