A Systematic Literature Review on the Academic and Athletic Identities of Student-Athletes

Academic and athletic identities are related to performance and wellbeing indicators in both the educational and sport domains, respectively. This paper presents a systematic literature review examining empirical research into the academic and athletic identities of student-athletes in dual (education and sport) careers. The 42 records identified in this review suggest that research on the academic and athletic identities of student-athletes has focused on the themes of: identity development, role conflict, career development and motivation, and student-athlete stereotypes. Future research directions are considered, including the need for mixed-methods and longitudinal assessments of academic and athletic identities to assess to dynamic nature of identity development, and to ascertain how these relate to future performance and wellbeing outcomes

Realising, Adapting, and Thriving in Career Transitions from Gymnastics to Contemporary Circus Arts

The purpose of this study was to explore the career transition experiences of elite gymnasts who became professional circus artists. Eight (inter)national level gymnasts who worked as circus artists were interviewed. Using a constructionist approach to thematic data analysis, we identified a three-phase career transition process. High levels of psychological resilience characteristics were required in the first, ‘realising’ phase (i.e., motivation, hard work, social support, and optimism). The second, ‘adapting’ phase involved balancing context-specific demands which included general stress, a loss of competence, social adjustment, taking calculated risks, and physical recovery. The third, ‘thriving’ phase involved experiences of freedom, personal development, and social connectedness. During the career transition, changes from an athletic to circus artist identity were experienced. Practitioners are encouraged to support the psychological resilience and experiences of autonomy among circus artists during their career transitions. This is expected to facilitate circus artists’ wellbeing, safety, and career longevity

Embedding of psycho-perceptual-motor skills can improve athlete assessment and training programs

Practitioners in a variety of sports seek unique ways to train athletes to better prepare them for competition. In this position paper, we argue that inclusion of psycho-perceptual-motor skills, from the fields of sport psychology and sport expertise, is crucial, but underutilized in the assessment and training of athletes. First, a brief introduction is provided as to why psycho-perceptual-motor skill is vital for training athletes. Second, examples are discussed relating to key concepts. These include the following: assessment of expertise discriminators such as visual anticipation under pressure contexts, incorporation of sports analytics and performance analysis to aid reflection upon previous experiences of good anticipation and coping with pressure, use of qualitative and quantitative measures to understand processes underlying performance and learning, as well as design of representative tasks for assessment and training anticipation under pressure contexts. Third, some recommendations are made to practitioners of sports teams to assist them in taking advantage of psycho-perceptual-motor skill to better prepare athletes for competition. Collectively, we hope this paper stimulates collaboration between practitioners of sports teams and scientists to create a greater focus upon integrated sport psychology and sport expertise in the training of athletes

Embedding of psycho-perceptual-motor skills can improve athlete assessment and training programs

Practitioners in a variety of sports seek unique ways to train athletes to better prepare them for competition. In this position paper, we argue that inclusion of psycho-perceptual-motor skills, from the fields of sport psychology and sport expertise, is crucial, but underutilized in the assessment and training of athletes. First, a brief introduction is provided as to why psycho-perceptual-motor skill is vital for training athletes. Second, examples are discussed relating to key concepts. These include the following: assessment of expertise discriminators such as visual anticipation under pressure contexts, incorporation of sports analytics and performance analysis to aid reflection upon previous experiences of good anticipation and coping with pressure, use of qualitative and quantitative measures to understand processes underlying performance and learning, as well as design of representative tasks for assessment and training anticipation under pressure contexts. Third, some recommendations are made to practitioners of sports teams to assist them in taking advantage of psycho-perceptual-motor skill to better prepare athletes for competition. Collectively, we hope this paper stimulates collaboration between practitioners of sports teams and scientists to create a greater focus upon integrated sport psychology and sport expertise in the training of athletes

Implementing skill acquisition research in high performance sport: Reflecting on the importance of autonomy-support for successful collaboration

Perceptual-cognitive-motor skills, such as visual anticipation, are pivotal for superior performance in sport. However, there are only a limited number of skill acquisition specialists working with coaches to develop these skills in athletes. The purpose of this paper is to present a brief reflection on the use of psychological strategies to create an autonomy-supportive environment to embed a skill acquisition research project in high-performance sport. The research project was conducted with the Australian national field hockey high-performance unit and investigated individual differences in expert goalkeepers’ visual anticipation. The paper first discusses the role of a skill acquisition specialist, how they collaborate with coaches and athletes, and barriers to collaboration. The paper then outlines how psychological strategies can be used to create an autonomy-supportive environment to build a relationship and establish a research collaboration with a team. Further, the paper discusses the importance of continually involving coaches and athletes in the research process to facilitate their engagement and self-determined motivation to complete the project. By applying psychological strategies to create an autonomy-supportive environment, sports scientists may have greater success in overcoming the many barriers to conduct research in an elite sport setting, with the outcomes highly valuable for athlete development

Development and initial validation of the role strain questionnaire for junior athletes (RSQ-JA)

In a series of related studies, the relevance of a role strain framework to interpret the difficulties junior elite athletes experience in their multiple life domains was assessed. Here, the Role Strain Questionnaire for Junior Athletes (RSQ-JA) was developed to measure the role strain experienced by junior athletes. In Study 1, role strain was explored via interviews with 20 elite junior athletes. Based on themes emerging from these interviews, an initial 65-item pool for the RSQ-JA was created and subjected to an exploratory factor analysis in Study 2. The factors derived in Study 2 were tested for factorial validity using confirmatory factor analysis in Study 3. Results supported a 22-item five factor structure for the RSQ-JA. These factors reflected the salient sources of role strain, namely; (i) overload in school, (ii) overload in sport and between roles, (iii) between-role conflict, (iv) underload, and (v) ambiguity. The RSQ-JA therefore provides the initial validation of the first measure of role strain experienced by junior elite athletes

Not just clowning around: psychological mechanisms underlying accidents in a heterogenous group of contemporary circus artists

Safety is paramount to nurture artists’ creative growth and performance. In several contemporary circus arts disciplines, the consequences of accidents may involve severe injuries or death. In this article, we explore perceived risks, personality, experiences of sensation, emotion regulation, and agency in relation to accidents and near misses in contemporary circus arts (N = 248). A pathway analysis revealed that perceived risk, personality, and emotion regulation covary and together affect the likelihood of accidents and near misses in contemporary circus arts. A multivariate analysis of variance showed that contemporary circus arts consist of a heterogeneous group of discipline categories. Floor acrobats experienced significantly more accidents than aerial acrobats and object manipulators, and aerial acrobats experienced significantly more emotion regulation and agency than object manipulators. Further, aerial acrobats scored significantly higher on the personality traits conscientiousness and agreeableness than object manipulators. Our study reinforces the centrality of emotion regulation to safe performance in contemporary circus arts. Practitioners in performing arts, and circus in particular, are recommended to tailor safety interventions to the circus category and the artists’ personality-specific needs. (PsycINFO Database Record (c) 2019 APA, all rights reserved

Individual differences and transfer of visual anticipation in expert female field hockey goalkeepers

SIGNIFICANCE Visual anticipation is vital for performance in several domains such as driving, military, and high-speed interceptive sports, as it enables performers to handle severe time constraints. There has been little investigation into individual differences of anticipation skill transfer within a domain, which can guide training of anticipation to improve performance. PURPOSE The purpose of this study was to investigate individual differences in the transfer of anticipation within a domain, specifically anticipation of the field hockey penalty corner drag-flick across different opponents. METHODS Eight female Australian international and national field hockey goalkeepers participated. Goalkeepers completed female and male opponent penalty corner drag-flick temporal occlusion tests that presented contextual defensive runner positioning relative to the penalty spot, drag-flicker kinematics, and ball flight. RESULTS Drag-flick movement time and ball velocity were significantly different across female and male opponents confirming that a transfer continuum existed. Five goalkeepers could transfer integration of runner contextual and drag-flicker kinematic information to anticipate loose runs above chance from female to male opponent tests. None of the goalkeepers could transfer integration of contextual and kinematic information for the tight runs across female to male opponents. CONCLUSIONS An individual differences approach with truly expert performers provided unique insights into the mechanism of anticipation transfer within a domain. The findings of this study contribute to theoretical and applied knowledge, which can guide the training of anticipation skill to prepare individuals for superior performance. © Lippincott Williams & Wilkins

Implementing skill acquisition research in high-performance sport : reflecting on the importance of autonomy-support for successful collaboration

Perceptual-cognitive-motor skills, such as visual anticipation, are pivotal for superior performance in sport. However, there are only a limited number of skill acquisition specialists working with coaches to develop these skills in athletes. The purpose of this paper is to present a brief reflection on the use of psychological strategies to create an autonomy-supportive environment to embed a skill acquisition research project in high-performance sport. The research project was conducted with the Australian national field hockey high-performance unit and investigated individual differences in expert goalkeepers’ visual anticipation. The paper first discusses the role of a skill acquisition specialist, how they collaborate with coaches and athletes, and barriers to collaboration. The paper then outlines how psychological strategies can be used to create an autonomy-supportive environment to build a relationship and establish a research collaboration with a team. Further, the paper discusses the importance of continually involving coaches and athletes in the research process to facilitate their engagement and self-determined motivation to complete the project. By applying psychological strategies to create an autonomy-supportive environment, sports scientists may have greater success in overcoming the many barriers to conduct research in an elite sport setting, with the outcomes highly valuable for athlete development. © 2021 Association for Applied Sport Psychology