Dissertations / Theses on the topic 'Sports psychologists'

This study investigated the Alberta Junior Hockey League (AJHL) coaches' perceptions of the existing process of referral and collaboration between themselves and psychologists, as well as ways to improve this process. Thirteen of the 15 head coaches were interviewed. The Coach Interview Questionnair provided the framework for the semi-structured interviews. Participants provided responses which included demographic information, information regarding the current referral process, their current level of collaboration, their satisfaction, attitudes and beliefs about referral and collaboration, as well as what player problems require referrals. The findings indicated that there is a substantial need for psychologists to be involved with junior "A" hockey players. A comprehensive guidance and counselling program is recommended to the AJHL in response to the expressed needs for psychological services.
x, 177 leaves ; 29 cm.

Susidomėjimas sporto psichologija Lietuvoje pastaraisiais metais auga, tačiau dauguma žmonių vis dar nesupranta, kas ištikrųjų yra sporto psichologija ir kokią reikšmę ji turi sportininkams. Todėl psichologinė pagalba yra viena iš silpniausi�� sportininkų rengimo grandžių. Treneriai nors ir skiria šiai pagalbai dėmesį, dažniausiai atlieka tai daugiau intuityviai ir svarbiausia – nesistemingai. Tuo tarpu, sportininkai tenkinasi tuo, ką jiems suteikia treneriai, o patys retai kreipiasi į sporto psichologus. Todėl labai svarbu išsiaiškinti, koks pačių sportininkų požiūris į sporto psichologiją, sporto psichologo konsultacijų naudingumą ir veiksmingumą. Tyrimo tikslas – nustatyti sportuojančių studentų požiūrį į sporto psichologiją. Tyrimo objektas – sportuojančių studentų požiūris į sporto psichologiją. Taikant S. B. Martin Nuostatų į sporto psichologiją (patikslinta forma) metodiką, apklausti 126 sportininkai, dalyvavę 2006 metais Estijoje vykusiose SELL studentų žaidynėse. Iš 126 sportininkų, 24 buvo iš Suomijos, 24 iš Estijos, 38 iš Latvijos ir 40 iš Lietuvos; 83 vyrai ir 43 moterys. Siekdami įvertinti sportuojančių studentų požiūrį į sporto psichologiją, nustatėme studentų tolerantiškumo lygį sporto psichologijos atžvilgiu, pasitikėjimą sporto psichologu, asmenino atvirumo lygį ir požiūrį į kitos etninės kilmės, kultūros ar rasės žmones, ir ar šiuos kintamuosius įtakoja studentų lytis, tautiškumas, išsilavinimas, pagrindinė domėjimosi sritis, sporto šaka bei ankstesnės... [toliau žr. visą tekstą]
Interest in sports psychology has been growing in Lithuania in recent years. However, most people still do not understand what sports psychology is and its significance to sportsmen. Therefore, psychological support is not considered important in preparing sportsmen. Although trainers do provide the psychological support, they usually do it intuitively and irregularly. Meanwhile the sportsmen accept their trainers’ support and rarely seek for help of sports psychologists. Thus, it is important to find out an attitude of the sportsmen themselves towards sports psychology and efficiency and usefulness of consultations provided by the sports psychologist. The aim of this research is to find out the attitude of student sportsmen towards the sports psychology. The object of the research is the attitude of student sportsmen towards the sports psychology. Basing on the S. B. Martin methodology of the Provisions of Sports Psychology (the specified form) 126 sportsmen who participated in the SELL Student Games 2006 in Estonia were interviewed. 24 participants were from Finland, 24 from Estonia, 38 from Latvia and 40 from Lithuania; 83 men and 43 women. In order to estimate the attitude of the student sportsmen, we found out the level of tolerance in respect of the sports psychology, reliance on the sports psychologist, the level of personal openness and the attitude towards people of other ethnic groups, culture and race. We also found out whether sex, nationality, education, the... [to full text]

The current study is exploratory in nature and is the first to consider Sport, Exercise, and Performance Psychologists (SEPP) as proxy-agents for exercise. The primary focus is on three questions: Who would be interested in using a SEPP as a proxy-agent for exercise, do certain factors influence interest, and what specific self-regulatory mental skills are certain people interested in learning from a SEPP?

Two hundred and twenty-eight participants anonymously completed a survey online through Qualtrics. To answer the first question, participants in the age ranges of 18–22 and 23–49 were most interested and participants in the age range of 50 and higher were least interested. Participants who reported making less than $20,000 a year were the most interested, and participants who reported making more than $150,000 were the least interested. Participants who identified as being in the contemplation and action stages of change showed the most interest, whereas participants in the maintenance stage of change showed the least. To answer the second question, self-regulatory efficacy negatively influenced interest, whereas proxy-efficacy positively influenced interest. For the final question, participants were most interested in learning skills to manage their energy, and least interested in help reducing anxiety towards exercise from a SEPP. This study’s findings are important to the growing body of research regarding the best practices to embed long-term commitment to exercise behavior in individuals.

The role of the sport psychologist is multifaceted. One element of this role is in using relating skills. This aspect has received little detailed attention in the sport psychology literature. In study I of the thesis, the roles of researcher and consultant were combined in an applied project with junior dlite archers. Findings from study I included using both task and ego-oriented (Duda, 1996) forms of elicitation in baseline assessment, adapting a performance profile (Butler, 1989) to be archery-specific and emphasising transfer of skills to help in other life domains. Reflections of the consultant's role included questioning the training involved in the relating skills of applied sport psychologists in the UK. A key consideration was dealing with 'issues not directly related to sport/performance' that were raised in consultations. The perceived prevalence and impact of these issues were examined further in study 2 by assessing the perceptions of athletes and other practitioners. The findings confirmed that these issues are raised in consultations and have a perceived impact on athletes' training and competition performances. Various relating skills (including counselling skills) were highlighted as important to the role of the sport psychologist. The terminology used by respondents required clarification on practitioners' understanding of these terms in order to address further the role of relating skills for sport psychologists. Study 3 explored practitioners' use of relating skills, their understanding of various relating terms, perceptions of the importance of counselling skills and implications for the training of sport psychologists via focus group methodology. A definition of 'interaction' was developed to complement the unique qualitative analysis of data from the focus groups. Many themes emerged which included the importance of listening and interpersonal skills to the role of applied sport psychologists. Perceptions of different types of counselling existed and most of the practitioners possessed relating skills based on their ‘craft' knowledge (McFee, 1993), this was contrasted with a notion of sport psychologists being 'formal' helpers (Egan, 1998) with 'professional' knowledge (Sch6n, 1983). There was a lack of clarity and diverging perceptions from the groups on various aspects of relating skills that sometimes caused underlying tensions to emerge. In conclusion, an integrated model of 'helping' for applied sport psychologists was presented which included the notion of adapting approaches and giving 'appropriate responses' based on a foundation of core relating skills developed from professional and craft knowledge. At the end of this thesis the researcher reflects on her conceptual and methodological journey, a route that encompassed different writing styles and legitimisation criteria. This journey includes a notion of development both as a researcher and consultant and in using different methodological and philosophical perspectives that were appropriate to the research questions.

The professional practice of sport psychology has received a tremendous amount of attention over the past two decades. Among the various studies and discussions to date, the most desirable and undesirable sport psychology consultant characteristics have been reported (Orlick & Partington, 1987); boundaries for sport science and psychology trained practitioners in applied sport psychology have been suggested (Taylor, 1994); and various models of delivery have been examined (Hardy & Parfitt, 1994). Recently, Andersen (2000) and Tenenbaum (2001) have called for a further examination of the process of sport psychology consultant-athlete interactions. For example, Petitpas, Giges and Danish (1999) identified congruence, empathy and unconditional positive regard as important facilitative conditions in optimizing client-practitioner relationships. Many others have discussed the importance of establishing trust and respect as important factors relating to effective sport psychology service delivery (e.g. Halliwell, Orlick, Ravizza & Rotella, 1999; Ravizza, 2001). In order to further our understanding regarding the process of sport psychology practitioner-athlete interactions, a phenomenological inquiry was conducted in order to examine various lived experiences and associated meanings regarding the practice of sport psychology. The focus of this study was to describe and interpret the socially generated and shared intersubjective meanings operative within the service delivery of applied sport psychology. To this end, various meanings emerged as a result of the study of the practice of sport psychology. First, multiple identities were experienced by the practitioners and these created tensions both within the practitioner and with others in their immediate environment. Second, the practitioners' various roles and related actions were the result of negotiated realities that involved all members associated with their respective communities of practice. Finally, reflexive actions associated with practice occurred as the result of a number of contextual and internal considerations that occurred before, during and after incidents of practice. It was felt that by closely examining the nature of the interactions and individual perceptions of those involved in the process of sport psychology service delivery, a positive contribution could made to the literature pertaining to the practice of sport psychology.

Сьогодні стає все більш зрозуміло, що без серйозного вивчення психіки спортсмена, без дослідження психічних функцій і психологічних якостей його особистості ні тренери, ні спортсмени не можуть просуватися вперед у вирішенні поставленого перед ними завдання – підвищення спортивних досягнень, удосконалення володіння технікою спорту. Однією з найголовніших складових підготовки висококваліфікованого спортсмена до успішної змагальної діяльності є забезпечення його психологічного стану.

There is a growing body of literature exploring the early development of sport psychology consultants (Collins, Evans-Jones, & O’Connor, 2013; Tod & Bond, 2010). However, there remains limited exploration of the longitudinal development of practitioners, an area which may provide important insights relevant for both training and education. Rønnestad and Skovolt’s (2003) sixstage practitioner development framework can be applied to the development of sport psychologists, each maturing at different rates and at times regressing through stages (Tod, 2007). Via six discrete published works this thesis details the author’s development as a practitioner over a 15-year period. Each publication is characterized by a stage of development, highlighting significant sources of influence, both professionally and personally. Study one details the author’s initial professional philosophy, grounded in the dominant western approach of CBT (Holt & Strean, 2001) and characterized as by a ‘layhelper’ and ‘beginning student’ phase. This philosophy shifted towards person-centered and briefer approaches as the author progressed through ‘advanced student’ and ‘novice professional’ phases, as detailed within studies two and three. Study four, an autoethnographic account, explored the challenges experienced by the author as a resident psychologist during a televised sporting event, characterized by the shift from ‘novice practitioner’ to ‘experienced practitioner’. Study 5 highlighted a shift in professional philosophy driven by an exploration of the philosophical writings underpinning brief therapeutic approaches. Finally, study six explored the development of a professional philosophy encompassing beliefs about the discipline as a whole and its role in supporting performers. Through a greater understanding of the journey from ‘lay helper’ to ‘senior practitioner’, the thesis highlights a range of areas for consideration by neophyte, mid-career and experienced practitioners. The thesis highlights the confusing and frustrating nature of development, highlighting that such feelings are natural and helpful to the development of skilled applied practitioners.

The primary goal of the current study was to extend previous research suggesting that coaches are the primary gatekeepers who may be a barrier to working with athletes by examining high school coaches likelihood to refer to, interest in, and intention to hire a sport psychologist. Specifically, the current study examined relationships between high school coaches’ sex, age, and type of sport coached (i.e., contact vs. non-contact) and their likelihood to refer athletes to a sport psychologist for a variety of presenting issues (i.e., poor attentional focus, poor leadership, family issues, etc.). It also examined relationships between coaches’ sex, age, and type of sport coached (i.e., contact vs. non-contact) and their interest in working with a sport psychologist. Finally, the study examined reasons why coaches did not plan to hire a sport psychologist. An examination of the possible reasons that high school coaches do not plan to hire a sport psychologist served an exploratory purpose. Participants included 450 coaches who coached high school sports in the United States. Results indicated that female coaches and non-contact sport coaches were more likely to refer athletes to a sport psychologist for a variety of referral issues than male coaches and coaches of contact sports. Similarly, significantly more female coaches and non-contact sport coaches showed interest in working with a sport psychologist than male coaches and coaches of contact sports. Coaches who did not plan to hire a sport psychologist reported that cost, lack authority to hire, and lack of availability as primary reasons. Implications of the findings, limitations, and future directions are discussed.

The relationships that clients form with their practitioners can influence treatment outcomes. Researchers have shown in numerous healthcare professions including psychology and physiotherapy that caring and collaborative relationships can lead to positive psychological and physical treatment outcomes, and poor relationships can lead to negative outcomes. Within sport psychology, there are fewer studies on clientpractitioner relationships in comparison to other domains of psychology or healthcare. Researchers and practitioners have often favoured the investigation and application of mental skills (e.g., goal setting, imagery, self-talk) over the exploration and development of client-practitioner relationships. In the specific context of sport injury rehabilitation, there exist few studies or commentaries on client-practitioner relationships as interventions that can aid athletes’ recoveries, transitions, and returns to sport. The aim of this thesis was to explore the relationships psychologists and physiotherapists have with injured athlete-clients and how these practitioners collaborate in sport injury rehabilitation.

This study examines the mental preparation of elite athletes using naturalistic action research. The focus of investigation was on the personal difficulty of dealing with the "expert issue" that existed in the consultative relationship. The unfolding research experience confronted the researcher with personal dilemmas that needed to be resolved; activating significant shifts in the direction of exploration. These shifts were triggered in conversational contexts, highlighting the impact of co-evolved intimate sharing. Quantum leaps in understanding occurred when the researcher; (a) realised that a research proposal had been formulated that was not congruent with ecosystemic philosophies, (b) discovered action research, thereby shifting from an isolated self-reflective position to embracing the phenomenon of shared inquiry, (c) formed an action research group to investigate consultative issues, (d) became aware that the action research process was a reflection of an individual's unique idiosyncratic interactive and thinking style, (e) had to deal with the impact of a work experience as the action group turned into a therapeutic team, and (f) aligned himself to a narrative writing style to formally report on the "fluid", "free-flow" conversational experiences that had occurred in the research context. "Reflective interactive exploration" written methodology to capture the ideas emerged as a formal that evolve conversation. This methodology became the vehicle to during (a) shift more responsibility onto the athlete to become the "researcher of self", (b) open up further conversation, and (c) to relieve the psychologist of the expert position. The methodology was also utilised in the action research group to explore issues and to exchange ideas with the supervisor. The theory of the "mask of competency" of the athlete existing in a "culture of competition" is forwarded. A therapeutic model that balances intervention techniques with therapeutic conversation is suggested when consulting with athletes. Therapeutic conversation is broadened to incorporate concepts such as "energy flow", "obstacles and resistances" and "connection and intimacy". The personal "expert issue" was found to be a "reflection" of the researcher's own unique perceptions and interactive tendencies. Addressing issues at this level of personal identity required special interpersonal conditions; a context of respectful, intimate conversation.
Psychology
D. Litt. et Phil. (Psychology)

The major foci of this PhD were to examine factors that influence neophyte applied sport and exercise psychologists' development as service providers. The specific aim of Study 1 was to explore the educational experiences perceived to contribute to service delivery competence from the viewpoints of educators and recent graduates of Australian applied sport and exercise psychology programmes. Graduates (8 females, 8 males, ranging in age from 24 to 46 years) and 11 academics (5 males, 6 females, varying in age from 33 to 52 years) of Australian masters programmes in applied psychology (sport and exercise) were interviewed. Interviews were recorded, transcribed, and thematically content analysed. Research credibility was enhanced by data source, analyst, and theoretical triangulation. Participants believed (a) practicing service delivery; (b) interactions among fellow students, teachers, and supervisors; and (d) specific events prior to and outside of training contributed to service delivery competence. Although research and theory was perceived to assist athlete collaboration, they were not as valued as practicing service delivery. The aim of Study 2 was to investigate the intricacies of how athletes and neophyte consultants experienced their working relationships. Trainee consultants (4 females, 3 males, ranging in age from 22 to 32 years) met with an athlete (4 males, 3 females, varying from 19 to 29 years of age) on 3 occasions. After Sessions 1 and 3, I interviewed participants about their relationships with each other. Interviews were recorded, transcribed, and thematically content analysed. Research credibility was enhanced via data source, analyst, and theoretical triangulation. Generally, participants formed positive interpersonal bonds with each other during the three sessions. There were variations among the dyads to the extent that clear service ii delivery goals and tasks were negotiated. Across the dyads, some working alliance strains arose but did not prevent the neophyte practitioners and athletes from collaborating. Incidences of transference and countertransference also occurred. The specific aim of Study 3 was to describe and compare novice applied sport and exercise psychologists' and athlete clients' reported in-session self-talk. The individuals from Study 2 also participated in Study 3. Sessions 1 and 3 were videotaped and later watched by participants, who also completed thought listing exercises to reproduce their self-talk. The data were categorized according to six dimensions: time, place, focus, locus, orientation, and mode. Retrospective accounts provided evidence that trainees' in-session self-talk statements were (a) typically present focused, (b) mostly about in-session material, (c) generally about the athletes or themselves, (d) about both internal and external events, (e) almost always related to the sessions, and (f) either neutral or planning statements. The athlete's retrospective accounts provided evidence that their self-talk statements were (a) typically present focused; (b) mostly about in-session material; (c) generally about themselves, and to a lesser extent, the consultants; (d) about both internal and external events; (e) almost always related to the sessions; and (f) largely neutral. The inter-rater reliabilities across the 6 dimensions were above 80%. The specific aim of Study 4 was to gain narrative accounts of applied sport and exercise psychology students' development as service providers during the first two years of their postgraduate studies. The neophyte practitioners (6 females and 3 males, ranging in age from 22 to 32 years) were interviewed three times across years 1 and 2 of their postgraduate studies. Again, interviews were recorded, transcribed verbatim, and thematically content analysed. Research credibility was again enhanced via data source, analyst, and theoretical triangulation. Three illustrative iii case examples were developed to represent three clusters that emerged among the nine students. The findings had parallels with therapist development models proposed by counselling psychology researchers, such as the trainees' anxieties regarding their professional competence, the ways they conceptualised service delivery, and the types of supervision relationships they preferred. The current PhD has extended knowledge about trainee applied sport and exercise psychologists' development and client interactions. The results have similarities with counselling psychology research findings. The findings in this PhD provide some evidence that counselling psychology knowledge can be readily adapted to similar aspects of applied sport and exercise psychology practice. The findings have implications for the training of practitioners, such as the types of working alliances athletes prefer, and the ways that trainees might experience anxiety. The results might also assist educators and supervisors in tailoring their efforts to match trainees' needs.

The major foci of this PhD were to examine factors that influence neophyte applied sport and exercise psychologists' development as service providers. The specific aim of Study 1 was to explore the educational experiences perceived to contribute to service delivery competence from the viewpoints of educators and recent graduates of Australian applied sport and exercise psychology programmes. Graduates (8 females, 8 males, ranging in age from 24 to 46 years) and 11 academics (5 males, 6 females, varying in age from 33 to 52 years) of Australian masters programmes in applied psychology (sport and exercise) were interviewed. Interviews were recorded, transcribed, and thematically content analysed. Research credibility was enhanced by data source, analyst, and theoretical triangulation. Participants believed (a) practicing service delivery; (b) interactions among fellow students, teachers, and supervisors; and (d) specific events prior to and outside of training contributed to service delivery competence. Although research and theory was perceived to assist athlete collaboration, they were not as valued as practicing service delivery. The aim of Study 2 was to investigate the intricacies of how athletes and neophyte consultants experienced their working relationships. Trainee consultants (4 females, 3 males, ranging in age from 22 to 32 years) met with an athlete (4 males, 3 females, varying from 19 to 29 years of age) on 3 occasions. After Sessions 1 and 3, I interviewed participants about their relationships with each other. Interviews were recorded, transcribed, and thematically content analysed. Research credibility was enhanced via data source, analyst, and theoretical triangulation. Generally, participants formed positive interpersonal bonds with each other during the three sessions. There were variations among the dyads to the extent that clear service ii delivery goals and tasks were negotiated. Across the dyads, some working alliance strains arose but did not prevent the neophyte practitioners and athletes from collaborating. Incidences of transference and countertransference also occurred. The specific aim of Study 3 was to describe and compare novice applied sport and exercise psychologists' and athlete clients' reported in-session self-talk. The individuals from Study 2 also participated in Study 3. Sessions 1 and 3 were videotaped and later watched by participants, who also completed thought listing exercises to reproduce their self-talk. The data were categorized according to six dimensions: time, place, focus, locus, orientation, and mode. Retrospective accounts provided evidence that trainees' in-session self-talk statements were (a) typically present focused, (b) mostly about in-session material, (c) generally about the athletes or themselves, (d) about both internal and external events, (e) almost always related to the sessions, and (f) either neutral or planning statements. The athlete's retrospective accounts provided evidence that their self-talk statements were (a) typically present focused; (b) mostly about in-session material; (c) generally about themselves, and to a lesser extent, the consultants; (d) about both internal and external events; (e) almost always related to the sessions; and (f) largely neutral. The inter-rater reliabilities across the 6 dimensions were above 80%. The specific aim of Study 4 was to gain narrative accounts of applied sport and exercise psychology students' development as service providers during the first two years of their postgraduate studies. The neophyte practitioners (6 females and 3 males, ranging in age from 22 to 32 years) were interviewed three times across years 1 and 2 of their postgraduate studies. Again, interviews were recorded, transcribed verbatim, and thematically content analysed. Research credibility was again enhanced via data source, analyst, and theoretical triangulation. Three illustrative iii case examples were developed to represent three clusters that emerged among the nine students. The findings had parallels with therapist development models proposed by counselling psychology researchers, such as the trainees' anxieties regarding their professional competence, the ways they conceptualised service delivery, and the types of supervision relationships they preferred. The current PhD has extended knowledge about trainee applied sport and exercise psychologists' development and client interactions. The results have similarities with counselling psychology research findings. The findings in this PhD provide some evidence that counselling psychology knowledge can be readily adapted to similar aspects of applied sport and exercise psychology practice. The findings have implications for the training of practitioners, such as the types of working alliances athletes prefer, and the ways that trainees might experience anxiety. The results might also assist educators and supervisors in tailoring their efforts to match trainees' needs.