An interdisciplinary approach to the management of vocal cord dysfunction in an elite female swimmer: A case study

Acute pulmonary disorders are commonplace within the athletic population, with exercise induced bronchoconstriction, and vocal cord dysfunction (VCD) common diagnoses. VCD is a condition that causes the vocal folds to close during inhalation, causing obstruction at the larynx and thereby a severely impaired sporting performance. VCD can be brought on by laryngeal irritants, emotional and psychological stress and asthma. The present case study details the interdisciplinary approach to the treatment of an elite female swimmer with VCD with an intervention programme that lasted nine weeks, instigated by a local general practitioner who chose to engage a sport psychology practitioner due to the sport-specific nature of the psychological stress she experienced. The steps involved in the design of the sport psychology interventions are outlined and the relationship of those interventions to the work of the other specialists is discussed. The nine-week intervention programme was aimed at reducing the swimmer's levels of precompetitive state anxiety and perfectionist tendencies; using a combination of goal-setting, imagery, and cognitive restructuring. During the course of nine weeks, the athlete’s levels of competitive state anxiety and perfectionist tendencies reduced over time along with the frequency of VCD occurrence

An exploration of shifts in visual fixation prior to the execution of baseball batting: Evidence for oculomotor warm up, attentional processes or pre-performance routines?

The visual performance of athletes should be considered high on the list of variables fundamental to elite sport performance. One particular aspect of visual performance that has gained dominance over the last 25 years is the quiet eye. Quiet eye is the final visual fixation of long, steady duration prior to the execution of a motor skill. However, as the concept of quiet eye has achieved dominance in the field of motor control, we know increasingly less about the visual behavior that precedes the onset of it. This is especially true for externally-paced interceptive tasks such as baseball hitting. The present study collected data on the visual scene using mobile eye trackers, as experienced by 58 professional baseball players during batting practice. The results suggest that athletes exhibit multiple dynamic shifts in visual fixation prior to the onset of quiet eye and the pitcher's action. Furthermore, cluster analysis revealed a significant positive relationship between the number of shifts in visual fixations and batting average, indicating that this visual skill may contribute to more efficient interception of the ball. The purpose of these dynamic shifts in visual fixation are proposed, alongside a call for further research to develop a deeper understanding of this pre-task visual behavior and its role in sport performance

Enhancing Student Learning Experiences in Sport Psychology Modules Using Practical Activities

The University of Worcester states in its most recent strategic plan (2013 – 2018) a set of enduring values that guide and direct the activities of the institution. The first listed, and perhaps the most important value is the striving to be “an outstanding university at which to be a student”. This is further supplemented by values such as “to inspire our students to reach their full potential through excellent, innovative teaching, scholarship and research” (University of Worcester 2013: p.4). One of the many ways in which the institution strives to provide this outstanding educational experience is through regular engagement, both formal and informal, with students at a number of points in each semester. Regular experiences of collating formal and informal feedback has led to the identification of a common theme amongst Higher National Diploma (HND) students in the Institute of Sport and Exercise Sciences (ISES), where they consistently request ‘more practicals’. The ISES modules however are designed to incorporate a high degree of interaction, practical activities and tasks. This is especially important for those studying at HND level as research suggests differences in learning preferences exist when compared to undergraduate students, the former preferring a more tactile style of learning (Peters et al. 2008). Using an introductory Sport Psychology HND module as an example, practical activities and tasks are fully embedded in the taught sessions to enable contextual links to be made between the learning outcomes and their subsequent use. Examples of these include: a. interviewing athletes to produce a performance profile (Butler & Hardy 1992); b. completing psychometric instruments such as the Competitive State Anxiety Inventory-2 (CSAI-2) to measure competitive anxiety in sport (Martens et al. 1990) and demonstrate data collection and construct measurement; c. performing relaxation interventions on the students to demonstrate how specific techniques (in this instance, decreasing somatic anxiety) might work in practice; d. demonstrating how observational learning facilitates skill acquisition by creating experimental conditions that the students participate in, in teaching a new skill. Nevertheless owing to the students' previously stated on-going requests for more practical activities, it became evident that assumptions about what students consider an effective means of experiential or active learning in the context of sport-related disciplines of study needed to be investigated. This is where the opportunity to undertake an action research project arose, this being a practical method commonly employed in pedagogical enquiry to aid reflection on teaching and assessment practice for the purposes of working towards continuous improvement

Are Career Termination Concerns Only for Athletes? A Case Study of the Career Termination of an Elite Female Coach

This paper presents a case study of an elite female coach and her career termination from a 20+ year career following a critical life incident. A novel autobiographical approach was adopted whereby the participant undertook expressive writing to describe her experiences prior to, during, and following coaching an athlete at the 2012 Summer Olympic Games. Thematic analysis indicated seven phases related to the participant’s experiences of the critical incident: Build up to the event, the event, the aftermath, recovery and reflection on the event, sampling of new avenues, enlightenment, and career re-birth. The findings reinforce the high demands placed upon elite coaches, the subsequent threats to physical and mental well-being, and the importance of having robust psychological skills and suitable social support to cope with these demands. Implications for preparing and supporting coaches for successful career transition are discussed

Wearing Eye Tracking Technology During Batting Practice: Assessing the Experiences of Professional Baseball Athletes

Utilizing wearable technology in sport allows for the collection of motor behavior data during task engagement. This data can be assessed in real-time or retrospectively. Although enriching the scope of performance data, the consequences of wearable technology on the athlete-user, specifically the cognitive effects, has not been fully investigated, hence the purpose of this study. This qualitative study examines the cognitions of 57 professional baseball players who wore eye tracking technology whilst engaged in batting practice. Their verbal self-reports were framed by temporal context: before-during-after task. Three themes emerged during the pre-task segment: social appearance anxiety, claimed self-handicapping, and curiosity. During the task of batting, verbal behavior contained motivational and instructional overt self-talk while claimed self-handicapping was sustained. The final, post-performance segment was marked by the re-emergence of curiosity from the pre-task period as well as self-evaluation/appraisal. Given the participants were professional athletes, their performance has greater career implications than amateur competitors. Nonetheless, the verbal behavior elicited while wearing eye tracking technology indicates an awareness of the equipment by the user. This study found cognitive effects from wearable technology; more research is required to under-stand the scope and nature of those effects on cognitive and motor behaviors