PsycINFO classification: 2300; 2323

Abstract Most research on visual search in aiming at far targets assumes preprogrammed motor control implying that relevant visual information is detected prior to the final shooting or throwing movements. Eye movement data indirectly support this claim for stationary tasks. Using the basketball jump shot as experimental task we investigated whether in dynamic tasks in which the target can be seen until ball release, continuous, instead of preprogrammed, motor control is possible. We tested this with the temporal occlusion paradigm: 10 expert shooters took shots under four viewing conditions, namely, no vision, full vision, early vision (vision occluded during the final AE350 ms before ball release), and late vision (vision occluded until these final AE350 ms). Late-vision shooting appeared to be as good as shooting with full vision while early-vision performance was severely impaired. The results imply that the final shooting movements were controlled by continuous detection and use of visual information until ball release. The data further suggest that visual and movement control of aiming at a far target develop in close correspondence with the style of execution. Ó 2002 Elsevier Science B.V. All rights reserved

Do Austrian Programmes Facilitate Labour Market Integration of Refugees?

This study examines two programmes aimed at integrating refugees into the Austrian labour market: a short-term Skills Assessment and a longer-term Integration Year that includes an internship and training. The theoretical framework draws on the concepts of social field and forms of capital proposed by Pierre Bourdieu. Using data from a large-scale refugee survey in early 2019, we find that Austria’s short-term Skills Assessment fails to increase refugees’ employment chances. The Integration Year positively helps employment, but this outcome is limited to refugee women. We conclude that integration programmes only help if they provide refugees with both cultural and social capital. Implications for research and practice are dis- cussed

Stories of Critical Moments Contributing to the Development of Applied Sport Psychology Practitioners

Accepted author manuscript version reprinted, by permission, from The Sport Psychologist, 2020 (ahead of print). © Human Kinetics, Inc.This study explored the stories of critical moments experienced by applied sport psychology practitioners. The 13 recruited practitioners (eight male and five female) were in different stages of their development (trainee, neophyte, and experienced) and were asked to tell one story about a critical moment that significantly contributed to their development as applied practitioners. Narrative analysis was used to explore the stories of critical moments. Four distinct narrative structures were evident; Re-birth, Rags to Riches, Tragedy, and The Quest. There was one consistent narrative feature that supported these plots: critical moments contribute towards an alignment between a practitioner’s beliefs and behaviour, which supports the development of a congruent philosophy of practice and the environment they choose to work within. We recommend future research, such as the use of narrative analysis to explore alternative narrative structures and the investigation of successful and unsuccessful consultancy experiences

Observational Behavior Assessment for Psychological Competencies in Police Officers:A Proposed Methodology for Instrument Development

This paper proposes and showcases a methodology to develop an observational behavior assessment instrument to assess psychological competencies of police officers. We outline a step-by-step methodology for police organizations to measure and evaluate behavior in a meaningful way to assess these competencies. We illustrate the proposed methodology with a practical example. We posit that direct behavioral observation can be key in measuring the expression of psychological competence in practice, and that psychological competence in practice is what police organizations should care about. We hope this paper offers police organizations a methodology to perform scientifically informed observational behavior assessment of their police officers’ psychological competencies and inspires additional research efforts into this important area

Stories of Critical Moments Contributing to the Development of Applied Sport Psychology Practitioners

This study explored the stories of critical moments experienced by applied sport psychology practitioners. The 13 recruited practitioners (eight male and five female) were in different stages of their development (trainee, neophyte, and experienced) and were asked to tell one story about a critical moment that significantly contributed to their development as applied practitioners. Narrative analysis was used to explore the stories of critical moments. Four distinct narrative structures were evident; Re-birth, Rags to Riches, Tragedy, and The Quest. There was one consistent narrative feature that supported these plots: critical moments contribute towards an alignment between a practitioner’s beliefs and behaviour, which supports the development of a congruent philosophy of practice and the environment they choose to work within. We recommend future research, such as the use of narrative analysis to explore alternative narrative structures and the investigation of successful and unsuccessful consultancy experiences

An Exploration of Coaches’ and Sport Psychologists’ Experiences of Managing Performance Blocks

This study examined coaches’ and sport psychologists’ experiences of managing performance blocks and the mechanisms they adopted in supporting athletes who experience them. This qualitative study adopted a constructivist philosophical paradigm. Semi-structured interviews were conducted with elite coaches (n=8) and HCPC-registered sport psychologists (n=7). Following transcription, interviews were analyzed using thematic analysis (Braun & Clarke, 2006, 2021). Findings indicated that managing performance blocks is a complex and dynamic process whereby participants iteratively moved through five stages (i.e., understanding the athlete, intervening in performance blocks, experiencing the emotional rollercoaster, coping with emotions, and learning). From an applied perspective, findings encourage coaches and sport psychologists to create trusting relationships with the athlete and demonstrate an emotional understanding of athletes’ needs. Findings indicate that lowering the psychological demand and increasing the athletes’ coping resources such as by offering emotional support is an important strategy in the management of performance blocks. Lay Summary: This article explores eight coaches’ and seven sport psychologists’ experiences of managing performance blocks. Coaches and sport psychologists continually shifted between five stages in understanding and supporting athletes’ experiences of performance blocks. Findings highlight the importance of trusting and collaborative relationships, emotional intelligence, and coping strategies when managing performance blocks. Applied Implications: • Coaches and sport psychologists must create and maintain trusting relationships with the athlete and those surrounding the athlete before attempting to intervene in performance blocks to ensure athletes feel safe in discussing performance blocks and receive consistent and supportive messaging. • Coaches and sport psychologists are encouraged to develop and utilize effective coping strategies throughout managing performance blocks. Examples including seeking support from colleagues and supervisors, participating in reflective practice, and seeking emotional support from friends and family. • Sporting organizations can improve the management of performance blocks by providing coach education sessions to raise awareness of the causes and warning signs, and highlight instances of best and worst practice for management

Developing, implementing, and evaluating a parent support programme for rugby parents: An action research project

Objectives: The aim of this project was to develop, implement, and evaluate a parent support programme for an under 18 rugby academy team. Methods: A revised version of Lewin’s model of action research (Elliot, 1991) guided the study. Firstly, observations, interviews, and informal conversations occurred with parents and staff members to identify parent support needs. Data were analysed following the guidance of Miles, Huberman and Saldana (2018). Analysis indicated that a series of face-to-face interactive workshops broadly focused on topics related to transitions would be most useful and desirable. Thus, a four-workshop programme was developed and delivered. The programme was evaluated throughout by informal conversations during the workshop, completion of an online survey and interviews. Findings and Discussions: The four workshops focused on the transition from under 17s to 18s, potential pathways after the under 18-season, handling non-normative transitions, and autonomy-supportive parenting were delivered. Overall, parents indicated that they found the workshops to be beneficial and enjoyable, particularly when they had opportunities to engage in discussion with other parents. They perceived that the content was useful, although some were unsure of the duration and regularity of the workshops. Researcher field notes highlighted both strengths of the programme and areas for further consideration. Conclusions: Utilising an action research approach to develop, implement, and evaluate parent support programmes appears to be effective. Particularly, it allows for a more nuanced programme to be developed, which particularly caters to the needs of the parents and organisation in which it is being delivered