Sport medicine and sport science practitioners' experiences of organizational change

This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.Despite the emergence of and widespread uptake of a growing range of medical and scientific professions in elite sport, such environs present a volatile professional domain characterized by change and unprecedentedly high turnover of personnel. This study explored sport medicine and science practitioners' experiences of organizational change using a longitudinal design over a 2-year period. Specifically, data were collected in three temporally defined phases via 49 semi-structured interviews with 20 sport medics and scientists employed by three organizations competing in the top tiers of English football and cricket. The findings indicated that change occurred over four distinct stages; anticipation and uncertainty, upheaval and realization, integration and experimentation, normalization and learning. Moreover, these data highlight salient emotional, behavioral, and attitudinal experiences of medics and scientists, the existence of poor employment practices, and direct and indirect implications for on-field performance following organizational change. The findings are discussed in line with advances to extant change theory and applied implications for prospective sport medics and scientists, sport organizations, and professional bodies responsible for the training and development of neophyte practitioners

Third Party Reports influence parents’ perceptions of coaching ability: Implications for youth sport coaches.

According to Olson, Roese, and Zanna’s (1996) Model of Expectancy Processes, information conveyed by others can determine our expectancies of people. Furthermore, Third Party Reports (TPRs) such as reputation may influence athletes’ initial expectancies of coaches (e.g., Manley et al., 2008; 2010; Thelwell et al., 2013). Parents are believed to play a fundamental role in the development of coach-athlete relationships (e.g., Jowett & Katchis, 2005) and, in turn, athletic achievement in youth sport (Gould et al., 2008). However, person perception research has not yet examined the impact of cues such as TPRs on the initial impressions and expectancies that parents form of youth sport coaches. The current study addresses this gap in the literature. Athletes’ parents viewed a hypothetical online report describing the appointment of a new coach at a local sports club. The report included a “comments” section, which consisted of “tweets” posted by the newly-appointed coach’s former athletes. Four experimental conditions were created by manipulating the coach’s level of warmth and competence (i.e., high vs. low) as reported through the “comments/tweets” (i.e., TPRs). After reading the online report, participants provided ratings of the coach’s ability using the Coaching Competency Questionnaire (Myers et al., 2006). Participants are currently being recruited via gatekeepers at sports clubs/organisations, as well as through social media. However, based on an initial sample (n = 83), Kruskal-Wallis tests typically revealed that high-warmth/high-competence TPRs resulted in highest evaluations of overall coaching ability, while TPRs low in both warmth and competence received poorest ratings. Interestingly, perceptions of Character-building Competence were highest for high-warmth/low-competence TPRs. These preliminary findings reveal that TPRs can influence parents’ perceptions of coaching proficiency, but that parents may value warmth over competence when assessing a coach’s ability to develop more holistic qualities in youth sport athletes

Emotional labor and professional practice in sports medicine and science

The aim of the present study was to explore how sport medicine and science practitioners manage their emotions through emotional labor when engaging in professional practice in elite sport. To address the research aim a semi-structured interview design was adopted. Specifically, eighteen professional sport medicine and science staff provided interviews. The sample comprised sport and exercise psychologists (n = 6), strength and conditioning coaches (n = 5), physiotherapists (n = 5), one sports doctor and one generic sport scientist. Following a process of thematic analysis, the results were organized into the following overarching themes: (a) factors influencing emotional labor enactment, (b) emotional labor enactment and, (c) professional and personal outcomes. The findings provide a novel contribution to understanding the professional demands faced by practitioners, and are discussed in relation to the development of professional competencies and the welfare and performance of sport medics and scientists

Psychological determinants of whole-body endurance performance

Background: No literature reviews have systematically identified and evaluated research on the psychological determinants of endurance performance, and sport psychology performance-enhancement guidelines for endurance sports are not founded on a systematic appraisal of endurance-specific research. Objective: A systematic literature review was conducted to identify practical psychological interventions that improve endurance performance and to identify additional psychological factors that affect endurance performance. Additional objectives were to evaluate the research practices of included studies, to suggest theoretical and applied implications, and to guide future research. Methods: Electronic databases, forward-citation searches, and manual searches of reference lists were used to locate relevant studies. Peer-reviewed studies were included when they chose an experimental or quasi-experimental research design, a psychological manipulation, endurance performance as the dependent variable, and athletes or physically-active, healthy adults as participants. Results: Consistent support was found for using imagery, self-talk, and goal setting to improve endurance performance, but it is unclear whether learning multiple psychological skills is more beneficial than learning one psychological skill. The results also demonstrated that mental fatigue undermines endurance performance, and verbal encouragement and head-to-head competition can have a beneficial effect. Interventions that influenced perception of effort consistently affected endurance performance. Conclusions: Psychological skills training could benefit an endurance athlete. Researchers are encouraged to compare different practical psychological interventions, to examine the effects of these interventions for athletes in competition, and to include a placebo control condition or an alternative control treatment. Researchers are also encouraged to explore additional psychological factors that could have a negative effect on endurance performance. Future research should include psychological mediating variables and moderating variables. Implications for theoretical explanations of endurance performance and evidence-based practice are described

A systematic review of interventions to increase awareness of mental health and well-being in athletes, coaches and officials

Full search for the psychinfo database. (DOCX 16 kb

Emotional intelligence in sports and physical activity: An intervention focus

The aim of this chapter is twofold: first, to introduce the reader to the role of emotional intelligence (EI) in sports and physical activity, and second, to have an intervention focus achieved through applied activities that enable the development of different dimensions of EI. The chapter begins with an introduction to the theory that underpins EI in sports – the tripartite model comprising knowledge, ability, and trait levels. Subsequently, measurement issues are addressed in regard to instruments measuring the ability and trait aspects of EI. In continuation, the role of EI is discussed within the sport performance domain, specifically in athletes, coaches, and officials, as well as its role in physical activity. Finally, an applied perspective of EI training in sport performance is presented, along with EI training through sports and physical activity. Thirteen EI training activities are suggested that are based on the tripartite model and target the five main dimensions of EI: identifying, expressing, understanding, regulating, and using emotions. Such activities aim to contribute to the dissemination of EI training at school, which may have an important further impact on performance, society, and health policies