Showing papers in "Journal of Applied Sport Psychology in 2022"
TL;DR: In this paper , the authors conducted interviews with 15 current and former male UK professional cricketers, who had an average of 14 years' experience, and found that the emotional rollercoaster of a career in professional cricket had highs and lows that both stimulated a player's mental health and led to mental health issues and impaired performance.
Abstract: Abstract Recently, UK professional cricket has seen tragic events, powerful testimonies, and increased media attention surrounding mental health, yet the experiences of players and the support they receive has continued to receive limited academic attention. Our study bridged that gap by qualitatively examining UK male professional cricketers’ experiences of mental health and mental health support. Through interviews with 15 current and former male UK professional cricketers, who had an average of 14 years’ experience, three key themes were developed: (1) The emotional rollercoaster of a career in professional cricket, (2) local vs national level mental health support and, (3) nourishing vs malnourishing player’s mental health. Firstly, a career in professional cricket had highs and lows that both stimulated a player’s mental health and led to mental health issues and impaired performance. Secondly, while national level mental health support was endorsed, the support was found to be reactive. Due to the continued perceived stigma and lack of openness at the local (County) level, players reported feeling uncomfortable to reach out for support. Lastly, by providing stability with contracts, helping players prepare for and through transitions, encouraging the development of healthy habits, and coaches communicating effectively and investing in their relationships with players, organizations have the potential to nourish, protect, and enhance professional cricketers’ mental health throughout their career. Our study has important implications for counties by highlighting the role and responsibility they have in breaking down stigma, creating an open and supportive environment around mental health and nourishing player’s mental health experiences. Lay summary: Interviews with 15 male UK professional cricketers revealed the importance of local and national cricket clubs supporting and protecting player mental health. Specifically, via reducing perceived mental health stigma, providing stability with contracts, helping players prepare for transitions, encouraging healthy habit development and effective coach relationships and communication. IMPLICATIONS FOR PRACTICE Organizations at the local (County) level must recognize the key role and responsibility they have in breaking down the current stigma that exists around mental health and work toward creating an open and supportive environment where players can feel supported and comfortable seeking out mental health support. Organizations can also help protect and enhance professional cricketer’s mental health throughout their career. To achieve this, organizations at the local level should provide stability with contracts, help players prepare for and through transitions, encourage the development of healthy habits from an early age and lastly, coaches should communicate effectively and openly and invest in their relationships with players.
6 citations
TL;DR: In this article , a qualitative study examined the social support needs and experiences of older adults participating in group physical activity programs to determine social support functions and behaviors that enabled their engagement, and found that older adults in the programs supported other participants by initiating their engagement in more physical activity, helping them sustain their engagement and assisting them with recognizing successful engagement in physical activity.
Abstract: Abstract Group physical activity programs provide opportunities for older adults to receive social support, which is known to be positively associated with physical activity behavior in this population, but further research is needed to understand how this happens. The purpose of this study was to determine the social support needs and challenges experienced by older adults participating in group physical activity programs and identify social support functions and behaviors that enabled their engagement. Using interpretive description methodology, 16 field observations of classes, eight focus group discussions, and interviews with two participants who were unable to attend focus groups were conducted with adults aged 55 and older attending programs across four recreation facilities. Analysis of the data suggested that (a) there is a need for fostering social relationships in programs, which are imperative for receiving social support. Older adults in the programs supported other participants by (b) initiating their engagement in (more) physical activity, (c) helping them sustain their engagement in physical activity, (d) assisting them with recognizing successful engagement in physical activity, and (e) providing comfort and reassurance during difficult times. Social support behaviors that target older adults’ emotional and tangible needs may be most important for promoting and sustaining physical activity. Support provided by other older adults enhanced participants’ motivation and abilities to overcome obstacles, as well as enabled them to pursue opportunities for growth in their unique physical activity journeys. Lay summary: Social support can promote physical activity in older adults, but how forms of support are provided must be considered. This qualitative study examined the social support needs and experiences of older adults participating in group physical activity programs to determine social support functions and behaviors that enabled their engagement. IMPLICATIONS FOR PRACTICE Group physical activity programs should aim to foster social relationships among older adult participants in order for them to receive social support that is sensitive and responsive to their needs. Instructors of group physical activity programs should encourage cultural awareness and acceptance among older adult participants for closer social relationships to be developed. Instructors of group physical activity programs should encourage social support behaviors among participants that target older adults’ emotional and tangible needs to sustain their engagement.
5 citations
TL;DR: In this article , a study aimed to understand athletes' and sport professionals' experiences of, and perspectives toward, supporting athletes with eating psychopathology, and highlighted the need to develop accessible, confidential and tailored practical support resources which athletes can engage with independently to support them in the early stages of an eating problem.
Abstract: Abstract Eating psychopathology is prevalent among athletes yet little is known about how to effectively support athletes with eating difficulties. This study aimed to understand athletes’ and sport professionals’ experiences of, and perspectives toward, supporting athletes with eating psychopathology. Forty-five participants took part in the study and data were collected using two methods: (a) individual interviews were held with athletes with current or previous eating psychopathology symptoms (n = 13); and (b) six focus groups were conducted: two with athletes with no history of eating psychopathology (n = 13), two with coaches (n = 7), and two with sport practitioners (n = 12). The data were analyzed using thematic analysis and two overarching themes were identified. Theme 1 (Tensions around addressing eating psychopathology in athletes) highlighted challenges with communication, conflicting perceptions around the responsibility of addressing and intervening with athlete eating concerns, and difficulties with obtaining relevant and timely support for athletes. Theme 2 (Considerations for developing practical tools to support athletes with eating psychopathology) highlighted a desire for future resources to consider confidentiality, to preserve athletes’ identities and facilitate independence where the athlete is in control of the degree and pace of engagement. In conclusion, tensions exist between athletes and sport professionals which make addressing eating psychopathology in athletes difficult. There is a need to develop accessible, confidential and tailored practical support resources which athletes can engage with independently to support them in the early stages of an eating problem. Lay summary: There is a need to understand how athletes with eating problems can be more effectively supported. Athletes, coaches and sport practitioners shared their thoughts around supporting athletes with an eating problem. Findings highlight the need to develop accessible, confidential and tailored athlete support resources. IMPLICATIONS FOR PRACTICE Tensions exist among athletes and sport professionals in relation to communication around eating attitudes and behaviors, responsibility for addressing eating concerns, and obtaining relevant and timely support for eating problems which make addressing eating psychopathology in athletes difficult. Both sport professionals and athletes would benefit from education and training around the connotation and consequences of eating psychopathology which could be delivered by individuals with valuable knowledge of both eating psychopathology and the sport context. There is a need to develop accessible, confidential and tailored early intervention resources which athletes can access with ease and engage with independently in the early stages of an eating problem (e.g., self-led interventions).
5 citations
TL;DR: In this paper , the authors examined runners' perspectives on potential strategies that should be considered during the development of flow interventions, and provided researchers with detailed end-user perspectives of strategies that may inform the development, and in turn, increase the likelihood of their efficacy.
Abstract: Abstract Flow is an intrinsically rewarding psychological state characterized by effortlessness, absorption, and feelings of automaticity, that is associated with numerous beneficial outcomes for athletes (e.g., performance, motivation, wellbeing). Many studies have attempted to induce flow through interventions, however, with minimal success, perhaps due to a lack of consultation with end-users regarding appropriate strategies. Therefore, this study sought to examine runners’ perspectives on potential strategies that should be considered during the development of flow interventions. Fourteen athletes (M age = 32.71; SD = 7.22) participated in semi-structured interviews. Data were analyzed using reflexive thematic analysis, which generated four categories with themes relating to factors that cause and inhibit the occurrence of flow within each category. Specifically, these runners suggested that flow interventions should: (i) create an exploratory or novel context; (ii) set open-ended goals; (iii) provide feedback that exceeds expectations; and (iv) ensure that attention is process-focused or directed toward pleasant aspects of the run. Moreover, runners suggested that certain strategies may inhibit the experience of flow: (i) evaluative contexts; (ii) setting specific goals; (iii) delivering quantitative feedback; and (iv) focusing on disruptive stimuli and bodily sensations. The findings of this study provide researchers with detailed end-user perspectives of strategies that may inform the development of flow interventions, and in turn, increase the likelihood of their efficacy. Lay summary: The immersive, motivating, and effortless psychological state of “flow” has numerous benefits for athletes and exercisers (e.g., improved performance and wellbeing). This study interviewed runners to understand their perspectives on factors involved in the occurrence of flow, and how they relate to potential intervention strategies. Through the exploration of these factors, the findings indicate that those developing flow interventions should consider lowering the perceived demands and expectations of the activity, open-ended goal setting strategies, the delivery of feedback implying performance is better than expected, and to direct attention toward process-related distractions. IMPLICATIONS FOR PRACTICE Runners indicated that various psychological contexts, goal setting strategies, feedback, and attentional focus can cause or inhibit flow states. Athletes, coaches, and practitioners should consider creating novelty or removing specific performance demands (e.g., running a new route, terrain, or distance that is devoid of clear expectations), setting open-ended goals, avoiding quantitative feedback, and focusing on process-related stimuli when attempting to experience flow during sport and exercise. Consulting with end-users during intervention development increases the likelihood of their efficacy. Hence, this study provides a range of considerations to improve flow intervention development and subsequent efficacy.
4 citations
TL;DR: In this paper , the authors explore the views of sport psychologists and athletes on common properties of effective pressure manipulations, and PT's mechanisms for improving performance under pressure, and find that practitioners can create pressure by applying psychological demands and consequences that have an extended impact on athletes.
Abstract: Abstract To prepare athletes for psychological pressure of competition, pressure training (PT) systematically applies pressure on athletes during training. This study explored how to create pressure for PT and how PT improves performance in competition. Specifically, it aimed to explore the views of sport psychologists and athletes on: (a) common properties of effective pressure manipulations, and (b) PT’s mechanisms for improving performance under pressure. Eight sport psychologists and eight international-level athletes participated in semi-structured interviews. Thematic analysis identified three properties of effective pressure manipulations: (a) extending the reach of consequences, (b) simulating psychological demands of competition, and (c) approximating, but not replicating, intensity of competition pressure. Analysis also produced three themes that described how PT benefits performance: (a) learn and practice coping skills, (b) “change the relationship” with pressure, and (c) increase the quality of training. Understanding these benefits can help communicate to athletes why they should participate in PT. Lay summary: Pressure in training can help athletes adjust to pressure in competition, and this study found that practitioners can create pressure by applying psychological demands and consequences that have an extended impact on athletes. Athletes can then practice coping skills and learn that pressure does not have to hurt performance. Applied implications To create pressure in training, practitioners should implement pressure manipulations that increase the sense of importance to perform well. These pressure manipulations include consequences that have extended reach or demands that emphasize psychological challenges of competition. PT helps athletes train mental skills learned in workshops or one-on-one consulting.
4 citations
TL;DR: The Gold Medal Profile for sport psychology (GMP-SP) as mentioned in this paper is a comprehensive, evidence-informed framework integrating mental performance competencies underpinning the athletic performances of Canadian athletes capable of stepping onto the Para/Olympic Podium.
Abstract: Abstract The Gold Medal Profile for Sport Psychology (GMP-SP) is a comprehensive, evidence-informed framework integrating mental performance competencies underpinning the athletic performances of Canadian athletes capable of stepping onto the Para/Olympic Podium. The GMP-SP was established to guide Mental Performance Consultants (MPCs) and National Sport Organizations (NSOs) in their design, delivery, tracking, and evaluation of mental skills programs in the Canadian high performance sport system. A Participatory Action Research approach involving a 2-year cyclical process of planning, action, reflection, and evaluation informed the collaborative work of six experienced Canadian MPCs (four men, two women). The group, whose lived experience was integral to the relevance and impact of the inquiry collectively had over 125 years of experience conducting research and consulting in high performance sport. A review of the scientific literature combined with the experts’ professional practice led to the creation of the GMP-SP, which includes 11 mental performance competencies grouped under three broad categories: (a) fundamental competencies (motivation, confidence, resilience), (b) self-regulation competencies (self-awareness, stress management, emotion, and arousal regulation, attentional control), and (c) interpersonal competencies (athlete-coach relationship, leadership, teamwork, communication). Mental health was also included as an overarching construct influencing the achievement of mental and athletic performance. The GMP-SP fulfills an important gap given the current lack of models, methods, and tools to guide the operationalization of mental performance systems in high performance sport that include both intrapersonal and interpersonal competencies. Lay summary: The Gold Medal Profile for Sport Psychology (GMP-SP) is a framework integrating 11 mental performance competencies underpinning podium success in Canadian high performance sport, with attention to mental health. The GMP-SP is intended to guide practitioners and sport leaders in their sport psychology programming and resource allocation to support athletes in their quest for excellence. IMPLICATIONS FOR PRACTICE Mental Performance Consultants (MPCs) can use the Gold Medal Profile for Sport Psychology (GMP-SP) for the assessment, periodization, and implementation of mental skills training programs in high performance sport. The GMP-SP can be used to educate athletes, coaches, and staff about the importance of mental performance skills to achieve success in high performance sport. The GMP-SP uniquely highlights intrapersonal and interpersonal competencies and the interplay between mental performance and mental health. The analogy of gold, silver, and bronze in the GMP-SP can help practitioners, scholars, and sport leaders to plan, test, and allocate adequate resources and funding for the development of mental competencies.
3 citations
TL;DR: In this article , the authors present a rationale for using EFT in working with injured athletes and present a conceptualization of five challenges and conflicts that arise within athletes' injury experiences: (a) attending to the body and listening to body; (b) tending to the pain versus pushing through pain; (c) interpersonal challenges and conflict with others; (d) injuries as a challenge to athlete identity; and (e) concerns about time left in career and falling behind.
Abstract: Abstract Athletes’ emotional responses to injuries may include feeling sad, angry, anxious, frustrated, helpless, irritated, and confused about their identity as athletes. Emotions are central in athletes’ sport injury experiences, yet most therapeutic approaches described in the sport psychology literature are grounded in cognitive-behavioural traditions and strategies may tend to emphasize controlling or suppressing emotions. Emotion Focused Therapy (EFT) is a robust, empirically-supported therapeutic approach grounded in experiential therapy and emotion theory that can be used to help athletes deal with injury-related difficulties. This position paper presents a rationale for using EFT in working with injured athletes. We review foundational principles of EFT and the conceptualization of emotions, emotion regulation, and dysregulation from an EFT perspective. Drawing on EFT theory, we present a conceptualization of five challenges and conflicts that arise within athletes’ injury experiences: (a) attending to the body and listening to the body; (b) tending to the pain versus pushing through pain; (c) interpersonal challenges and conflicts with others; (d) injuries as a challenge to athlete identity; and (e) concerns about time left in career and falling behind. Examples of ‘in vivo’ interactions between therapists and athletes are also presented to bring to life the use of EFT strategies and techniques, and we conclude with directions for future research and suggestions for practitioners to advance the use of EFT within the field of sport psychology. Lay summary: Emotion Focused Therapy (EFT) is a process-experiential, person-centered therapeutic approach that holds promise for clinicians and therapists working with injured athletes. EFT could be used to evoke and experience emotions in therapeutic sessions in order to develop greater acceptance, awareness, and understanding about one’s emotions to facilitate healing and support athletes’ ongoing performance and sport careers.
2 citations
TL;DR: In this paper , the authors examine challenges to confidentiality experienced by sports psychologists in men's English football academies and propose two research-based solutions allowing psychologists to handle these issues, and find that several staff members (e.g., coaches, managers, and support staff) would use covert and subtle ways to make psychologists break confidentiality.
Abstract: We examine challenges to confidentiality experienced by sports psychologists in men’s English football academies. Sixteen psychologists, six women, and ten men working in English football academies participated in two semi-structured interviews. We carried out a reflexive thematic analysis after each round of interviews and developed two themes: (1) challenges to client-psychologist confidentiality; (2) a context of normalized surveillance. First, participants explained that several staff members (e.g., coaches, managers, and support staff) would use covert and subtle ways to make psychologists break confidentiality. This included trying to get the psychologist to “slip up.” Second, the football academy context was characterized by widespread surveillance of players. It was evident that it is common practice for clubs to gather objective and self-report data creating extreme transparency in the young people’s lives. We also propose two research-based solutions allowing psychologists to handle these issues.
2 citations
TL;DR: In this paper , the authors examined the everyday experiences of women student-athletes of color navigating, negotiating, and resisting white normativity and found that participants engaged in continuous negotiation processes of normalizing, nuancing and resisting whiteness.
Abstract: Abstract Student-athletes of color navigate white normativity daily, yet it is a form of racism rarely examined in sport psychology. Examining people of color’s daily experience can be instructive to understanding how whiteness gets normalized and challenged in various contexts. Moreover, as white normativity is ubiquitous, research methodologies themselves must explicitly acknowledge and challenge white normativity. This study examined (a) manifestations of white normativity in the daily lives of student-athletes of color, (b) student-athletes of color’s processes of negotiating and navigating whiteness, and (c) methodological designs for creating safe spaces for student-athletes of color to make meaning of race. Seven women student-athletes of color engaged in group and individual interviews during which the interviewer foregrounded race and racism and facilitated participants’ meaning-making. Specifically, building from humanizing research and heeding the call for empirical spaces to be culturally-responsive, participant storytelling was encouraged and stories were reexamined through critical lenses. Through our findings, we illustrate how women student-athletes of color are not merely passive recipients of dominant (white) culture but, in different ways, active agents negotiating their status as athletes, women, and people of color within white normative contexts. Conscious of their deviance from the white norm, participants engaged in continuous negotiation processes of normalizing, nuancing, and resisting whiteness. Lay summary: Racism is often thought of as racist people harming people of color with malintent. In this paper, we show how racism is upheld and maintained even without individual racists through the normalization of whiteness. We also examined the everyday experiences of women student-athletes of color navigating, negotiating, and resisting white normativity. PRACTICAL IMPLICATIONS Racism is not limited to overt actions perpetrated by individuals with intent to harm but, rather, through the normalization of whiteness. Thus, we must all critically examine the racial implications of our everyday assumptions Studying race must be done thoughtfully and explicitly as racial consciousness is subverted due to white normativity in academia, research, and society There are diverse positions women student-athletes of color can take as they navigate daily racism and white normativity. Sport and exercise psychology (SEP) professionals should hold space for student-athletes of color to consider their perspectives as there is no single right way to dismantle racism. SEP professionals must also actively seek for strategies to agitate and disrupt white normativity
2 citations
TL;DR: In this article , the authors investigated to what extent a mobile application (called REMBO) could reduce the risk of running-related injuries and chronic fatigue by externally supporting self-regulation in a personalized fashion.
Abstract: Abstract Runners have a high risk of getting injured compared to practitioners of other sports, and reducing this risk appears challenging. A possible solution may lie in the self-regulatory behavior of runners and their passion for running, which are promising predictors of runners' risk of running-related injuries (RRIs) and chronic fatigue. Therefore, in the present study, we investigated to what extent a mobile application (“app”), called REMBO, could reduce the risk of RRIs and chronic fatigue by externally supporting self-regulation in a personalized fashion. Long-distance runners (N = 425; 243 men, 182 women; M age = 44.7 years), training for half and whole marathon distances, took part in our randomized controlled trial. Runners were randomly allocated to theintervention group with access to the app (n = 214) or to the control group with no access to the app (n = 211). We tested the effectiveness of the app according to the intention-to-treat protocol and via a dose-response analysis, finding no statistically significant effects with regard to RRIs and chronic fatigue. Furthermore, an exploratory latent risk profile subgroup analysis found no evidence that any reductions in RRIs or chronic fatigue due to the app intervention differed across low-risk, medium-risk, and high-risk psychological profiles of runners. Across our study, adherence was relatively low, reasons for which are discussed based on feedback from participants. In our discussion, we outline the implications of the app intervention not achieving its intended effect and list several recommendations that might steer toward more success in preventing RRIs and chronic fatigue in the future.
2 citations
TL;DR: In this paper , the authors provide an overview of what we know and what we need to know about the development of sport psychology professionals, and provide a commentary that facilitates discourse and future action.
Abstract: Abstract To ensure public safety, duty of care, and professional advancement, scholars need to consider the competence, ethical practice, and well-being of sport psychology practitioners (SPPs). Despite the growth of sport psychology as a profession, scholars have predominantly focused on how to do applied sport psychology, with issues of professional formation, development, maturation, and SPPs’ well-being receiving limited attention. Yet, to safeguard the future of the field, we must better understand how SPPs develop as individuals and as professionals, the contextual factors that may affect their development, and how training and supervision may contribute to professionals’ experiences and development. In this invited article, we review “what we know” and “what we need to know” regarding the professional development of SPPs. In doing so, we hope to inform the reader on the critical developments in this area while presenting a commentary that facilitates discourse and future action. Lay summary: A field that aims to grow and evolve must understand the development of ethical and competent professionals. To aid in this understanding, we provide an overview of what we know and what we need to know about the development of sport psychology professionals. IMPLICATIONS FOR PRACTICE SPPs need to focus their attention on the development of themselves as persons and professionals regarding their competence development. SPPs may need to integrate who they are with what they do to promote an enriching, sustainable, competent, ethical, and effective practice. Supervisors on graduate and training programs should be aware of practitioner developmental processes and the factors that influence this for SPPs. Those leading training programs might adopt a developmental approach within their curricula, with priority given to assisting trainees to integrate their personal beliefs and professional philosophy into their service delivery.
TL;DR: In this paper , the authors explored the experiences of Canadian athletes preparing for the Tokyo summer Olympic Games during the COVID-19 global pandemic and found that factors such as Olympic qualification, stage of their career, physical and mental health, and access to resources influenced their experience.
Abstract: Abstract The COVID-19 pandemic, and the Tokyo Olympic Games postponement, has created unprecedented challenges for Olympic level athletes. Given the adversity athletes have faced since the World Health Organization (WHO) declared COVID-19 a global pandemic, the construct of psychological resilience is a useful framework for understanding athlete experiences during this time, and is conceptualized by Fletcher and Sarkar as an individual’s ability to protect against the negative effect of stressors. The purpose of this research was to explore the experiences of Canadian athletes preparing for the Tokyo summer Olympic Games during the COVID-19 global pandemic. Interviews were conducted with 20 Canadian athletes across individual and team sports. The participants spoke of the multiple ways they were taking care of themselves and developing resilience throughout the pandemic, highlighting the complexity involved with managing an adversity. Four narratives illuminate the athletes’ experiences: the critical role of context, the essential nature of social support, the importance of being more than an athlete, and the relevance of learning to reflect on one’s life. For these athletes, factors such as Olympic qualification, stage of their career, physical and mental health, and access to resources influenced their experience of the pandemic, demonstrating the importance of both individual and environmental factors when exploring resilience. Importantly, the athletes did not manage this adversity on their own, but received strong support. Therefore, sport psychology consultants can assist an athlete’s development of resilience by providing expertise and taking into account an athlete’s personal context. Lay summary: Twenty athletes preparing for the Tokyo Olympic Games during the COVID-19 pandemic were interviewed and four narratives are presented. All athletes were experiencing the pandemic differently based on their personal circumstances and were managing the adversity with social support, reflection, and pursuits beyond sport. APPLIED IMPLICATIONS Develop resources for coaches, athletes, and sport psychology practitioners to become competent in understanding and developing a high-performance sport environment that is both challenging and supportive Recognize the importance of social support in learning how to effectively reflect and develop pursuits outside of high-performance sport Understand and develop resilience, in a way that promotes, rather than diminishes, mental health
TL;DR: In this paper , the authors analyze novice and expert mental performance consultants' (MPCs) professional philosophies using the hierarchical structure of professional philosophy as a guiding framework. And they explore perceptions of how a professional philosophy might improve consultant effectiveness.
Abstract: Abstract Professional philosophy has received increased attention as a topic of research and applied interest. A professional philosophy is believed to develop during the early years of consulting and evolve as a function of experience, advanced education and training, reflective practice, and supervision. To systematically investigate this proposed transition, this study sought to analyze novice and expert mental performance consultants’ (MPCs) professional philosophies using Poczwardowski et al.’s hierarchical structure of professional philosophy as a guiding framework. Additionally, this study aimed to explore perceptions of how a professional philosophy might improve consultant effectiveness. Eighteen participants (9 novice MPCs, 9 expert MPCs) were interviewed about the various components of their professional philosophy. Findings revealed key similarities and differences between the types of philosophies that novice and expert MPCs adopted in their practice. Novice and expert consultants exuded their values in the relationships with their clients, however, experts modeled their values through their behaviors. Although both groups used their chosen theoretical paradigm to guide their work with clients, expert MPCs specifically mentioned using this to aid their case conceptualization. Benefits of understanding one’s unique philosophy to provide sport psychology services were also highlighted by both groups. Findings help to further highlight the importance of developing a consulting philosophy as a novice consultant. Furthermore, understanding one’s philosophical approach to practice could be important for ensuring seasoned consultants are providing effective services to clients. Lay summary: Professional philosophy is a fundamental driving force of mental performance service delivery and represents a valuable asset for both junior and senior practitioners. Professional philosophy is characterized by the purpose, values, beliefs, and ideals underlying one’s consulting approach and underpins the decisions regarding which theories, principles, interventions and techniques to utilize in practice to facilitate change. Based on the nuances observed when comparing philosophies of novice and expert mental performance consultants, practitioners of all levels can benefit from periodically reflecting upon their consulting philosophy to continuously hone their craft and improve their competence and efficacy. IMPLICATIONS FOR PRACTICE Novice mental performance consultants should look to develop a philosophy in line with their values and beliefs at an early stage in their career. Expert consultants should continue to be aware of their own philosophy and recognize the importance of how it contributes to an effective and coherent delivery of service.
TL;DR: In this paper , the authors explored parents' interpretations of their roles and experiences of supporting young athletes' psychosocial development in this context and explored practical strategies, barriers, and recommendations to support their child's development in and beyond sport.
Abstract: Abstract There remains limited research into the role that parents play to support their child’s psychosocial development within elite youth sport contexts. The present study was conducted in an English professional youth football (soccer) academy that has intentionally integrated the 5Cs framework (Harwood; commitment, communication, concentration, control, confidence) into its player development process. The purpose of the study was to explore parents’ interpretations of their roles and experiences of supporting young athletes’ psychosocial development in this context. Six focus groups were conducted with 30 parents (17 fathers, 13 mothers; M age = 44.8) who had a child in the foundation (8–11 years) or youth development phase (12–16 years). The transcripts were analyzed using reflexive thematic analysis. Parental strategies employed to support their child’s 5Cs within and beyond the academy included providing encouragement and tailoring feedback, establishing and sharing expectations with their child, creating an autonomy-supportive environment, encouraging participation in activities outside of the academy, and understanding football and the nature of the academy. Barriers perceived as hindering parents’ support reflected the salience of coach-parent communication at the academy. Accompanying recommendations and implications are discussed for enabling improved congruency between coaches and parents, and how parent education can be better tailored to support intentional psychosocial development within elite youth sport pathways. Lay summary: Conducted at a professional football academy that has integrated a psychosocial framework into the player development process, this study explored parents’ interpretations of their roles and experiences of supporting young athletes’ psychosocial development. Parents discussed practical strategies, barriers, and recommendations to support their child’s development in and beyond sport. IMPLICATIONS FOR PRACTICE Parents can support young athletes’ psychosocial development by considering the broader contexts in which they occupy, including how they communicate at home, how they control their emotions within their sport programs, and how they demonstrate commitment at school. When parents employ an intentional approach to supporting psychosocial development, young athletes may become more aware of the possibilities for transferring their psychosocial skills beyond football, or their immediate sport context. Strengthening the communication between parents and coaches within a sport program, and the education offered to parents and coaches, can help sport parents better support their child’s psychosocial development within and beyond the sport program. Engagement with a parent 5C program can provide parents with a meaningful return on their time in academy football to not only support their child but to help them navigate the known demands of being a parent in an elite youth sport environment.
TL;DR: In this paper , a study was conducted to understand how sport psychology scholars and practitioners conceptualize and develop cultural competence (CC) within their professional practice and the implications for individuals and professional bodies for professional development, training and effective practice.
Abstract: Sport psychology scholars and practitioners (SPPs) now recognize the importance of cultural competence (CC). However, only a few SPPs have deliberately centered CC in their practice. The purpose of this study was to understand how SPPs conceptualize and develop CC within their professional practice. Our study is grounded in a critical realist ontology and framed within the consensual qualitative research method (CQR). Using a semi-structured interview guide, we interviewed 25 globally situated SPPs (13 males, 12 females) with three to 40 years of professional experience (17.83, SD = 10.88) residing on four different continents. We constructed seven categories to provide a snapshot of how SPPs conceptualize, develop, and emphasize CC as an ethical and moral obligation to engage in effective professional practice. The participating SPPs described how CC is contextual and encompasses one’s cultural knowledge, awareness, and skills developed from professional and personal cultural interactions and investment in cultural professional development. The SPPs shared how CC plays a relevant role in their sport psychology practice. We also highlighted how culture and CC are frequently conceptualized and experienced from a one-dimensional perspective, overlooking the importance of how cultural identities and modes of being interact within and between SPPs and clients or participants. The implications for individuals and professional bodies are discussed for professional development, training, and effective practice.Lay summary: Cultural competence is an ethical and moral obligation for SPPs to engage in effective professional practice. In this study, a multinational group of SPPs shared how they conceptualize, develop, and implement cultural competence within their professional practice. Applied ImplicationsThe development of and deliberate consideration of CC into applied and scholarly practice is an ethical and moral responsibilityIt is important for SPPs to invest in developing their CC, becoming comfortable with making mistakes, and engaging in difficult conversations.It is important for SPPs to ground their CC development in their own reflections as well as personal and professional cultural encounters.
TL;DR: In this article , a case study of the selection, formation, and development of a support team for the Swedish national football team over 21 months before the men's 2018 FIFA World Cup was presented.
Abstract: Abstract In this study, we provide a novel account of the selection and development of a staff team for the Swedish national men’s football team for the 2018 FIFA World Cup. A total of 37 interviews took place at six time points over a 21-month period to track the values-based steps taken by the national Head Coach to build his support team. The sample was employed in a variety of roles including Head Coach, Assistant Head Coach, Goalkeeping Coach, Mentor to the Head Coach, Performance Analyst, Sports Psychologist, three Scouts, and a Team Manager. The data are presented in a temporal manner and organized according to three core values which were espoused by and later adopted as a value system by the support team: candor, humility, community. The data provide novel insight into the recruitment, formation, and development of the support team underpinned by a value system promoted by the Head Coach using candor, humility, and community. The presentation of longitudinal reflections from the Head Coach and members of the staff team during their build-up to, and excellent performance at the World Cup finals offer a significant contribution to knowledge regarding how a values-led approach was experienced in elite sport. The findings offer salient implications for research and practice. Lay summary: This is a case study of the selection, formation, and development of a support team for the Swedish national football team over 21 months before the men’s 2018 FIFA World Cup. We explored the values-led leadership approach of the Head Coach across this period, presenting data from interviews over time-related to the impact of this values-led approach on the “team behind the team” in the build-up to and during the World Cup. Applied implications Psychologists and coaches might benefit from adopting a values-led approach to recruitment and ways of working. The values of candor, humility, and community were effectively articulated and role modeled by the leader and subsequently adopted by members of the support team. Although the specific values may not be suitable, the processes and critical moments that defined this adoption process might be valuable for others to reflect on. Values systems might benefit from “stress testing” over a period of time that is characterized by the relative stability of personnel and consistency of value messaging.
TL;DR: In the special issue of the Journal of Applied sport psychology on sport injury psychology as mentioned in this paper , the authors consider how the five papers presented within have advanced this field of research in three meaningful ways: (a) moving beyond models (theoretical diversification), (b) working with rather than on participants (research diversification); and (c) moving far beyond the usual suspects (applied diversification).
Abstract: Abstract In this epilogue to the Special Issue of Journal of Applied Sport Psychology on sport injury psychology, we consider how the five papers presented within have advanced this field of research in three meaningful ways: (a) moving beyond models (theoretical diversification); (b) working “with” rather than “on” participants (research diversification); and (c) moving beyond the “usual suspects” (applied diversification). We hope the next wave of research on sport injury psychology builds upon these studies to keep pushing the boundaries of our understanding of sport injury. Lay summary: In this epilogue to the Special Issue, we consider how the papers presented within extend our understanding of sport injury and push the boundaries of the field of sport injury psychology. A shift toward more diverse scholarship to extend theory, research, and practice is encouraged.
TL;DR: In this article , the authors explore whether role breadth and role efficacy mediate the relationship between coach depression literacy and prevention and early intervention, and assess whether gender or stigma moderates any mediation effects.
Abstract: Coaches’ mental health literacy is associated with increased engagement in prevention and early intervention behaviors. However, few studies have explored the factors that may influence these relationships. The purpose of this study was to explore whether role breadth and role efficacy mediate the relationship between coach depression literacy and prevention and early intervention, and to assess whether gender or stigma moderates any mediation effects. One thousand and forty five coaches (M = 42.71 years old; SD = 11.52; 30% female) completed an online survey exploring depression literacy, personal stigma, role breadth and efficacy and engagement in prevention and early intervention. Path analysis was conducted, followed by mediation and moderated-mediation analyzes. The overarching model for each behavior was confirmed. Role efficacy but not role breadth partially mediated the relationship between depression literacy and each behavior. Gender did not moderate any mediation relationships. Personal stigma moderated the relationship between depression literacy and prevention and early intervention. Coaches with lower levels of personal stigma, reported higher levels of depression literacy and were more confident to engage in prevention and early intervention. Increasing coaches’ knowledge and confidence may lead to increased engagement in prevention and early intervention. However, for coaches with high levels of personal stigma, approaches that go beyond the provision of knowledge may be required.
TL;DR: In this paper , the authors investigated the effectiveness of a novel identity leadership-framed reflective practice intervention for developing sport coach leadership skills and found that the experimental condition reported significantly greater advancement, entrepreneurship, and impresarioship, but not prototypicality at post-intervention.
Abstract: Abstract The purpose of this study was to investigate the effectiveness of a novel identity leadership-framed reflective practice intervention for developing sport coach leadership skills. We adopted an eight-week randomized control intervention design, including five experimental group coaches and their associated athletes (n = 47) and four control group coaches and their athletes (n = 32). Athletes’ perceptions of their coach engaging in identity leadership behaviors were measured at Weeks 0 and 8 for both groups. The experimental group coaches completed three specifically designed social identity-framed reflective practice tasks in Weeks 1, 3, and 5. Results showed that when controlling for baseline scores and compared to the control condition, the experimental condition reported significantly greater advancement, entrepreneurship, and impresarioship, but not prototypicality at post-intervention. The results provide support for the use of tailored reflective practice interventions to elicit desirable identity leadership behaviors as perceived by athletes. Lay summary: Leadership is a key aspect of team sport performance. Reflective practice is a core component of coach development. The present study shows the potential to develop leadership through social identity-framed reflective practice activities. Implications for practice Investigation of new ways for developing leadership In-direct development of Identity Leadership Multi-faceted and innovative approach to reflective practice
TL;DR: In this article , a qualitative study was conducted to investigate women's perceptions of their menstrual cycle, their thoughts, feelings, and actions in sport and exercise environments throughout the menstrual cycle.
Abstract: Abstract The menstrual cycle is an important biological process that can have implications for women’s participation in activities of daily life. The purpose of this qualitative study was to understand women’s experiences, interactions, and perceptions of sport and exercise participation throughout the menstrual cycle. Five focus groups with 25 physically active women were conducted to investigate women’s perceptions of their menstrual cycle, their thoughts, feelings, and actions in sport and exercise environments throughout the menstrual cycle. The dramaturgical writings of Goffman were used to understand women’s self-presentation and experiences of interactional dynamics in sport and exercise environments. The findings highlight that the period was the most impactful aspect of the menstrual cycle on physically active women’s experiences of sport and exercise participation. The results explore strategies that the women adopted to manage their appearance, concerns that informed women’s decision-making processes, and the women’s purposeful impression management when undertaking sport and exercise during their period, particularly in interactions with male sport coaches. The findings emphasize the importance of unpacking the often-implicit norms and expectations associated with the period in order to normalize dialogues with practitioners (e.g., coaches) and support women’s continued participation in sport and exercise throughout the menstrual cycle. Lay summary: Following five focus groups with 25 physically active women, we found that concerns over what others might think if they found out that women were on their period led our participants to choose clothes selectively and suppress their discomfort in many interactions when participating in sport and exercise situations. Implications for practice Fear of leakage of menstrual blood and concerns over subsequent reactions of others (e.g., coaches, other gym members) makes the period particularly impactful on how women feel and act in sport and exercise situations. Knowledge of what it means to women to be on their period (e.g., selective choice of clothing, suppressing of any signs of discomfort) is important for practitioners in the field to create open and relaxed conversational atmospheres that allow opportunity for women to open up about their feelings and experiences if they choose to do so.
TL;DR: This paper explored the experiences of men and women coaches to better understand the role of gendered expectations in elite sports environments and how these are reproduced within a Western European country's elite sport system.
Abstract: Abstract Underpinned by critical feminist psychology and in response to repeated calls to explore how the dynamics of gender inform coaching practices, this study aimed to explore the experiences of men and women coaches to better understand the role of gendered expectations in elite sports environments and how these are reproduced within a Western European country’s elite sport system. Data were collected over 18 months via fieldwork observations and semi-structured interviews with 10 elite coaches, from five Olympic and professional sports. Data were analyzed using reflexive thematic analysis. Using the concept of hegemony as a theoretical lens to interpret the data, macro (i.e., wider socio-cultural norms), meso (i.e., organizational practices), and micro (i.e., coaches experiences working with women athletes) levels were identified. The findings demonstrate that each level plays a role in actively producing and reproducing the broader power relations between genders within and beyond the sporting environment. ‘Moments of intervention’ are offered to coaches and sports personnel to create more inclusive environments to provide optimal support for women athletes. Lay summary: Over an 18-month period of observations and interviews, this research explores elite coaches’ perceptions of working with world-class women athletes across a range of sports. Underpinned by critical feminist psychology, the importance of using a holistic approach to understand how multi-level factors impact the support elite women athletes receive was identified. IMPLICATIONS FOR PRACTICE The findings demonstrate the need to encourage people working in elite sports to reflect on their underlying gender biases. Coaches should be cautious of stereotyping elite women athletes, with an aim instead to understand individuals against the backdrop of a gendered world. Gender should be seen as a complex set of social relations that requires open and frequent dialogue to assess and challenge the narrative of how women athletes are viewed, spoken about, and treated within the elite sports environment.
TL;DR: In this article , the authors explored the experiences of athlete leader development using a multi-perspectival, interpretative phenomenological analysis, and found that athletes need certain challenges to develop as leaders, and they need an environment that provides them with quality support and feedback.
Abstract: Abstract The development of athlete leaders is a multifaceted process. In this study, the experiences of athlete leader development were explored using a multi-perspectival, interpretative phenomenological analysis. Two basketball teams and one soccer team participated in this study. The players on each team identified their leaders using a questionnaire, and these identified leaders (n = 10), their teammates (n = 6), and their head coaches (n = 3) participated in semi-structured interviews, after which an iterative and inductive approach was taken to analyze the data. Results were organized into two general categories: (a) elements involved in the process of athlete leader development, and (b) leadership skills to be developed in athlete leaders. Findings showed that experiencing challenges, such as playing in different levels, positions, and roles, and making decisions on one’s own facilitates athlete leader development. Additionally, an environment that provides the opportunities for feedback and support from others, and individual factors such as competitive skills, the ability to manage emotions, and diligence emerged as elements that assist athletes to develop into leaders. Interpersonal, team management, and visioning skills were further identified as leadership skills that need to be developed for effective athlete leaders. The results inform athlete leader development theory and suggest that athletes require certain experiences to develop as leaders; with consideration of individual differences, the systematic provision of such experiences could facilitate this development. Lay summary: In this study, the development of athlete leaders is examined through the lenses of athlete leaders, their coaches, and their teammates. The findings show that athletes need certain challenges to develop as leaders. Additionally, they need an environment that provides them with quality support and feedback. Implications for practice Athletes need to be challenged and provided with feedback and support to develop as leaders. Coaches need to provide athletes with an environment that focuses on growth and personal development, where all athletes have the opportunities to assume leadership roles, and where appropriate role models are present. Strategies to develop leaders should include athlete leadership skills training that focuses on interpersonal, team management, and visioning skills.
TL;DR: In this article , the authors examined how elite track and field, swimming, and canoe kayak athletes experience and manage exercise-induced pain when training at a high intensity and competing, and found that the experience of EIP is highly cognitive and generally perceived as detrimental to performance if not effectively managed.
Abstract: There is a paucity of research examining exercise-induced pain (EIP) management in elite endurance sports. The purpose of this study was therefore to investigate how elite endurance athletes experience and manage EIP to help inform the work of Mental Performance Consultants. Individual semi-structured interviews were conducted with 12 female and three male athletes (Mage = 23.73, SD = 2.31) competing in track and field (i.e., 600–1,500 m; n = 5), swimming (i.e., 200–400 m; n = 5), and canoe kayak (i.e., 500–1,000 m; n = 5). Given the centrality of self-regulation in elite sports and in the management of internal states (e.g., EIP), the social cognitive model of self-regulation was used to guide this study and to derive practical implications. The template analysis generated (a) two themes (i.e., sensations, beliefs) and six subthemes (e.g., tightness, progressive) related to the experience of EIP as well as (b) three themes (i.e., preparation, execution, evaluation) and 17 subthemes (e.g., accept and commit to EIP, direct attention away from EIP, reflect using a training journal) related to the management of EIP. Findings suggest that the experience of EIP is highly cognitive and generally perceived as detrimental to performance if not effectively managed. Athletes used several psychological strategies to prepare to experience EIP, reduce the aversive effects of EIP while performing, and learn from their EIP management strategies to improve their coping capacity. Importantly, combining self-regulation and mindfulness strategies appears to be valuable to successfully manage EIP.Lay summary: This study examined how elite track and field, swimming, and canoe kayak athletes experience and manage exercise-induced pain when training at a high intensity and competing. Beliefs and sensations influenced the experience of EIP and athletes used 17 psychological strategies to manage this prominent psychological demand.IMPLICATIONS FOR PRACTICEMental Performance Consultants are encouraged to:Emphasize the development of preparation strategies to manage EIP as this phase seems to be a priority. Specifically, accepting and committing to experiencing EIP appears to be essential.Help endurance athletes focus on performance-relevant cues (e.g., cadence, technique, relaxing, race plan) and the present moment (e.g., one repetition/segment at a time) when experiencing EIP.Develop a brief guided self-reflection tool that endurance athletes can use to assess the experience and management of EIP.
TL;DR: In this paper , the authors examined the effects of a season-long multifaceted team goal-setting intervention (with emphasis on both individual and team level goal) on perceptions of team cohesion and collective efficacy.
Abstract: Abstract The current study examined the effects of a season-long multifaceted team goal-setting intervention (with emphasis on both individual and team level goal) on perceptions of team cohesion and collective efficacy. Using a non-randomized controlled design with 81 female volleyball players (Mage = 16.57, SD = .25) from six teams, three teams (n = 3) were assigned as intervention condition while the remaining teams (n = 3) represented no-treatment control condition. Teams in the intervention condition participated in a three-stage team goal-setting protocol with an extension of the individual goal-setting phase throughout a season. All participants completed questionnaires measuring perceptions of team cohesion and collective efficacy at three time-points throughout the season (i.e., beginning, midseason, end-season). In addition, participants in the intervention condition completed performance profiles at the beginning and the end of the season. Compared to the control group, the task cohesion perceptions of the intervention group were significantly higher in the midseason, the social cohesion perceptions were significantly higher at the end of the season, and their collective efficacy perceptions were significantly higher both in the midseason and at the end of the season. These results revealed the effectiveness of the multifaceted team goal-setting intervention on team cohesion and collective efficacy. Lay summary: This study extends the team goal-setting literature by conducting a season-long multifaceted team goal-setting intervention in youth volleyball teams. The intervention involved both individual and team goals and aimed to improve coherence between those goals through task interdependence.
TL;DR: This paper explored sport employees' sense of fandom and membership with sport organizations and found that sport employees viewed sport and competition as important aspects of themselves and working in sport organizations reinforced such ideals.
Abstract: Abstract This study was created to examine sport employees’ social identities. While a clearer understanding of sport fans’ social identities exists, there is a gap in the literature pertaining to the identification processes of sport employees–including the influence of fandom. As such, this study is positioned to examine how and why sport employees identify with their sport organizations. The study was grounded in a hermeneutic phenomenology approach to gather deep and rich data concerning sport employees’ lived experiences of working in the sport industry. Specifically, semi-structured interviews were conducted with 18 full-time sport employees from a variety of American sport sectors. A thematic analysis of the transcribed interviews was used to develop a total of four themes that explored the meanings of the self-concepts of participants, the symmetry between their self-views and sport organizations, the experience of a sense of belonging with a sport organization, and the interplay between sport employees and fans. The results of the study support previous work suggesting that sport employees have a distinct social identification process with their sport organizations. In terms of potential outcomes, the application of social identification in the sport workplace could lead to enhanced employee and organizational performance, as participants were willing to engage in labor, primarily in the form of organizational citizenship behaviors, that supported the functionality their sport organizations. Lay summary: This study explored sport employees’ sense of fandom and membership with sport organizations. During interviews, participants viewed sport and competition as important aspects of themselves and working in sport organizations reinforced such ideals. Further, there is potential for improved employee and organizational performance when sport employees identify with their organization. Implications for practice Employees’ social identities can be supported by emphasizing competition Identified sport employees value their contributions and will increase work efforts Sport organizations can leverage identified employees to enhance performance by promoting an atmosphere of helping behaviors and valuing organizational outcomes
TL;DR: In this article , a model of mentorship that aims to foster well-being and retention for Black, Indigenous and people of color (BIPOC) professionals is presented. But, the model is limited to the sport psychology field.
Abstract: Abstract Sport psychology (SP), is often dominated by hegemonic viewpoints, and has historically lacked multiculturalism and awareness of intersectional oppression and marginalized identities, resulting in feelings of alienation for Black, Indigenous and people of color (BIPOC) practitioners. Literature from Association for Applied Sport Psychology (AASP) recommends mentorship as a way to foster professional growth and well-being. However, recommendations are often vague concerning the obstacles to success, systemic racism, sexism, and other forms of oppression that affect young professionals. By combining the specific demands of SP with critical race theory, feminist and womanist mentorship practices, and intersectionality, we outline a model of mentorship that aims to foster well-being and retention for BIPOC professionals. Specific recommendations include (1) directly naming obstacles related to systemic oppression; (2) fostering a sense of mutual care, trust, and refuge between mentor and mentee; and (3) avoiding exploitation and advocating for mentee success and thriving. Questions to be considered are (1) whether same-identity mentorship is necessary for a successful mentor-mentee relationship; and (2) how to work within a neoliberal university or sporting system. Lay summary: Mentorship is essential to becoming a competent and certified sport psychology professional. Research has noted that most sport psychologists are white and male, and we use various theories to examine how mentorship practices can improve so that more minority and female practitioners can join and thrive in the profession. IMPLICATIONS FOR PRACTICE In order to transform the field, mid-level and experienced sport psychology practitioners who have the capacity should provide caring, critical, and collaborative mentorship to BIPOC practitioners. Practitioners who serve as mentors should deliberately discuss the racism, misogyny, and other obstacles that exist in sports and academia. Mentors should borrow from feminist, womanist, CRT, and intersectionality scholars to create liberatory non-hierarchal relationships that foster institutional change.
TL;DR: In this paper , the authors examine the influence of classic heuristics and biases, exploring issues such as: an exclusive focus on the inside view; tunnel vision; focusing on disposition as opposed to situation; the sport environment as a complex adaptive system; formulas for success; phase transitions; and conflating skill and luck.
Abstract: Abstract This position paper examines decision-making in sport psychology practitioners from a dual processing perspective. Based on the work of Kahneman and Tversky, we draw upon cognitive and social psychology research to explore key decision-making vulnerabilities in the context of the sport psychology practitioner. We examine the influence of classic heuristics and biases, exploring issues such as: an exclusive focus on the inside view; tunnel vision; focusing on disposition as opposed to situation; the sport environment as a complex adaptive system; formulas for success; phase transitions; and conflating skill and luck. When considering how to combat such decision-making vulnerabilities, we explore a ‘counterintuitive’ approach developed by Mauboussin to mitigating these, and explain how sport psychology practitioners can apply such strategies. We suggest counterweight strategies, including: raising awareness of how biases and heuristics may be affecting our decision-making; diversifying our perspectives; proactively seeking critical feedback from diverse sources; creating useful checklists; and performing ‘pre-mortems’. Likewise, we explore strategies for future research on decision-making in sport psychology practitioners. Lay summary: This position paper draws on research from social, cognitive and sport psychology to explore key decision-making vulnerabilities in the context of the sport psychology practitioner. We provide evidence-based suggestions to mitigate these vulnerabilities, and strategies for how practitioners can apply these ideas in their practice. Implications for Practice A dual-processing approach has considerable potential for highlighting, and mitigating against, key decision-making vulnerabilities in sport psychology practitioners The systematic use of evidence-based strategies could greatly enhance decision-making quality in practitioners.
TL;DR: In this article , the authors explored how sport parent perceptions and behaviors may be understood when examined through the conceptual lens of a framework originating within the consumer behavior literature and found that ice hockey parents were influenced by a variety of external pressures to continue funding their children's participation rather than their personal perceptions and assessments of program quality.
Abstract: Negative sport parent behavior continues to impede athletes, coaches, and program administrators from enjoying positive experiences within a variety of youth sport environments. In conjunction with this issue, the growing financial cost required to support youth sport participation has been identified as a source of stress for parents as well as a barrier preventing athletes from fully enjoying all that youth sports programming has to offer. As such, the purpose of the current study was to explore how sport parent perceptions and behaviors may be understood when examined through the conceptual lens of a framework originating within the consumer behavior literature. Using an established model of consumer decision-making to structure the project’s interview guide, 15 semi-structured interviews with Canadian ice hockey parents (seven “moms” and eight “dads”) were completed. Interview questions were constructed in hopes of exploring participants’ experiences as consumers of their children’s ice hockey programming. Following interview transcriptions, the completion of a thematic analysis suggested that ice hockey parents were influenced by a variety of external pressures to continue funding their children’s participation rather than their personal perceptions and assessments of program quality. As such, parents were observed to undertake a unique process of consumption—one wherein their purchasing behavior was best understood through the influences of their cultural world and social groups as well as their children’s potential attainment of non-sport-related outcomes (i.e., life skills, friendships) rather than their satisfaction with the youth ice hockey programming that they were a part of itself. Lay summary: Fifteen parents with children enrolled in youth ice hockey programming were interviewed regarding aspects of their behaviors as program consumers. Parents disclosed that, although ice hockey provided their families with a variety of benefits, they were (a) dissatisfied with the programming quality itself and (b) felt program improvements were unlikely.IMPLICATIONS FOR PRACTICEAccounting for parental stress and frustration around their youth sports program purchases (i.e., satisfaction with their purchases) should be considered when creating strategies to combat negative parental behaviors.It may be useful for youth sports programs to implement more rigorous mechanisms for receiving and addressing feedback from parents.Adopting strategies from the consumer behavior literature (e.g., brand loyalty; consumer satisfaction) may be helpful to aid youth sport programmers to improve relationships with youth sport parents in the future.