Emotional abuse in sport: A case study of trichotillomania in a prepubescent female gymnast

This article is made available through the Brunel Open Access Publishing Fund. Copyright @ 2013 Gervis M, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.Despite improved legislation in most countries, child abuse in sport continues to exist but is a problem which is often under reported or ignored. In elite sport ‘suffering’ is not uncommon and hence sometimes child abuse is sometimes unrecognised, de-emphasised or easily dismissed as part of a collective experience that is perceived to be necessary to ‘create’ elite athletes. However, even swearing, anger, raised voices and negative comments directed at child athletes by coaches is considered abuse and can, when regular and routine, cause long term wellbeing and health issues. Self-harm can be a consequence and here self-harm in the form of trichotillomania, self hair-pulling, is reported for the first time as a secondary consequence of abuse. The 12 year old female gymnast, subject of this case study, presented with this impulse control disorder as defined by the American Psychiatric Association and was successfully treated using cognitive behavioural therapy. However, the training environment, including coach behaviour, did not change and so the gymnast remained at risk of recurrence of self-harm. Such environments in sport have many characteristics in common with and reminiscent of religious cults; sacrifice, isolation, shared obsession, a charismatic leader, and often in the presence of severe calorie restriction. As a consequence of ageing, growth, injury and an unchanging abusive environment, a year later the gymnast retired from the sport

The use of counselling principles and skills to develop practitioner-athlete relationships by practitioners who provide sport psychology support

This study examined how practitioners who provide sport psychology support use counselling principles and skills to develop practitioner-athlete relationships. Semi-structured interviews were conducted with thirteen competent practitioners (Mean age = 41.2 ± 10.9 years old, five men, eight women). Thematic analysis revealed that the participants used a range of counselling principles to develop practitioner-athlete relationships including: the facilitative conditions, self-disclosure, counselling skills, the formation of working alliances, and awareness of the unreal relationship. The participants also described using non-counselling strategies (e.g., gaining an understanding of the athlete’s sporting environment) to build relationships with their athletes. There was considerable variation between the participants both in the training that they had received in counselling principles and skills, and how they applied them. It was concluded that counselling principles and skills play a significant role in the development of practitioner-athlete relationships

An investigation into the emotional responses of child athletes to their coach's behaviour from a child maltreatment perspective

This thesis was submitted for the degree of Docter of Philosophy and awarded by Brunel University.Millions of children participate in sport and through their participation come into contact with coaches who are there to guide and support them. However, it has been observed that not all children’s relationships with their coaches have been positive ones, and concerns have been raised about the nature of the child-athlete relationship within the sports context. This research sought to use theory from child maltreatment research and apply it within a sports context to investigate perceived child athlete experiences. The research used both qualitative and quantitative methodologies to investigate retrospectively athletes’ perceptions of, and emotional responses to their coach’s behaviour. The initial study used qualitative method to establish if key theoretical frameworks from outside sport had a resonance and relevance within a sports context. Twelve elite athletes, all of whom had been identified as ‘elite’ when children reported that they had experienced negative coaching behaviour on a frequent basis they also reported negative emotional responses to this behaviour, and emotional problems as a consequence of how they were coached when they were children. Study Two (n=229), focused on broadening the research to access a larger population of athletes in order to examine their perceptions and experiences of being coached. In order to achieve this aim a new questionnaire, the Sport Emotional Response Questionnaire (SER-Q), was developed. The SER-Q was grounded in the real-life experiences of those athletes in Study One, and as such represented their expert opinions of their coaches’ behaviour. Through factor analysis, a 22-item questionnaire was established which measured frequency of negative (i.e. emotionally abusive) coach behaviour, athletes’ emotional response and perceived effect on performance. Results from this study showed that frequency of negative coach behaviour and emotional response were significantly and negatively correlated such that, as the frequency increased so did the negative emotional response. Study Three (n=314), was a confirmatory study, and found similar results to Study Two. Study Four (n=543), sought to investigate, through the SER-Q, specific questions in relation to: competitive level, athlete gender, and type of sport (either team or individual) and gender of the coach. Results revealed that there were no significant differences between athlete gender, type of sport and coach gender. However, significant results were found in relation to competitive level. Elite athletes (international-level and national-level) reported experiencing significantly more frequent negative coach behaviour: they also reported a greater negative emotional response to it than any of the non-elite (recreational-level, club-level and regional-level) groups. Finally, Study Five examined the perceived performance effect, and found a significant negative relationship with frequency, such that has the frequency increased so did the perceived negative performance effect; and a significant positive relationship with emotional response. Further results from this Study Five also found that there were only significant differences in relation to competitive level. Again elite athletes reported significantly greater detriments to their perceived performance resulting from their coach’s behaviour than did non-elite athletes. A consistent finding across all the studies was that when athletes reported ‘never’ having experienced emotionally abusive behaviour from their coach, they always reported ‘no emotional response’, and no effect on their performance. Therefore, the SER-Q was able to discriminate between these two populations of athletes. Overall, the findings from these studies have contributed to the development of a theoretical model that describes the process of emotional abuse from a child athlete perspective. Secondly, the findings reveal that elite athletes report different experiences of being coached when children than non-elite athletes. Furthermore, these studies found that theories anchored in family settings can be used to explore issues within a sports setting, and thus the child maltreatment perspective has relevance in developing sports specific theory in relation to the coach-child athlete relationship. A consistent finding across all the studies was that when athletes reported ‘never’ having experienced emotionally abusive behaviour from their coach, they always reported ‘no emotional response’, and no effect on their performance. Therefore, the SER-Q was able to discriminate between these two populations of athletes. Overall, the findings from these studies have contributed to the development of a theoretical model that describes the process of emotional abuse from a child athlete perspective. Secondly, the findings reveal that elite athletes report different experiences of being coached when children than non-elite athletes. Furthermore, these studies found that theories anchored in family settings can be used to explore issues within a sports setting, and thus the child maltreatment perspective has relevance in developing sports specific theory in relation to the coach-child athlete relationship

“Women Are Cancer, You Shouldn’t Be Working in Sport”: Sport Psychologists’ Lived Experiences of Sexism in Sport

© 2022 Human Kinetics. This is the accepted manuscript version of an article which has been published in final form at, https://doi.org/10.1123/tsp.2020-0029 ​​​​​​​Though sexism has been recognized as problematic in sport, its impact on female sport psychologists in the United Kingdom has not yet been investigated. The purpose of this research was to explore the impact of sexism and its influence on practice. Four semi structured focus groups were conducted, comprising 11 sport psychologists who worked in the United Kingdom. Thematic analysis revealed four general themes: the environment, privileging masculinity, acts of sexism, and the feminine. Participants' discourse suggests that female sport psychologists are impacted by sexism in their workplaces. Gendered power differentials, coupled with the low status of sport psychology within sport, exacerbated the challenges faced by female sport psychologists. This study contributes to making up for the dearth of research on the impact of sexism on sport psychologists. Suggestions are made with regard to implications for practice.Peer reviewedFinal Accepted Versio

Structural, mineralogical, and biochemical diversity in the lower part of the pearl layer of cultivated seawater pearls from Polynesia

A series of Polynesian pearls has been investigated with particular attention to the structural and compositional patterns of the early developmental stages of the pearl layer. These initial steps in pearl formation bear witness of the metabolic changes that have occurred during the pearl-sac formation. The resulting structurally and biochemically complex structures have been investigated using a variety of techniques that provide us with information concerning both mineral phases and the organic components. Results are discussed with respect to our understanding of the biomineralization mechanisms, as well as for the grafting process

An investigation into the emotional responses of child athletes to their coach's behaviour from a child maltreatment perspective

Millions of children participate in sport and through their participation come into contact with coaches who are there to guide and support them. However, it has been observed that not all children’s relationships with their coaches have been positive ones, and concerns have been raised about the nature of the child-athlete relationship within the sports context. This research sought to use theory from child maltreatment research and apply it within a sports context to investigate perceived child athlete experiences. The research used both qualitative and quantitative methodologies to investigate retrospectively athletes’ perceptions of, and emotional responses to their coach’s behaviour. The initial study used qualitative method to establish if key theoretical frameworks from outside sport had a resonance and relevance within a sports context. Twelve elite athletes, all of whom had been identified as ‘elite’ when children reported that they had experienced negative coaching behaviour on a frequent basis they also reported negative emotional responses to this behaviour, and emotional problems as a consequence of how they were coached when they were children. Study Two (n=229), focused on broadening the research to access a larger population of athletes in order to examine their perceptions and experiences of being coached. In order to achieve this aim a new questionnaire, the Sport Emotional Response Questionnaire (SER-Q), was developed. The SER-Q was grounded in the real-life experiences of those athletes in Study One, and as such represented their expert opinions of their coaches’ behaviour. Through factor analysis, a 22-item questionnaire was established which measured frequency of negative (i.e. emotionally abusive) coach behaviour, athletes’ emotional response and perceived effect on performance. Results from this study showed that frequency of negative coach behaviour and emotional response were significantly and negatively correlated such that, as the frequency increased so did the negative emotional response. Study Three (n=314), was a confirmatory study, and found similar results to Study Two. Study Four (n=543), sought to investigate, through the SER-Q, specific questions in relation to: competitive level, athlete gender, and type of sport (either team or individual) and gender of the coach. Results revealed that there were no significant differences between athlete gender, type of sport and coach gender. However, significant results were found in relation to competitive level. Elite athletes (international-level and national-level) reported experiencing significantly more frequent negative coach behaviour: they also reported a greater negative emotional response to it than any of the non-elite (recreational-level, club-level and regional-level) groups. Finally, Study Five examined the perceived performance effect, and found a significant negative relationship with frequency, such that has the frequency increased so did the perceived negative performance effect; and a significant positive relationship with emotional response. Further results from this Study Five also found that there were only significant differences in relation to competitive level. Again elite athletes reported significantly greater detriments to their perceived performance resulting from their coach’s behaviour than did non-elite athletes. A consistent finding across all the studies was that when athletes reported ‘never’ having experienced emotionally abusive behaviour from their coach, they always reported ‘no emotional response’, and no effect on their performance. Therefore, the SER-Q was able to discriminate between these two populations of athletes. Overall, the findings from these studies have contributed to the development of a theoretical model that describes the process of emotional abuse from a child athlete perspective. Secondly, the findings reveal that elite athletes report different experiences of being coached when children than non-elite athletes. Furthermore, these studies found that theories anchored in family settings can be used to explore issues within a sports setting, and thus the child maltreatment perspective has relevance in developing sports specific theory in relation to the coach-child athlete relationship. A consistent finding across all the studies was that when athletes reported ‘never’ having experienced emotionally abusive behaviour from their coach, they always reported ‘no emotional response’, and no effect on their performance. Therefore, the SER-Q was able to discriminate between these two populations of athletes. Overall, the findings from these studies have contributed to the development of a theoretical model that describes the process of emotional abuse from a child athlete perspective. Secondly, the findings reveal that elite athletes report different experiences of being coached when children than non-elite athletes. Furthermore, these studies found that theories anchored in family settings can be used to explore issues within a sports setting, and thus the child maltreatment perspective has relevance in developing sports specific theory in relation to the coach-child athlete relationship.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The BASES expert statement in safeguarding in the sport sciences.

Within the context of sport and exercise science, safeguarding concerns a professional obligation to protect all parties (for example the client, athlete and/or self) from maltreatment or harm (Mountjoy et al., 2016). Safeguarding should embrace relational (others), individual (self) and organisational (culture) considerations. The understanding of physical, emotional and social well-being and freedom from discrimination are the focus of safeguarding education. In this expert statement we provide information in three key areas: 1) a brief summary of the research themes and findings surrounding maltreatment in sport; 2) a discussion of safeguarding within the sport and exercise profession and finally; 3) recommendations for sport and exercise scientists on matters of safeguarding

Perceptions of emotional abuse in the coach-athlete relationship in youth sport: The influence of competitive level and outcome

Emotional abuse has been highlighted as a key issue within the youth sport context. The present study investigated how perceptions of emotional abuse are influenced by situational factors. Two hundred and eight participants (107 athletes and 101 coaches) were shown a series of vignettes depicting emotionally abusive behaviour by a coach towards a 14 year old athlete. Differences in perceptions were explored in relation to the level of competition (elite, county and club) and performance outcome (successful/unsuccessful) depicted in the vignette. Participants rated each vignette on a 5 point scale in terms of the extent to which the coach’s behaviour had an impact on the athlete’s performance and wellbeing as well as the perceived commonality and acceptability of the behaviour. Two-way ANOVAs revealed that competitive level and performance outcome, both as main effects and as an interaction, significantly influenced perceptions. These findings can inform policy and practice to change attitudes and behaviours which support and justify emotionally abusive behaviours in youth sport contexts

LA MESA INVERTIDA DE APRENDIZAJE: UNA PROPUESTA DE TRABAJO GRUPAL PARA EL FORTALECIMIENTO DE LA METODOLOGÍA DEL AULA INVERTIDA

The inverted learning table is a group work technique; it defined as a dynamic logical process of coherently planned actions that affect the teaching-learning process. It is born from the daily practice of educational work contextualized between pedagogical duos. Its objectives are the strengthening of group work cooperatively, linking theory and practice dynamically, and creating active work groups. It called an inverted learning table because it seeks to influence the improvement of the teaching-learning process by working in active groups. The methodology used is cooperative action research (IAC) because it seeks to activate the active participation of all the groups involved. By putting it into practice, its importance demonstrated because it has many variables, allows saving time, strengthens and activates cooperative work, motivates the student, allows the flow of ideas, is dynamic and inclusive.La mesa invertida de aprendizaje es una técnica de trabajo grupal, se la define como un proceso lógico dinámico de acciones coherentemente planificadas que inciden en mejorar el proceso de enseñanza-aprendizaje. Nace de la práctica diaria del quehacer educativo contextualizado entre dúo pedagógico. Sus objetivos son el fortalecimiento del trabajo grupal de forma cooperativa, enlazar la teoría con la práctica de manera dinámica, crear grupos de trabajos activos. Se le denomina mesa invertida de aprendizaje porque busca incidir en el mejoramiento del proceso de enseñanza-aprendizaje mediante el trabajo en grupos activos. La metodología empleada es la investigación acción cooperativa (IAC) porque a través de la misma se busca accionar la participación activa de todos los grupos implicados. Al ponerla en práctica se demostró su importancia porque tiene muchas variables, permite ganar tiempo, fortalece y activa el trabajo cooperativo, motiva al estudiante, permite la fluidez de ideas, es dinámica e inclusiva