Using Stories in Coach Education

The purpose of this paper is to illustrate how storied representations of research can be used as an effective pedagogical tool in coach education. During a series of continuing professional development seminars for professional golf coaches, we presented our research in the form of stories and poems which were created in an effort to evoke and communicate the lived experiences of elite professional golfers. Following these presentations, we obtained written responses to the stories from 53 experienced coaches who attended the seminars. Analysis of this data revealed three ways in which coaches responded to the stories: (i) questioning; (ii) summarising; and (iii) incorporating. We conclude that these responses illustrate the potential of storied forms of representation to enhance professional development through stimulating reflective practice and increasing understanding of holistic, person-centred approaches to coaching athletes in high-performance sport

Preparing athletes and teams for the Olympic Games: experiences and lessons learned from the world's best sport psychologists

As part of an increased effort to understand the most effective ways to psychologically prepare athletes and teams for Olympic competition, a number of sport psychology consultants have offered best-practice insights into working in this context. These individual reports have typically comprised anecdotal reflections of working with particular sports or countries; therefore, a more holistic approach is needed so that developing practitioners can have access to - and utilise - a comprehensive evidence-base. The purpose of this paper is to provide a panel-type article, which offers lessons and advice for the next generation of aspiring practitioners on preparing athletes and teams for the Olympic Games from some of the world’s most recognised and experienced sport psychologists. The sample comprised 15 sport psychology practitioners who, collectively, have accumulated over 200 years of first-hand experience preparing athletes and/or teams from a range of nations for six summer and five winter Olympic Games. Interviews with the participants revealed 28 main themes and 5 categories: Olympic stressors, success and failure lessons, top tips for neophyte practitioners, differences within one’s own consulting work, and multidisciplinary consulting. It is hoped that the findings of this study can help the next generation of sport psychologists better face the realities of Olympic consultancy and plan their own professional development so that, ultimately, their aspirations to be the world’s best can become a reality

Enterprise Education Competitions: A Theoretically Flawed Intervention?

The demand for including enterprise in the education system, at all levels and for all pupils is now a global phenomenon. Within this context, the use of competitions and competitive learning activities is presented as a popular and effective vehicle for learning. The purpose of this chapter is to illustrate how a realist method of enquiry – which utilises theory as the unit of analysis – can shed new light on the assumed and unintended outcomes of enterprise education competitions. The case developed here is that there are inherent flaws in assuming that competitions will ‘work’ in the ways set out in policy and guidance. Some of the most prevalent stated outcomes – that competitions will motivate and reward young people, that they will enable the development of entrepreneurial skills, and that learners will be inspired by their peers – are challenged by theory from psychology and education. The issue at stake is that the expansion of enterprise education policy into primary and secondary education increases the likelihood that more learners will be sheep dipped in competitions, and competitive activities, without a clear recognition of the potential unintended effects. In this chapter, we employ a realist-informed approach to critically evaluate the theoretical basis that underpins the use of competitions and competitive learning activities in school-based enterprise education. We believe that our findings and subsequent recommendations will provide those who promote and practice the use of competitions with a richer, more sophisticated picture of the potential flaws within such activities.Peer reviewedFinal Published versio

Athletic Performance and Recovery-Stress Factors in Cycling: An Ever Changing Balance

We sought to examine whether the relationship between recovery-stress factors and performance would differ at the beginning (Stage 1) and the end (Final Stage) of a multi-stage cycling competition. Sixty-seven cyclists with a mean age of 21.90 years (SD = 1.60) and extensive international experience participated in the study. The cyclists responded to the Recovery-Stress Questionnaire for Athletes (RESTQ-Sport) and rated their performance (1 = extremely poor to 10 = excellent) in respect to the first and last stage. Two step-down multiple regression models were used to estimate the relationship among recovery (nine factors; e.g., Physical Recovery, Sleep Quality) and stress factors (10 factors; e.g., Lack of Energy, Physical Complaints), as assessed by the RESTQ and in relation to performance. Model-1 pertained to Stage 1, whereas Model-2 used data from the Final Stage. The final Model-1 revealed that Physical Recovery (β = .46, p = .01), Injury (β = -.31, p = .01) and General Well-being (β = -.26, p = .04) predicted performance in Stage 1 (R2 = .21). The final Model-2 revealed a different relationship between recovery-stress factors and performance. Specifically, being a climber (β = .28, p = .01), Conflicts/Pressure (β = .33, p = .01), and Lack of Energy (β = -.37, p = .01) were associated with performance at the Final Stage (R2 = .19). Collectively, these results suggest that the relationship among recovery and stress factors changes greatly over a relatively short period of time, and dynamically influences performance in multi-stage competitions

Positive youth development in swimming: clarification and consensus of key psychosocial assets

The purpose of this study was to gain a more cohesive understanding of the assets considered necessary to develop in young swimmers to ensure both individual and sport specific development. This two stage study involved (a) a content analysis of key papers to develop a list of both psychosocial skills for performance enhancement and assets associated with positive youth development, and (b) in-depth interviews involving ten expert swim coaches, practitioners and youth sport scholars. Five higher order categories containing seventeen individual assets emerged. These results are discussed in relation to both existing models of positive youth development and implications for coaches, practitioners and parents when considering the psychosocial development of young British swimmers

The effect of pre-shot routines on golf wedge shot performance

The objective of this study was to examine the effect of pre-performance routines among golfers of low skill and non-golfers on wedge golf shot performance. The intervention strategies involved a physical skill and cognitive-behavioral routine program, as well as a physical skills-only program. Performance was measured on a pre-intervention test, postintervention test, and following a period of time without treatment, and involved wedge shots being played from distances of 40, 50, and 60 m from a target. Participants in this study (N = 68) were assigned to either a golfer or non-golfer group. Participants in the treatment groups attended 2 practice sessions per week during the acquisition phase. A variable practice design was incorporated during the intervention phase. Non-golfers in both intervention groups improved performance following the acquisition phase and maintained these levels of performance in the retention test. Greater improvements in performance were found in the non-golfer physical skills and cognitive-behavioral routine group. The non-golfer physical skills and cognitive-behavioral routine group was the only group to realize significant improvements in performance when comparing initial test performance measures to post-intervention and retention test performance measures across all test distances. Although the golfer treatment groups had consistent improvement in performance measures following the intervention phase, these improvements did not reach statistical significance in the majority of cases

A qualitative exploration of men's experiences of an integrated exercise/CBT mental health promotion programme

This study investigated qualitatively the experiences of men who took part in a 10 week integrated exercise/psychosocial mental health promotion programme, "Back of the Net" (BTN). 15 participants who completed the BTN programme were recruited to participate in either a focus group discussion (N = 9) or individual interview (N = 6). A thematic analytic approach was employed to identify key themes in the data. Results indicated that participants felt that football was a positive means of engaging men in a mental health promotion program. Perceived benefits experienced included perceptions of mastery, social support, positive affect and changes in daily behaviour. The findings support the value of developing gender specific mental health interventions to both access and engage young men. © 2012 by the Men's Studies Press

Escala do comportamento do treinador: versão treinador (ECT-T) e versão atleta (ECT-A): o que o treinador diz é confirmado pelos seus atletas?

Objetivou-se verificar o nível de associação entre as percepções de atletas e treinadores de esportes coletivos e individuais nas seis dimensões do comportamento do treinador - Treinamento Físico (TF), Treinamento Técnico (TT), Preparação Mental (PM), Estabelecimento de Objetivos (EO), Reforço Pessoal Positivo (RPP), Reforço Pessoal Negativo (RPN) - acessado pela Escala do Comportamento do Treinador - Versão Treinador (ECT-T) e Versão Atleta (ECT-A). Participaram 181 atletas (114 homens e 67 mulheres) de nove modalidades esportivas com idade média de 17,15 anos (± 1,48) e seus respectivos treinadores (N = 32), todos do sexo masculino, com idade média de 32,88 (± 8,91). Treinadores e atletas responderam aos 38 itens de mesmo conteúdo dos questionários mencionados. A correlação não-paramétrica de Spearman mostrou a inexistência de associação significativa, ao nível a = 0,05, entre as percepções treinadores e atletas de modalidades coletivas nas dimensões TT, PM, EO e RPP. Entre treinadores e atletas de modalidades individuais também não foram verificadas associações significativas em cinco dimensões: TF, TT, PM, EO e RPP. Dentre outras razões, a baixa compatibilidade entre as percepções de atletas treinadores, pode estar relacionada a falhas no processo de organização do treinamento. Além disso, o relacionamento de cada treinador com os atletas sob o seu comando parece informar mais do que a simples categorização: modalidades coletivas versus individuaisThe purpose of this study was to verify the level of association between athletes and their coaches' perceptions, according to the kind of sport (individual or group), in the six dimensions of coaching behavior - Physical Training (PT); Technical Training (TT); Mental Preparation (MP); Goal Setting (GS); Personal Positive Rapport (PPR) Personal Negative Rapport (PNR) - accessed by the two Brazilian versions of Coaching Behavior Scale for Sport: Coaches (ECT-T) and Athletes Versions (ECT-A). Participated 181 athletes (114 male and 67 female) of nine different sports with mean age of 17.15 years (± 1.48) and their respective coaches (N = 32), all male, with mean age of 32.88 years (± 8.91). Coaches and athletes answered the 38 items, which have the same content, in the mentioned questionnaires. The non-parametric Spearman correlation showed the inexistence of significant association, at a level = 0.05, between the coaches and athletes perception of group sports in the dimensions TT, MP, GS and PPR. In addition, there were no significant correlations between coaches and athletes perceptions of individual sports in the following dimensions: PT, TT, MP, GS and PPR. Among others reasons, the low compatibility involving the coaches and athletes perceptions can be associated with failures in the training organization process. Besides, the relationship of each coach with their athletes appears to add more information than the simple categorization: group modalities versus individual modalitie