Impact of a tailored intervention on coaches' attitudes and use of sport psychology services (original) (raw)
Related papers
How do Coaches’ Attitudes Change When Exposed to a Sport Psychology Workshop?
Journal of Coaching Education, 2008
This study examined: (1) coaches’ attitudes and readiness to use sport psychology (SP) services immediately following a SP workshop; and (2) the impact of an educational intervention on coaches’ attitudes and usage patterns during a one-month follow-up. Ninety swim coaches participated in the SP workshop and a total of 53 swim coaches completed the one-month follow-up. The majority of the sample coached at the high school or age group level. Data provided some evidence for the impact of a SP workshop on stage of change, with approximately 13% of coaches moving from precontemplation to contemplation. Two-way mixed ANOVAs did not reveal significant interactions (group × time) and main effects for time found that coaches’ personal openness, behavioral control, self-efficacy, and intentions increased while perceived barriers decreased immediately post-workshop. Furthermore, changes in coaches’ perceived barriers, behavioral control, and self-efficacy were maintained at the one-month fol...
Factors Influencing Track and Swimming Coaches' Intentions to Use Sport Psychology Services
This study is the first attempt at developing an instrument measuring coaches' attitudes toward sport psychology modified from Martin, Kellmann, Lavallee, and Page's (2002) Sport Psychology Attitudes-Revised (SPA-R) form. The Sport Psychology Attitude-Revised Coaches (SPA-RC) form was developed and examined through exploratory factor analysis (EFA) procedures. In addition, an exploratory model of service use was fashioned through regression analyses to help understand coaches' intended use of sport psychology services. Coaches (n = 374) were surveyed regarding attitude, previous exposure, expectations of the consultation process, and intentions to use sport psychology services. EFA with the SPA-RC revealed a 3- factor solution (stigma tolerance, confidence in sport psychology consultation, and personal openness) accounting for 45% of the total variance. Results also showed initial support for the exploratory model, accounting for 38% of the total variance, with confidenc...
Journal of Clinical Sport Psychology, 2018
This study is focused on reflections of expert sport psychology practitioners about their interventions with competitive youth and senior elite athletes. Two objectives include: (1) to identify key structural components used by practitioners to describe sport psychology interventions and integrate them into an empirical framework, and (2) to analyze the practitioners' experiences in regard of their successful and less successful interventions in competitive youth and elite senior sport contexts using the empirical framework. We conducted semi-structured interviews with twelve internationally recognized sport psychology practitioners (SPPs) and analyzed the data thematically. The empirical framework derived from the SPPs' accounts contains eight structural components integrated into two categories: (1) the content and focus (with three components, e.g., adaptation of content), and (2) the organization and delivery of interventions (with five components, e.g., initiation and assessment of athletes' needs). Using the empirical framework we found differences between successful and less successful interventions and between youth and senior contexts in terms of needs assessment, adaptation and breadth of content, athlete-practitioner relationship, and intervention settings. The empirical framework might inform SPPs in their efforts to design, implement, and evaluate their services in these two contexts.
Sport psychology services in performance settings: NCAA D-I certified athletic trainers’ perceptions
Sport, Exercise, and Performance Psychology, 2015
The primary purpose of this study was to assess National Collegiate Athletic Association (NCAA) Division-I (D-I) certified athletic trainers' (ATCs) perceptions of the benefits of sport psychology services for managing the performance demands of practice and competition (e.g., dealing with pressure, building confidence, improving focus). A secondary purpose was to examine ATCs' support for hiring sport psychology consultants (SPCs) in athletic departments. A total of 659 (341 males, 318 females) NCAA D-I ATCs completed a web-based survey that assessed the aforementioned perceptions and support. ATCs rated the following sport psychology services as most beneficial: managing anxiety and emotion, improving focus, dealing with pressure, and building confidence. Nonparametric testing was used to analyze the influence of personal and situational variables (e.g., gender, previous SPC experience) on ATCs' ratings. 2 analyses indicated that female ATCs, those willing to encourage SPC service use, and those having previous positive experiences with SPCs rated the benefits of services significantly higher than males, those less likely to encourage service use, and those with negative experiences (p Յ .001). Logistic regression analysis revealed that gender, work experience, previous encouragement of athletes to seek mental training, and previous positive SPC experiences predicted ATCs' support for employment of SPCs (p Ͻ .0001). Findings suggest that positive experiences were important prerequisites for obtaining ATCs' support for and encouragement of SPCs and their services. Building positive relationships by interacting effectively with ATCs and providing services that complement their efforts may facilitate the integration of SPCs within NCAA D-I athletic departments.
Sport Psychology Intervention: A Case Study
Sport Psychology Intervention: A Case Study, 2021
This article is written with a basis on work-related situations, albeit not with coaching golf amateurs. Still, a similar obstacle is rooted concerning clients' skill acquisition in personal training practice. The conservative idea that the more it burns, the better it is, elicits the explicit attentional focus on body parts. This deliberate focus of mental activity is termed concentration (Matlin, 2009) and is associated with depreciating fluency and economics of the movement patterns (Wulf, 2013). By embracing an evidence-based method concerning implementing psychological skills training and successful coaching, adverse outcomes of the golfer's insufficient or inaccurate (directed) concentration are efficiently reversed. The mental abilities for advancing concentration comprise shifting attention and imagery training with the 'mind's eye' (Rademaker and Pearson, 2012). Finally, offering and initiating mental training is detailed under the upcoming topics, including text, figures, and an infographic.
Journal of Athletic Training, 2016
Context: Certified athletic trainers (ATs) are responsible for integrating relevant professionals into the rehabilitation team to assist with the holistic care of injured athletes. Objective: To explore National Collegiate Athletic Association Division I (DI) ATs' experience with sport psychology consultants (SPCs), willingness to encourage athletes to use SPCs for injury rehabilitation, and perceptions of the benefits of sport psychology services. Design: Quantitative study. Setting: A Web-based survey was administered to a national sample of DI ATs. Patients or Other Participants: A total of 659 (341 men, 318 women) ATs completed the survey. Main Outcome Measure(s): Athletic trainers' experience with SPCs, willingness to encourage athletes to seek sport psychology services, and perceptions of the benefits of those services in injury-rehabilitation settings were self-reported using a rating scale that ranged from 1 (never or not at all) to 5 (definitely or extremely). Results: Logistic regression revealed that the availability of SPCs, previous encouragement to athletes to seek sport psychology services, and previous positive interactions with SPCs predicted the ATs' willingness to encourage athletes to use these services (P , .0001). The services ATs rated the highest for injury rehabilitation were managing anxiety and emotion, improving coping techniques, and building confidence (ie, confidence in returning to sport and building confidence). Chi-square analyses indicated that female ATs' ratings of perceived benefits were higher (P .001) than those of male ATs, and the ratings of ATs who were likely to encourage the use of SPCs were higher (P .001) than those who were unlikely to encourage SPC service use. Conclusions: Athletic trainers in our study who had previous positive SPC experiences were most likely to use SPCs and their services during the injury-rehabilitation process. Possible implications are offered for how ATs interested in sport psychology services might call on SPCs to complement their work with injured athletes.
Psychology of Sport and Exercise, 2019
The present intervention study examined whether youth sport coaches can be trained in adopting a need-supportive (i.e., autonomy support and structure) coaching style to the benefit of youth athletes' autonomous motivation and engagement. Participants were 43 coaches (33 men, 10 women) and 326 youth athletes (221 boys, 105 girls), active in 12 team or individual sports. Sport coaches were randomly assigned to either a control or intervention condition. The training involved a workshop trajectory spanning four sessions on how to incorporate a (more) need-supportive coaching style. As for coaches' self-reported coaching style, results of multilevel modelling revealed positive effects on autonomy support and control at posttest, and additional effect on structure and control from pre-test to follow-up (i.e., 4 months later) compared to coaches in the control condition. As for athletes' reports, multilevel modelling showed that athletes of coaches in the intervention, relative to those involved in the control group, perceived their coach to be more autonomy-supportive, more structuring, and less chaotic from pre-to posttest, with these effects being more pronounced for athletes of team sports. Further, athletes of coaches in the intervention group reported being more autonomously motivated and more engaged compared to those of coaches in the control group. Overall, the present findings indicate that sport coaches can become more skilled in adopting a need-supportive coaching style, to the benefit of athletes' autonomous motivation and engagement.
The Effect of Coaching Behaviors on Tennis Players and Swimmers
The effect of coaching behaviors on tennis players and swimmers, 2019
Purpose: The purpose of the current research is to investigate tennis players and swimmers' perceived coaching behaviors for sport with sport age. Material: A cross-sectional survey method was applied to tennis players and swimmers (Buyukozturk et al., 2012). Participants (n females =175; n males =187) were selected from different tennis (n=122) and swimming (n=240) clubs in Canakkale, Istanbul and Hatay provinces. For data collection, a translated Turkish version (Yapar et al., 2014) of the Coaching Behavior Scale for Sport (CBS-S) (Côté et al., 1999) was used. The CBS-S includes 47 items and 7 sub-dimensions. The collected data were analyzed with descriptive and One-Way Analysis of Variance (ANOVA) statistics. The CBS-S sub-dimensions were evaluated with the sport age of tennis players and swimmers (p<.05). Results: According to the One-Way ANOVA, sport age was statistically significant in the subdivisions of physical training and condition, technical skills, mental preparation, goal setting, competition strategies and personal rapport among tennis players (p<.05). Among swimmers, sport age was significant for only negative personal rapport (p<.05). Conclusions: Tennis players and swimmers' perceived Coaching Behavior for Sport scores were evaluated as high. Sport age was significant for the Coaching Behavior for Sport sub-dimensions among tennis players.
One Case, Four Approaches: The Application of Psychotherapeutic Approaches in Sport Psychology
The Sport Psychologist, 2020
Sport and exercise psychology practitioners tasked with service provision within any environment can decide which framework(s) they draw upon to inform their applied work. However, the similarities and differences between psychotherapeutic approaches are under represented in current literature. Therefore, this paper brings together practitioners from four dominant psychotherapeutic approaches to address one specific hypothetical case. Four different cognitive behavioral approaches are outlined, namely rational emotive behavior therapy (REBT), cognitive therapy (CT), schema therapy (ST), and acceptance and commitment therapy (ACT). Each practitioner outlines their approach and proceeds to address the case by covering assessment, intervention and evaluation strategies that are specific to their approach. Similarities and differences across the approaches are discussed and implications for practice are put forth. Finally, two further practitioners introduce motivational interviewing (MI) as an additional framework to foster the working alliance.
Journal of Sport Rehabilitation, 1998
A two-part study was used to survey sport trainers and athletic therapists on both the frequency and significance of emotions and behaviors displayed by athletes during treatment and the importance of psychological techniques in injury management. A questionnaire, developed from a preliminary study with experienced sport trainers (Part 1), was mailed to sport trainers in Australia and New Zealand and athletic therapists in Canada(Part 2). Responses from Australian (n = 53), New Zealand (n = 11), and Canadian (n = 32) participants suggested that (a) wanting to return to play too soon, anxiety and frustration, noncompliance, and denial were experienced frequently by injured athletes during rehabilitation and significantly hindered effective recovery; (b) psychological skills training and learning to deal with psychological responses to injury would facilitate more effective treatment; and (c) athletes' self-presentation styles influence the support and attention received from trai...