The purpose of this investigation was to; (a) examine what experienced SPCs perceived to be the necessary components of the sport psychology consulting relationship, and (b) examine individual contributions of the SPC and client to the consulting relationship. Purposeful sampling was used to recruit 10 experienced SPCs (8 male and 2 female, M age = 50.44 years, M years consulting experience = 21.67 years) who held current sport psychology accreditation/certification and who had considerable consulting experience. Following individual interviews, extensive content analysis revealed that the sport psychology consulting relationship was reflective of (a) rapport, (b) respect, (c) trust, (d) a partnership, and (e) a positive impact on the client. Members of the consulting relationship made individual contributions to the relationship; SPCs contributed; (a) honesty, (b) commitment, (c) knowledge and expertise, (d) counseling skills, and (e) professional ethical behavior. With clients contributing; (a) openness to change, (b) honesty, and (c) willingness to work.
Lee-Ann Sharp, Ken Hodge, and Steve Danish
Higinio González-García, Guillaume Martinent, and Michel Nicolas
’s goals); competition strategies (interaction of coach–athlete in the competition); personal rapport (coach’s closeness, availability, and comprehension); and negative personal rapport (coach’s usage of negative techniques, such as fear and yelling) ( Côté et al., 1999 ). The present study was grounded
instances internationales de la voile, les volontés des uns 61 de lutter contre l’hégémonie des Anglais s’opposent à celles des autres 62 de confirmer leur pouvoir. Des discussions très animées à propos des rapports à entretenir avec les voisins d’outre-Manche se développent au sein des sociétés nautiques
Graig M. Chow, Lindsay M. Garinger, Jaison Freeman, Savanna K. Ward, and Matthew D. Bird
; Herzog & Hays, 2012 ; Keegan, 2016 ; Silva et al., 2011 ; Taylor & Schneider, 1992 ). The practitioner should aim to understand the presenting issue and relevant history, develop rapport, and begin to establish the working alliance ( Andersen, 2000 ; Herzog & Hays, 2012 ; Keegan, 2016 ). As
Pierre-Olaf Schut and Antoine Marsac
aériennes (parapente, BASE jump) a modifié le rapport à la pratique du vol libre. Certains décollages depuis de hauts sommets ont engendré une bascule de l’intérêt du pratiquant. L’ascension s’est effacée au profit de la descente par les voies aériennes. L’exploit réside désormais dans le contrôle et plus l
valuable feedback about how to alter session content to better suit athlete needs as the 17WKC event approached. Indeed, such structured feedback, conversation, and interaction contributed to the development and maintenance of a positive rapport between the athletes and me for an enhanced learning
Stephen J. Bull
This article presents a case study describing the contribution of a sport psychology consultant to an ultra-distance runner’s attempt to complete 500 miles (800 kilometers) in 20 days through the deserts of North America. The contribution can be considered in four phases that provide a descriptive framework for the role of a sport psychology consultant: (a) establishing a rapport with the athlete, (b) formulating a psychological profile, (c) evaluating the demands of the athletic pursuit and planning an appropriate mental training program, and (d) ongoing evaluation of progress and crisis intervention.
Andy Wright and Jean Côté
The purpose of this study was to examine the development of six leader-athletes. In-depth qualitative interviews were used to explore the various activities that leader athletes engaged in from an early age as well as the roles and influences that peers, coaches, and parents played within these activities. Results indicated that leadership development in sport focused on developing four central components: high skill, strong work ethic, enriched cognitive sport knowledge, and good rapport with people. The types of activities engaged in throughout development as well as receiving feedback, acknowledgement, support, cognitive engagement, mature conversations with adults, and physical encounters with older peers are important social influences that can play an instrumental role in the formation of these four central tenets.
Jean-Francis Gréhaigne, Paul Godbout, and Daniel Bouthier
The debate regarding the teaching of sport and games appears to be more complex than a matter of technical versus tactical approaches. The authors identify facets of the debate. One of these facets concerns the undifferentiated use of the terms tactics and strategy. The authors argue that these two concepts need to be clarified if decision-making and critical-thinking are to be encouraged on the part of the students. A framework is put forward for the analysis of the functioning of team sports. The framework includes: (a) an overview of the internal logic of team sports based on two essential features, the rapport of strength and the competency network; (b) an operational definition of strategy and tactics as they relate to the internal logic of team sports; and (c) nine principles underlying tactics and strategy and presented as potential guides for teachers and students in the teaching-learning of team sports and games.
Carey J. Snyder
The effects of leader behavior and organizational climate on the job satisfaction of intercollegiate coaches were analyzed. The 117 subjects represented 17 California colleges and universities. The instruments used in data collection were the Leader Behavior Description Questionnaire, the Organizational Climate Description Questionnaire, and the Job Descriptive Index. Statistical analysis revealed that the athletic director’s behavior and the climate had direct and indirect effects on job satisfaction. The degree of consideration shown by the athletic director had a strong effect on satisfaction with work and supervision. Coaches’ feelings of detachment and the lack of administrative support showed a negative relationship to satisfaction with work and supervision. Path analytic procedures showed male and female subjects differing with respect to the factors shaping job satisfaction. Consideration helped female coaches feel integrated into the department and supported by the administration. Male subjects viewed consideration as important to the development of morale and rapport with colleagues.