The Overrepresentation of Cisgender Men in Esports Research

Aim: This perspective article aimed to explore the balance in gender diversity of participants in empirical esports research. Methods and results: Publications listed in the Esports Research Network academic research database were examined, and the number and characteristics of participants utilized within the research were recorded. 120 publications and 85,765 participants were included in the analysis. Analysis revealed that 65 studies (54.17%) included cisgender (i.e., a person whose gender identity corresponds to their sex assigned at birth) men and cisgender women, 20 studies (16.67%) included cisgender men only, and 2 studies (1.67%) included cisgender women only. Fourteen studies (11.67%) included cisgender men, cisgender women and transgender (i.e., a person whose gender identity differs to their sex assigned at birth) participants, and 0 studies included only transgender people. The remaining 19 studies (15.83%) only provided the number of either cisgender men or cisgender women, with no other details regarding the sex or gender of other participants. Out of the 85,765 participants, 69,698 cisgender men (81.27%), 13,907 cisgender women (16.22%), 94 transgender participants (0.11%), and 2,066 participants of unknown gender or sex (2.41%) were included. Conclusions: Cisgender men inclusion in esports research appears to be notably higher than cisgender women and transgender folks, and future research should address this disparity

‘If only I could know what they are thinking?’ Applying Think Aloud to applied sport psychology practice

Background: Think Aloud (TA) is a tool that can help people to understand and reflect on their own thought processes. TA has potential practical utility for applied sport psychologists (ASP) working with clients. In this workshop, we share hypothetical scenarios or vignettes demonstrating how ASPs have used TA to generate understanding of their client’s thoughts during sport psychology service- delivery. Our composite vignettes are based on data derived from actual participants’ accounts of practice. Composite vignettes act as a training tool for participants interested in using TA with clients. Participants have the opportunity to respond to the vignettes and consider how they may employ TA in their practice and for what purposes (e.g., to develop client self-awareness). Learning outcomes: In this workshop, participants will: Understand the potential of think aloud for applied practice. Discuss vignettes where think aloud has been applied to practice. Consider how think aloud could be applied in their own practice. Key points: The workshop will be facilitated by sport and exercise psychology practitioners (HCPC- registered, BASES accredited, and professional doctorate trainees), who are members of a DSEP research Working Group aimed at understanding how practitioners can use TA. We will share the outcomes from the group as vignette-based findings to allow for dissemination, reflection, and responses on how TA can be used further in participants’ own settings. Conclusions: Participants will develop a critical appreciation of TA for applied practice, and learning through the experiences described in the vignettes may inform their future practice in applying TA with clients

Storied practice: Narratives on think aloud

Previous research has captured thought processes of athletes as they perform. All of this research then recommends the benefits of TA as a method for sport psychs to understand their athletes cognitions during performance.  Our research sought to find out how SP practitioners could use TA in their practice with clients

Eye-pointing Classification Scale (EpCS)

The Eye-pointing Classification Scale (EpCS; Clarke et al., 2022) was developed as a new classification scale to describe looking behaviors (gaze fixations and gaze shifts) in relation to eye-pointing, suitable for use with non-speaking children with bilateral cerebral palsy (GMFCS IV and V). An initial draft of the scale was developed as a result of literature review. Subsequent expert evaluation of content, style and structure indicated that no further refinement was required. The resulting 21-item measure was administered to a sample of children with bilateral cerebral palsy, aged 3-12 years. Results concerning reliability and validity were reported for this measure. The authors note while reliability analysis proved very positive, a limitation is that reliability testing was not also carried out by school staff and parents. The lack of agreement in rating for level I in this group of children represents a limitation in reliability testing for this level

Development and testing of the eye-pointing classification scale for children with cerebral palsy

Purpose: The aim of this study was to develop and test a new classification scale to describe looking behaviours (gaze fixations and gaze shifts) in relation to eye-pointing. / Methods: The Eye-pointing Classification Scale (EpCS) was developed and tested following established procedures for the construction and evaluation of equivalent scales, and involved 2 phases: Drawing on research literature, Phase 1 involved initial drafting of the scale through a series of multi-disciplinary group discussions; evaluation of the scale through a survey procedure, and subsequent expert group evaluation. Phase 2, was an examination of scale reliability and relationships between child characteristics and level of EpCS classification. / Results: In Phase 1, an initial draft of the scale was developed and then evaluated by 52 participants in 10 countries, leading to its refinement. Subsequent expert evaluation of content, style and structure indicated that no further refinement was required. In Phase 2, the scale achieved excellent levels of reliability in clinical testing. A significant relationship was identified between level of child motor ability and EpCS classification, and level of child language understanding and EpCS classification. / Implications for rehabilitation: Non-speaking children with severe bilateral cerebral palsy who have limited upper limb movement may communicate by using controlled looking behaviours to point to objects and people, referred to as eye-pointing. However, there is little consensus as to which looking behaviours represent eye-pointing and which do not. The Eye-pointing Classification Scale (EpCS) was developed to describe looking behaviours related to eye-pointing in this population of children The EpCS provides a new robust tool for clinical management and research with children with cerebral palsy