Showing papers on "Sport psychology published in 1993"
Journal Article•
516 citations
TL;DR: In this paper, the authors describe sport psychology and a model for its practice that is consistent with the training of counseling psychologists as teachers of life skills, and some of the training issues for counseling psychologists doing sport psychology are presented.
Abstract: The purpose of this article is to describe sport psychology and a model for its practice that is consistent with the training of counseling psychologists as teachers of life skills. Following an examination of the role that sport plays in our society and its importance for the development of identity and personal competence, what is meant by sport psychology and why it is a relevant area of study for counseling psychologists will be specified. A psychoeducational model for the practice of sport psychology, life development intervention (LDI), will be delineated and some examples of sport psychology consistent with the LDI model proposed. Using LDI as a base, dilemmas that counseling psychologists face when doing sport psychology will be considered Finally, some of the training issues for counseling psychologists doing sport psychology will be presented.
278 citations
TL;DR: In this paper, the authors highlight some of the special challenges that confront the 1990s inter-collegiate student-athlete, and suggest how counseling psychologists can lend their expertise and talents in helping student-ATHletes to enrich their overall collegiate experience.
Abstract: This article will highlight some of the special challenges that confront the 1990s inter collegiate student-athlete. Ways in which student-athletes respond differentially to these challenges, which are over and above those that non-student-athletes face, will also be highlighted. Finally, suggestions will be offered for how counseling psychologists can lend their expertise and talents in helping student-athletes to enrich their overall collegiate experience.
210 citations
Book•
01 Apr 1993
TL;DR: The "Psychology of sport injury" as mentioned in this paper is a comprehensive guide to treating the psychological consequences of sport injuries, which advocates a team approach in which all of these professionals work together with the athlete to help him or her successfully return to play and also includes information on using psychology to help athletes prevent sport injuries.
Abstract: An injury does more than physically limit an athlete; it also challenges the athlete's mental game and emotional equilibrium. This is a comprehensive guide to treating the psychological consequences of sport injuries. "Psychology of Sport Injury" gives psychologists, physicians, athletic trainers, sport physiotherapists, and other sport medicine specialists the information they need to address the psychological needs of injured athletes. The book advocates a team approach in which all of these professionals work together with the athlete to help him or her successfully return to play. It also includes information on using psychology to help athletes prevent sport injuries.
209 citations
01 Jan 1993
TL;DR: The "Psychology of sport injury" as discussed by the authors is a comprehensive guide to treating the psychological consequences of sport injuries, which advocates a team approach in which all of these professionals work together with the athlete to help him or her successfully return to play and also includes information on using psychology to help athletes prevent sport injuries.
Abstract: An injury does more than physically limit an athlete; it also challenges the athlete's mental game and emotional equilibrium. This is a comprehensive guide to treating the psychological consequences of sport injuries. "Psychology of Sport Injury" gives psychologists, physicians, athletic trainers, sport physiotherapists, and other sport medicine specialists the information they need to address the psychological needs of injured athletes. The book advocates a team approach in which all of these professionals work together with the athlete to help him or her successfully return to play. It also includes information on using psychology to help athletes prevent sport injuries.
174 citations
Book•
14 May 1993
TL;DR: In this paper, a book on the psychology of various sports and the psychological dynamics that underlie sports behaviour, including performance, social influence, group dynamics, leadership, heroes, personality and aggression, is presented.
Abstract: This textbook on the psychology of various sports and the psychological dynamics that underlie sports behaviour, includes chapters on performance, social influence, group dynamics, leadership, heroes, personality and aggression, as in the dangerous collective action of fans.
135 citations
TL;DR: Sport enjoyment was best predicted by socio-psychological well-being, sports mastery and performance, and sports importance, although only 14.4% of the variance in enjoyment scores was accounted for.
Abstract: Research into why people engage in sport and physical recreation has received relatively little attention in both recreation planning and sport psychology. Although there has been a steady flow of North American literature related to participation motivation in competitive youth sport settings, such evidence is of limited value in explaining adult involvement in sport and recreation in Britain. The purpose of this exploratory study was to determine why people participate in sport and exercise in community sports centres and to identify whether these motives predict sport enjoyment. The study was based on a questionnaire‐interview of approximately 5 min duration conducted in six community sports centres in Leicester. The sample comprised 336 respondents aged 16 years and over. The subjects were presented with 15 motives for sports participation and indicated their degree of agreement on a 5‐point scale. The three most commonly endorsed motives were to maintain health, develop physical fitness and aid relax...
88 citations
TL;DR: This article found that specific, challenging goals lead to higher levels of task performance than easy goals, no goals, or do-best goals, whereas others have found no differences between specific-goal groups and contxol/do-your-best groups.
Abstract: Over the past 25 years, goal setting as a motivational technique to enhance performance and productivity has received consistent, reliable, and robust support from the industrial/organizational literature with over 400 studies indicating that specific, challenging goals lead to higher levels of task performance than easy goals, no goals, or do-best goals (Locke & Latham, 1990a). Although sport and exercise professionals (coaches, teachers, exercise leaders) have long been using goal setting to enhance performance, little empirical research had been conducted prior to 1985 to test the effectiveness of goals for enhancing sport performance. However, in their seminal article, Locke and Latham (1985) state that \"tasks performed in organizational settings and in the laboratory have much in common with sport activities in that both involve mental and physical actions directed toward some end\" (p. 206). Thus, they argue that goal setting should work equally as well in sport settings. In fact, they feel that goal setting could work even better in sport settings since the measurement of an individual's performance is typically easier in sports than it is in organizational settings. With this in mind, they proposed 10 different hypotheses based on the findings in the organizational/ industrial literature which they felt would be applicable to sport environments. At the time of Locke and Latham's (1985) paper, there was a dearth of goal-setting research in sport and exercise settings with a few notable exceptions (e.g., Barnett, 1977; Barnett & Stanicek, 1979; Hollingsworth, 1975). Their paper helped spur a great deal of research in the late 1980s and into the 1990s that investigated the effects of goal setting in sport and exercise. However, unlike the consistent and replicable results found in organizational settings (see Locke & Latham, 1990b, for a review), the findings concerning the effectiveness of goals in sport and exercise settings have been equivocal and inconsistent (see Weinberg, 1992, for a review). Specifically, some studies have supported the effectiveness of goals in enhancing performance (e.g., Hall, Weinberg, & Jackson, 1987; Tenenbaurn, Weinberg, Pinchas, Elbaz, & Bar-Eli, 1991; Weinberg, Bruya, Longino, & Jackson, 1988) whereas others have found no differences between specific-goal groups and contxol/do-your-best groups (e.g., Weinberg, Bruya, Jackson, & Garland, 1987; Weinberg, Bruya, Garland, & Jackson, 1990; Weinberg, Bruya, & Jackson, 1985, 1990).
77 citations
TL;DR: This article used self-efficacy theory and the theory of planned behavior to discriminate adherers and dropouts from structured programs, using both selfefficacy and planned behavior as a criterion.
Abstract: (1993). Using both self-efficacy theory and the theory of planned behavior to discriminate adherers and dropouts from structured programs. Journal of Applied Sport Psychology: Vol. 5, No. 2, pp. 195-206.
TL;DR: Examination of parental perceptions of their children’s motivations and perceived competencies in addition to the typically assessed variables of youth-reported motives and perceived Competencies indicated that children ranked intrinsic motives such as feeling good and having fun as primary reasons for participation.
Abstract: An important issue facing sport psychology researchers as well as practitioners is understanding the motives of children involved in youth sport programs. The present study extended previous work in this area by examining parental perceptions of their children’s motivations and perceived competencies in addition to the typically assessed variables of youth-reported motives and perceived competencies. Eighty-one children and one of their parents from a youth soccer league served as subjects for this study. Results indicated that children and parents alike ranked intrinsic motives such as feeling good and having fun as primary reasons for participation. In addition, both parents and children rated external reasons as the lowest priorities for participation. Multivariate analyses of variance indicated that children rated all the motive subscales more positively than their parents. No significant relationships were found between perceived competencies and motives.
Journal Article•
TL;DR: Data indicates that children's habitual physical activity levels are low and, more important, that these levels decline dramatically from childhood through adolescence, which has important implications for how and when intervention programs to modify physical activity behavior are instituted.
Abstract: In recent years a tremendous amount of interest has devkloped toward understanding physical fitness of youth and its relation to health. For example, the June 1992 issue of Research Quarterly for Exercise and Sport contained a feature section titled, "Are American Children and Youth Fit?" The lead article by Corbin and Pangrazi (3) challenged the current thinking that children today are unfit and that fitness levels are declining. Instead, the authors presented data demonstrating that using criterion-referenced health standards rather than normreferenced standards results in different conclusions about youth fitness than originally conceptualized. Specifically, they said there is little empirical evidence that children and youth are less fit today than in previous decades. However, Blair (2) argued that approximately 20% of children are probably at risk because of low fitness and that educators should make more vigorous efforts to help these children become more active. Freedson and Rowland (5) offered an alternative view, contending that perhaps too much emphasis has been placed on the importance of physical fitness (and fitness testing) and that more attention should be given to increasing regular physical activity in children and youth. A physically active lifestyle, they argued, is likely to lead to positive health outcomes throughout childhood and adulthood. They cited data which indicates that children's habitual physical activity levels are low and, more important, that these levels decline dramatically from childhood through adolescence. These data phrallel the sport psychology research on attrition from youth sport programs-that high participation frequencies in youth are followed by plummeting rates in adolescence, especially among females (1 1, 14). Freedson and Rowland concluded, "This possible age-related decline in physical activity level among youth in this country should be investigated, as this trend has important implications for how and when intervention programs to modify physical activity behavior are instituted" (p. 134). This statement by Freedson and Rowland (5) alludes to the need for a motivational perspective regarding children's participation in physical activity. That is, why dohome children maintain and improve their physical activfty levels while others lose interest and quit? Moreover, the majority of papers addressing the need to keep children and youth physically active refer to the importance of
TL;DR: In this paper, the benefits of using theory-driven research in sport and exercise psychology using individuals with physical disabilities are discussed, and the cognitively oriented theories of transactional stress and emotion (Lazarus & Folkman, 1984), attributional theory (Weiner, 1985), and theory of planned behavior (Ajzen, 1985) are outlined.
Abstract: This paper discusses the benefits of using theory-driven research in sport and exercise psychology using individuals with physical disabilities. The cognitively oriented theories of transactional stress and emotion (Lazarus & Folkman, 1984), attributional theory (Weiner, 1985), and theory of planned behavior (Ajzen, 1985) are outlined. Relevant research with individuals with physical disabilities is examined. The paper addresses how integrating these three theories with research with this population can stimulate research ideas, improve the generality of theories used in sport and exercise psychology, and provide meaningful knowledge about their experiences.
TL;DR: In this paper, the basic postulates of reversal theory are described, and the potential of the theory for professional practice in sport psychology is clarified, and reversal theory approach to athlete problem assessment (especially reversal process problems), intervention treatment and strategies, and behavior of the successful therapist towards the athlete.
Abstract: In this article, the basic postulates of reversal theory are described, and the potential of the theory for professional practice in sport psychology is clarified. At focus is the reversal theory approach to athlete problem assessment (especially reversal process problems), intervention treatment and strategies, and the behavior of the successful therapist towards the athlete. Reversal theory’s comprehensive conceptual model, together with applications of the theory in psychotherapy, are used to support arguments for an eclectic but systematic approach to intervention work with sport performers.
TL;DR: In this paper, the authors surveyed recently graduated sport psychology students' educational backgrounds, work experiences, and perceptions of the professional field of sport psychology inside and outside the realm of academia, focusing on subjects' perceptions and expectations with regard to applied work in sport psychology, actual work experiences and income.
Abstract: This study surveys recently graduated sport psychology (SP) doctoral students' (N = 34) educational backgrounds, work experiences, and perceptions of the professional field of SP inside and outside the realm of academia. Special attention was given to subjects' perceptions and expectations with regard to applied work in SP, actual work experiences, and income. Findings indicate that almost all graduates are spending their time in a variety of work activities, i.e., some combination of teaching, research, consulting, administration, and coaching, with a strong emphasis on teaching in an academic institution. Gender analysis revealed that, in general, females earned 74% of what males earned; females earned 53% of what males earned outside academia. Graduates' personal comments suggest a concern about consumer demand and financial support offered applied professionals in SP as well as the adequacy of their own training to provide applied services. Implications for AAASP and SP program directors are ...
Book•
01 Aug 1993
TL;DR: These essays on psychological testing, educational psychology, organisational psychology, psychotherapy and experimental psychology are derived from the Master Lecture Series presented during the 1992 Psychological Association Centennial Convention.
Abstract: These essays on psychological testing, educational psychology, organisational psychology, psychotherapy and experimental psychology are derived from the Master Lecture Series presented during the 1992 Psychological Association Centennial Convention.
TL;DR: In this paper, an exemplar case study of an intervention completed in the sport of motocross is presented to demonstrate the advantages inherent in using integrated multidisciplinary approaches in the application of sport sciences to performance enhancement.
Abstract: Using an exemplar case study of an intervention completed in the sport of motocross, the authors attempt to demonstrate the advantages inherent in using integrated multidisciplinary approaches in the application of sport sciences to performance enhancement. The need for comprehensive, detailed, and well-planned interventions, which of necessity take time to both set up and implement, is also highlighted. In addition, the authors furnish examples of practical techniques that can be used to facilitate cognitive behavioral strategies in this type of sport. Implications for the preparation and training of applied sport psychology consultants are briefly discussed.
Journal Article•
TL;DR: This article reviewed the use of operant strategies in sport and exercise contexts and identified several areas for research, which arise from the unique characteristics of the sporting context, could yield practical benefits and simultaneously reflect on questions of theoretical interest.
Abstract: This paper reviews the use of operant strategies in sport and exercise contexts. While there is evidence that they are effective, the field is in an early stage of development. For this reason, the literature suffer from fragmentation and from a lack of sophistication in research designs. Investigations so far have concentrated on demonstrations that existing strategies work in this area of application, rather than on using the unique aspects of the sporting context to develop new ones. There is a lack of theory-testing and theory-extending research, despite the potential for innovation and development that this particular field provides. Several areas for research, which arise from the unique characteristics of the sporting context, could yield practical benefits and simultaneously reflect on questions of theoretical interest.
TL;DR: In this paper, sport management is interdependent with sport sociology as specialization areas, and that in order for researchers in sport management to understand the social product of sport, it is critical that they recognize a positive theoretical relationship between sport management and sport sociology.
Abstract: This perspective suggests that sport management is interdependent with sport sociology as specialization areas, and that in order for researchers in sport management to understand the social product of sport it is critical that they recognize a positive theoretical relationship between sport management and sport sociology. This paper outlines examples of sport management interdependence with sport sociology through brief discussions including deviance and ethics, economics, social stratification, patriarchy, race and ethnicity, and marketing and research. Through these examples it is suggested that sport sociology provides a base for those in sport management to achieve an understanding of the social product of sport.
TL;DR: In this article, a conceptual framework for the integration of theory, research, and intervention within AAASP is presented, and the integmtion of theory and research and application is logically and professionally consistent.
Abstract: There were three general purposes in the present paper. One was to introduce a conceptual framework which provides a useful way to oonsider the activities and purposes of AAASP. This conceptual framework presents researchltheory, application and the quality of Life as equal, mutually interdependent components of a continuous cycle of professional activity. A second was to illustrate through personal research and intervention experiences how the integmtion of theorylresearch and application is logically and professionally consistent. The third was to advance additional considerations for the integration of theory, research, and intervention within AAASP.
TL;DR: In this paper, the authors present important guiding considerations for efforts to gain entry to field settings, including personal attributes of the researcher, connections, accounts, knowledge, and courtesy, and relevant examples are integrated into the discussion.
Abstract: Sport psychology research conducted in field settings has expanded considerably in the last decade and a half. However, there has been little formal discussion of a number of important issues concerning the notion of conducting research in ecologically valid settings. Gaining entry to collect data with sport participants is one such issue. This important initial stage of the field research process regards not only the feasibility of collecting data but also the very quality of data that one might be able to collect in the setting. This manuscript presents important guiding considerations for efforts to gain entry to field settings, including personal attributes of the researcher, connections, accounts, knowledge, and courtesy. Social science and sport psychology practitioner literature regarding gaining entry are examined, and relevant examples are integrated into the discussion.
TL;DR: In this paper, the authors surveyed recently graduated sport psychology students' educational backgrounds, work experiences, and perceptions of the professional field of sport psychology inside and outside the realm of academia, focusing on subjects' perceptions and expectations with regard to applied work in sport psychology, actual work experiences and income.
Abstract: This study surveys recently graduated sport psychology (SP) doctoral students' (N = 34) educational backgrounds, work experiences, and perceptions of the professional field of SP inside and outside the realm of academia. Special attention was given to subjects' perceptions and expectations with regard to applied work in SP, actual work experiences, and income. Findings indicate that almost all graduates are spending their time in a variety of work activities, i.e., some combination of teaching, research, consulting, administration, and coaching, with a strong emphasis on teaching in an academic institution. Gender analysis revealed that, in general, females earned 74% of what males earned; females earned 53% of what males earned outside academia. Graduates' personal comments suggest a concern about consumer demand and financial support offered applied professionals in SP as well as the adequacy of their own training to provide applied services. Implications for AAASP and SP program directors are ...
TL;DR: In this paper, the authors examined the value of hypnosis in applied sport psychology and proposed a framework for applying hypnosis to the sport of soccer, including the specific needs of athletes and specific demands of sport.
Abstract: The present paper examines the value of hypnosis in applied sport psychology. The following issues will be addressed: (a) what is hypnosis?, (b) theoretical perspectives on hypnosis, (c) hypnotizability, (d) factors influencing the effectiveness of hypnosis, (e) misconceptions and concerns about hypnosis, (f) the hypnotic process, (g) research on hypnosis and athletic performance, (h) uses in applied sport psychology, and (i) training in hypnosis. These issues will be considered with respect to the particular needs of athletes and the specific demands of sport.
TL;DR: In this article, the authors draw attention to a lack of regard in Australian psychology for knowledge about the cultural context of psychological practice and for attendant skills which might be expected of psychologists in a multicultural society.
Abstract: The article draws attention to a lack of regard in Australian psychology for knowledge about the cultural context of psychological practice and for attendant skills which might be expected of psychologists in a multicultural society. Specific knowledge perspectives and applications provided by cultural and cross-cultural psychology are surveyed with a view to incorporating these in psychology curricula and continuing professional education.