Personal development and performance success (e.g., winning) have been identified as two primary objectives of elite youth sport ( Côté & Gilbert, 2009 ), but there has been growing attention recently to the question of whether these key goals may sometimes be in conflict (i.e., Fraser
Cassidy Preston and Jessica Fraser-Thomas
Molly Hayes Sauder and Michael Mudrick
to examine satisfaction and perceived learning in internships from new directions. As previously mentioned in the Review of the Literature section, sport management students have indicated that internships helped them learn and develop in many areas, ranging from personal development ( Surujlal
Dany J. MacDonald, Jean Côté, Mark Eys and Janice Deakin
Sport has been identified as a context in which youth encounter positive and negative experiences. However, relatively little is known about the factors that lead to positive and negative personal development among sport participants. The purpose of this study was to investigate the role of enjoyment and motivational climate on positive and negative personal development of team sport participants. A sample of 510 athletes between the ages of 9 and 19 completed questionnaires on positive and negative personal development, enjoyment, and motivational climate. Stepwise multiple regression analyses examined the effects of enjoyment and motivational climate on the personal development of the athletes. Results demonstrated that positive experiences in sport were most strongly predicted by affiliation with peers, self-referenced competency, effort expenditure, and a task climate. Negative experiences were most strongly predicted by an ego climate and other-referenced competency. Results suggest that creating an environment that encourages peer affiliation and personal achievement can result in the positive personal development of youth sport participants.
Effective leadership in sport at the elite level can make the difference between success and failure. However, although the importance of leadership is acknowledged there is little published evidence regarding how the required skills could or should be developed. The current case study reports the implementation of a leadership development program with elite professional cricketers. The intervention itself was focused at three levels: (a) captaincy development, (b) leadership skill development, and (c) personal growth and leadership development. Program effectiveness was determined through the feedback provided by the individual players on the program, the reflections of the sport psychology consultant, and feedback from the professional staff. Evaluation and reflection of the program suggest that a formal development program can be both beneficial and impactful in enhancing the leadership capabilities of elite players.
Charles A. Maher
This article reflects a response to the case of a freshman student-athlete lacrosse player who was in the process of transitioning into a Division I environment. Within the context of the case response, guidelines were provided for assessment of the student-athlete at four separate, yet interrelated levels of psychological development. These levels were: as a person; as a student-athlete who exists in a high-risk environment; as a teammate; and as a performer in the sport of lacrosse. Relatedly, it was suggested how the strengths and needs of this individual could be assessed and how resulting needs assessment information could be used in the design of an individual plan for the student-athlete. As such, it was suggested that the individual plan would most likely center on helping the individual to become increasingly aware of herself as a person and performer, to offer guidance in adhering to her physical rehabilitation, and to develop a routine for her daily preparation and for monitoring her practice and game performances. The case response concludes with a description of a framework for determining the student-athlete’s readiness for engaging in the plan and its activities.
Ahmed Al-Emadi, Nicholas D. Theodorakis, Donna Pastore, Abdellatif Sellami and Abdulaye Diop
.g., Coaching is a highly prestigious job) and personal development (10 items, e.g., Coaching provides opportunities to be a leader) were placed within the subjective theoretical framework. Finally, two factors represented the critical contact category; job nature (10 items, e.g., Coaching is a stressful
Fleur E.C.A. van Rens and Edson Filho
pressure - Contract uncertainties Freedom Motivation - Need for development - Need to be physically active Loss of competence Personal development - Psychological skill development - Physical skill development Social support Social adjustment - Fitting in - Coaching relationships - Interdependency
Stéphanie Turgeon, Kelsey Kendellen, Sara Kramers, Scott Rathwell and Martin Camiré
musical performances did not. Most qualitative research studies have employed individual interviews to explore student-athletes’ beliefs about how high school sport has influenced their personal development. Generally speaking, student-athletes described how playing high school sports gave them
Allyson C. Hartzell and Marlene A. Dixon
women’s career trajectories in sport leadership. Then, once a more complete understanding is gained, more effective career development strategies may be implemented to help women achieve the positions for which they strive within this profession, thereby enhancing their own personal development and
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.