pressure, through both cognitive and somatic techniques ( Behncke, 2004 ). This application has tended to be used in a problem-centered way rather than an athlete-centered way ( Holt & Strean, 2001 ), and perhaps consequently, in recent years there has been increased interest in applying other approaches
Search Results
Enhancing Athlete Engagement in Sport Psychology Interventions Using Motivational Interviewing: A Case Study
Rory J. Mack, Jeff D. Breckon, Paul D. O’Halloran, and Joanne Butt
Appropriateness Applied: A Renewed Coaching Perspective to Reach Out to Every Athlete
Ana Ramos, João Ribeiro, José Afonso, and Isabel Mesquita
considering who the athlete is and what the learning context is. Framed upon the conceptualization of student -centered approaches ( Ennis, 2014 ; Light et al., 2014 ), several teaching models (e.g., Teaching Games for Understanding) have been applied to sport coaching as athlete -centered approaches (e
Coach Development: In Situ Examples of Translating Research Into Practice Within Strength and Conditioning
Andy Gillham and Christoph Szedlak
et al., 2023 ), which are essential to developing effective, athlete-centered coaching practice ( Turnnidge & Côté, 2017 ). To date, published S&C coach development examples describe primarily biophysical–technical skill development ( Gearity et al., 2020 ), with learning being regulated through
Case Studies of Olympic Medalist Coach–Athlete Relationships: A Retrospective Analysis Prior to and During the Olympics
Brian Zuleger and Rick McGuire
& Rossman, 2016 ; Smith & McGannon, 2017 ). Pseudonyms were used throughout and personally identifying information was removed or changed to a neutral wording, to protect the participants’ identities. Results The cross-case analysis produced two higher order themes, athlete-centered environment, and caring
Energy Absorption Contribution Deficits in Participants Following Anterior Cruciate Ligament Reconstruction: Implications for Second Anterior Cruciate Ligament Injury
Trevor Kovacs, Joseph Hannon, Sharon Wang-Price, Shiho Goto, Jim Bothwell, Steve Singleton, Lindsey Dietrich, J. Craig Garrison, and Jack Malafronte
Context: Lower-extremity loading patterns change after anterior cruciate ligament reconstruction (ACLR). However, there is limited research regarding energy absorption contribution (EAC) of athletes following ACLR who reinjure their ACL and those who do not. EAC can be utilized as a measure of joint loading during tasks. Design: Cross-sectional study. Methods: Three groups of individuals (13 in each group) with matched age, sex, height, weight, and sports were enrolled. Data were collected at time of return-to-sport testing for the 2 ACLR groups. An 8-camera 3D motion capture system with a sampling rate of 120 Hz and 2 force plates capturing at 1200 Hz were used to capture joint motions in all 3 planes during a double-limb jump landing. Results: Participants in the ACLR no reinjury and ACLR reinjury groups had significantly greater hip EAC (55.8 [21.5] and 56.7 [21.2]) compared with healthy controls (19.5 [11.1]), P < .001 and P < .001, respectively. The ACLR no reinjury and ACLR reinjury groups had significantly lower knee EAC (24.6 [22.7] and 27.4 [20.8]) compared with healthy controls (57.0 [12.2]), P < .001 and P < .001, respectively. However, the ACLR reinjury group had significantly lower ankle EAC (15.9 [4.6]) than healthy controls (23.5 [6.6]), whereas there was no statistical difference between the ACLR no reinjury group (19.7 [7.8]) and healthy controls. Conclusions: Athletes who had a second ACL injury after ACLR, and those without second ACL injury, appear to have similar hip, knee, and ankle joint loading of the surgical limb at return-to-sport testing. Nevertheless, joint loading patterns were significantly different from healthy controls. The study suggests that EAC as a measure of joint loading during a double-limb jump landing at time of return to sport may not be a strong predictor for second injury following ACLR.
“So Many Mental Health Issues Go Unsaid”: Implications for Best Practice Guidelines From Student-Athletes’ Perspectives About Service Availability
William C. Way, Ashley M. Coker-Cranney, and Jack C. Watson II
-related topics 11 Sleep hygiene 4 Body-image 1 Relationships 1 Self-compassion 1 Self-worth 1 Student-athletes’ requested changes to direct/indirect mental health services Athlete-centered services Added clinicians with sport psychology background 10 Services / programs just for athletes 9 Enhanced access
Mental Health and Organized Youth Sport
Stewart A. Vella
. Athlete-Centered Approach to Youth Sport One philosophy that has been put forward as being capable of informing the design and delivery of youth sport so as to reduce the risk of harm and promote well-being is the athlete-centered approach ( Kerr & Stirling, 2008 ). In line with Keyes’s ( 2002 ) model
Exploring Coach Perceptions of Parkour-Style Training for Athlete Learning and Development in Team Sports
Ben William Strafford, Keith Davids, Jamie Stephen North, and Joseph Antony Stone
1 —Thematic map: coaches’ general perceptions of parkour. Underlying Knowledge About Parkour The coaches described parkour as an “athlete-centered sport,” which requires participants to solve unstructured movement challenges to move from point a to point b creatively: Yeah I have heard of Parkour
Examining How Elite S&C Coaches Develop Coaching Practice Using Reflection Stimulated by Video Vignettes
Christoph Szedlak, Matthew J. Smith, Bettina Callary, and Melissa C. Day
narratives in S&C sport coaching. Our results suggest that S&C coaches who fit the helper narrative type encourage an athlete-centered coaching approach, primarily focused on providing social support. Research has highlighted that an enhanced level of social support has a positive effect on the well-being of
Reflecting on Initiating Sport Psychology Consultation: A Self-Narrative of Neophyte Practice
Nicholas L. Holt and William B. Strean
Few studies have considered specific factors of service delivery in applied sport psychology that might contribute to successful outcomes (Petitpas, Giges, & Danish, 1999). It has been suggested that the sport psychology consultant (SPC)-athlete relationship is at the core of athlete-centered approaches (Petitpas et al., 1999; Ravizza, 1990; Thompson, 1998). The purposes of this paper are to discuss issues related to (a) professional education, training, and the role of supervision in the SPC service delivery process; (b) the SPC-athlete relationship; and (c) the need for reflective practice in applied sport psychology. A narrative of self (Sparkes, 2000) is presented by a trainee SPC to demonstrate the practicality of Tripp’s (1993) critical incident reflection exercise. Issues arising from an initial intake meeting with a competitive athlete are reflected upon and analyzed. Reflection is suggested as a tool for education and supervision in applied sport psychology.
