Twitterati and Paperati – evidence versus popular opinion in science communication

Science communication has traditionally been the remit of peer-reviewed journals with information being shared, almost exclusively, within the academic community. For those working at the coalface the limited scope of this traditional discourse in terms of access and consumption by key stakeholders (eg, coaches, National Governing Bodies of sport, sport scientists) is of concern. In fact, traditional peer-reviewed publication does not seem to be the most effective mechanism for scientists to engage with the public and to disseminate knowledge

Systems for technical refinement in experienced performers: The case from expert-level golf

This paper provides an overview of current golf coaching practices employed with experts, when attempting to make changes to (i.e., refine) a player’s existing technique. In the first of two studies, European Tour golfers (n = 5) and coaches (n = 5) were interviewed to establish the prevalence of any systematic processes, and whether facilitation of resistance to competitive pressure (hereafter termed “pressure resistance”) was included. Study 2 employed an online survey, administered to 89 PGA Professionals and amateur golfers (mostly amateurs; n = 83). Overall, results suggested no standardized, systematic, or theoretically considered approach to implementing technical change, with pressure resistance being considered outside of the change process itself; if addressed at all. In conclusion, there is great scope for PGA professionals to increase their coaching efficacy relating to skill refinement; however, this appears most likely to be achieved through a collaborative approach between coach education providers, researchers, and coaches

The role of psychological characteristics in facilitating the pathway to elite performance. Part 2: Examining environmental and stage-related differences in skills and behaviors

MacNamara, Button, & Collins (under review) proposed that if individuals are to fulfill their potential they must possess and systematically develop a specific set of skills (termed Psychological Characteristics of Developing Excellence or PCDEs) that allow them to interact effectively with the developmental opportunities they are afforded. Given the complexity of the developmental pathway, it may well be that different skills are needed at different stages of development and across different performance domains. Twenty-four elite participants from team sports, individual sports, and music were purposefully sampled from different domains and interviewed on their experiences of their own pathways to excellence. Results suggested that although PCDEs were important throughout development, the manner by which they were deployed depended on stage, domain, and the characteristics of the individual performer. These findings support proposals to systematically incorporate PCDEs into TID practices because these may be the key feature in maintaining progress toward excellence

Super champions, champions and almosts: Important differences and commonalities on the rocky road

The real-world experiences of young athletes follow a non-linear and dynamic trajectory and there is growing recognition that facing and overcoming a degree of challenge is desirable for aspiring elites and as such, should be recognized and employed. However, there are some misunderstandings of this “talent needs trauma” perspective with some research focusing excessively or incorrectly on the incidence of life and sport challenge as a feature of effective talent development. The objective of the study was to examine what factors associated with such “trauma” experiences may or may not discriminate between high, medium and low achievers in sport, classified as super-champions, champions or almosts. A series of retrospective interviews were used with matched triads (i.e., super-champions, champions or almosts) of performers (N = 54) from different sports. Data collection was organized in three phases. In the first phase, a graphic time line of each performer’s career was developed. The second phase explored the specific issues highlighted by each participant in a chronological sequence. The third phase was a retrospective reflection on “traumatic” motivators, coach/significant other inputs and psychological challenges experienced and skills employed. Data suggested qualitative differences between categories of performers, relating to several perceptual and experiential features of their development. No evidence was found for the necessity of major trauma as a feature of development. There was a lack of discrimination across categories of performers associated with the incidence of trauma and, more particularly, life or non-sport trauma. These findings suggest that differences between levels of adult achievement relate more to what performers bring to the challenges than what they experience. A periodized and progressive set of challenge, preceded and associated with specific skill development, would seem to offer the best pathway to success for the majority

The role of psychological characteristics in facilitating the pathway to elite performance. Part 1: Identifying mental skills and behaviours

Given the complexity of the talent development process, it seems likely that a range of psychological factors underpin an athlete’s ability to translate potential into top-class performance. Therefore, the purpose of part one of this two-part investigation was to explore the attributes that facilitate the successful development of athletes from initial involvement to achieving and maintaining world-class status. Seven elite athletes and a parent of each of these athletes were interviewed regarding their own (their son’s/ daughter’s) development in sport. Data were content analyzed using a grounded theory approach. Although sporting achievement was conceptualized as being multidimensional, psychological factors were highlighted as the key determinants of those who emerged as talented and maintained excellence. Accordingly, we suggest that talent identification and development programs should place greater emphasis on the advancement and application of psychological behaviors at an early stage to optimize both the development and performance of athletes

Examining the role of mental health and clinical issues within talent development

Although significant research supports the association between physical activity and mental wellbeing, current literature acknowledges that athletes are no less susceptible to mental illness than the general population. Despite welcomed initiatives aimed at improving mental health within elite sport, these programs often fail to target young athletes; an important concern given that the genesis of many mental illnesses are recognized to occur during this critical period. Given the importance of early intervention and effective treatment, and the potentially devastating consequences of clinical issues going undiagnosed, the implications for talent identification and development become obvious. With this in mind, this study sought to examine the range of mental health issues that may impact upon developing athletes and potential consequences for the development process, specific risk and protective factors associated with talent development, along with an examination of current practices concerning the identification of mental health issues in such environments. Qualitative interviews were conducted with purposively sampled clinicians (n = 8) experienced in working with adolescents and/or young athletes. Inductive content analysis was undertaken, identifying four main themes: key behavioral indicators; associated risk factors; associated protective factors; and issues around identification and diagnosis. Key behavioral indicators included behavioral change, along with behaviors associated with eating disorders, anxiety and depression. Risk factors centered on family background, the performance environment, and issues surrounding adolescence. Protective factors were primarily social in nature. Finally, a lack of awareness and understanding of clinical issues, multiple causes of symptoms, non-disclosure and the need for triangulation of assessment were identified. The need for improved identification and intervention strategies was apparent, with coaches identified as well placed to detect general ‘warning signs’ such as behavioral change. Short of integrating trained clinicians into talent development environments, as part of a triangulation process, ecologically validated assessment tools – coupled with appropriate training and signposting – could offer a practical way of flagging potential issues in developing athletes. The need for the development of such an instrument is therefore apparent. Finally, education around the influential role of family is also recommended in order to promote the protective elements and mitigate risk factors

Music of the night: Performance practitioner considerations for enhancement work in music

While the domains of music and sport performance share many convergences, performance psychology and enhancement training is less common in music. Consequently, practitioners such as sport psychologists or psychotherapists are increasingly being used to work with musicians. Successful collaboration between disciplines might be particularly beneficial as the domain of music performance is rife with psychological, physical, and systemic challenges for which appropriate support structures are often lacking. Accordingly, this article aims to contribute to effective interdisciplinary communication by reviewing a selection of common sociocultural and systemic issues in music performance that might broaden practitioners’ contextual knowledge of musicians. Although this article is not meant to be a comprehensive review of all available research, we have included ample references to direct readers toward relevant material on the topics being discussed. In addition, we propose that practitioners who are interested in working with musicians apply a positive, culturally sensitive, evidence-based, and holistic approach when translating and communicating psychology principles to musicians. We provide suggestions as to how this might be achieved and also emphasize the importance of exploring a range of methods, prioritizing practicality, and introducing performance enhancement training accurately. In doing so, we suggest that practitioners avoid focusing solely on performer wellbeing, theoretical delivery formats or limited psychological skills strategies

Psycho-behaviourally based features of effective talent development in Rugby Union: A coach’s perspective

Talent development (TD) is widely recognised as a non-linear and dynamic process, with psychology a key determinant of long-term success in sport. However, given the role that positive characteristics play in the TD process, there is a relative dearth of research examining the psychological characteristics that may derail development. A retrospective qualitative investigation was conducted with academy coaches and directors within rugby union (n = 15), representing nine different elite English rugby union academies, in order to identify both positive and negative issues that influenced TD. Comprehensive support was found for existing positive constructs as facilitators of effective development. A range of inappropriately applied ‘positive’ characteristics were identified as having a negative impact on development. Potential clinical issues were also recognised by coaches as talent derailers. It is proposed that by incorporating these potentially negative factors into existing formative assessment tools, a more effective development process can be achieved

"It's Your Problem. Deal with It." Performers' Experiences of Psychological Challenges in Music

Musicians need to deal with a range of challenges during their performance career and in response to these have reported a number of conditions that impact on their performance. Although social support from peers and teachers has been identified as part of the process of dealing with these challenges, little is understood about musicians' coping methods, beliefs and their attitudes toward support. Therefore, this study aimed to explore (a) performers' previous experiences of psychological challenges, (b) the types of support they used and, (c) how this might inform future support programs in learning environments. Fifteen interviews were conducted with pre-elite ( = 5) transitioning elite ( = 3) and established elite performers ( = 7) in order to elicit data on psychological challenges, coping, beliefs and preferences for support. Inductive content analysis suggested that elite performers in this sample reported positive health habits, philosophical views of performance, health and life, positive anxiety reappraisal, and use of various psychological strategies, albeit without being explicitly aware of it. The need for various professional skills (e.g., communication, business, self-management, and organizational skills) was emphasized by all participants. Transition into conservatoire was marked by severe psychological challenges, disorders and trauma. Primary sources of support included friends, family and self-help literature. Professional help was predominantly sought for physical problems. The impact of teachers was paramount, yet securing good teachers was considered a matter of "luck." The most negative aspects recounted included abusive teachers, unsupportive environments, social comparison, competition, and disillusionment after entering the profession. Participants believed that talent could be developed and also valued wellbeing in relation to performance. Positive effects of late specialization on social development and professional skills were also mentioned. Implications and suggestions are discussed