Sport Psychology Research Articles

The Science of Accepting Yourself and Implementing Sports and Positive Psychology in The Clinical Setting

The Science of Accepting Yourself and Implementing Sports and Positive Psychology in The Clinical Setting

PERSONAL QUALITIES AND CAREER LONGEVITY OF ELITE LATVIAN ATHLETES

In recent years, sports psychology researchers have shown a growing interest in exploring various facets of sports careers, career transitions, the personal qualities profile of athletes who achieve peak sports performance, and the existing models and distinctions within career stages. This research aimed to examine the link between the mental qualities and skills and the sports careers of elite Latvian athletes and to seek potential differences dependent on sports career stages, level of qualification, and gender. The research was done among 109 elite athletes from Latvia aged 17 to 40, practicing 19 sports – 71 men and 38 women. For the purposes of the research, the subjects were divided into groups according to two criteria: 1) depending on the different stages of their sports career and 2) depending on the type of development of their sports career. The research methods included: Latvian personality survey (LPA-v3, Perepjolkina et al., 2011); Sports et al. (SMTQ; Sheard et al., 2009), adapted for Latvian conditions by Astaficevs et al. (2020); Psychological Performance Inventory Alternative version (PPI-A; Golby et al., 2007), adapted for Latvian conditions by Astaficevs et al. (2020.); General et al. (GSE; Schwarzer & Jerusalem, 1995), adapted for Latvian conditions by Astaficevs et al. (2020); Psychological Skills Inventory for Sports (PSIS-R5), adapted for Latvian conditions by Fernāte Andra, 2008. The obtained results revealed some differences in the personal profiles of the Latvian athletes depending on the stages and type of their sports careers, level of qualification, and gender. We found higher results along the factors conscientiousness, honesty and modesty, and the lowest results along the factor neuroticism among the elite athletes. We found significantly higher values of the mental skills: anxiety control, concentration, mental preparation, motivation, self-confidence, and control among the men.

Evaluating EEG neurofeedback in sport psychology: a systematic review of RCT studies for insights into mechanisms and performance improvement.

Electroencephalographic Neurofeedback Training (EEG NFT) aims to improve sport performance by teaching athletes to control their mental states, leading to better cognitive, emotional, and physical outcomes. The psychomotor efficiency hypothesis suggests that optimizing brain function could enhance athletic ability, indicating the potential of EEG NFT. However, evidence for EEG-NFT's ability to alter critical brain activity patterns, such as sensorimotor rhythm and frontal midline theta-key for concentration and relaxation-is not fully established. Current research lacks standardized methods and comprehensive studies. This shortfall is due to inconsistent EEG target selection and insufficient focus on coherence in training. This review aims to provide empirical support for EEG target selection, conduct detailed control analyses, and examine the specificity of electrodes and frequencies to relation to the psychomotor efficiency hypothesis. Following the PRISMA method, 2,869 empirical studies were identified from PubMed, Science Direct, Web of Science, Embase, CNKI, and PsycINFO. Thirteen studies met the inclusion criteria: (i) proficient skill levels; (ii) use of EEG; (iii) neurofeedback training (NFT); (iv) motor performance metrics (reaction time, precision, dexterity, balance); (v) control group for NFT comparison; (vi) peer-reviewed English-language publication; and (vii) randomized controlled trial (RCT) design. Studies indicate that NFT can enhance sports performance, including improvements in shooting accuracy, golf putting, and overall motor skills, as supported by the psychomotor efficiency hypothesis. EEG NFT demonstrates potential in enhancing sports performance by optimizing performers' mental states and psychomotor efficiency. However, the current body of research is hampered by inconsistent methodologies and a lack of standardized EEG target selection. To strengthen the empirical evidence supporting EEG NFT, future studies need to focus on standardizing target selection, employing rigorous control analyses, and investigating underexplored EEG markers. These steps are vital to bolster the evidence for EEG NFT and enhance its effectiveness in boosting sport performance.

#PsychMapping Exercise: Streamlining Client Intake and Progress Monitoring Across Diverse Profiles

Conducting an initial analysis of clients and tracking their progress are critical components of effective applied sport and exercise psychology. This project investigates the #PsychMapping exercise in practice, focusing on its integration into applied scenarios. The exercise, characterized by an integrative perspective and holistic self-reflection, delineates personal descriptors, self-regulation, and external factors. Employed across four distinct client profiles, the exercise is shown to be a valuable tool for both intake sessions and monitoring intervention efficacy. The report explores changes in summary maps, clients’ experiences, and practitioner insights, highlighting the adaptability and benefits of the exercise for clients and practitioners alike.

Testing theory predictions and intervention mechanisms of action in sport and exercise psychology using meta-analysis.

Testing theory predictions and intervention mechanisms of action in sport and exercise psychology using meta-analysis.

“When You Understand the Environment, You Can Navigate the Transition Better”: Supporting Professional Football Players in Transitions to Clubs Abroad

The aim of the present paper is to share the outcome of a series of professional conversations among three scientist practitioners on how the new concept of transition environment (TE) and two related models may inform a sport psychology practitioner’s (SPP) work with football players in their cultural transitions to foreign football clubs. The center of the discussion was the applied work of one of the authors who is in a position to help Danish professional footballers with transitions abroad. After outlining his professional philosophy, developed for working within the context of professional football, we explore the tasks and challenges for practitioners working with footballers in a cultural transition. We explain how the context of professional football constrains the services. Ideally, the SPP would like to optimize the players’ environments during transition but ends up using specific strategies to compensate for a lack of access to this level of work. Finally, we promote the importance of SPPs possessing contextual intelligence in order to help players understand and navigate their TE.

Psychological insights into parental guidance for grassroots football players

Grassroots football is the foundation for young children's football development process. It emphasizes several aspects that are necessary for children's psychological well-being, such as excitement, encouragement from coaches, and parental support. In the process of developing grassroots football players, parents have a very big role in the child, not only in providing support for the child but must be in accordance with the child's needs in the path of football development. This research aims to provide information regarding appropriate parental support for grassroots football players according to coaches' views. A qualitative approach toward grounded theory was used to formulate the research with 25 coaches from Indonesia and Malaysia who have a coaching license in football and at least five years of coaching experience. The participants were selected using purposive sampling. The research data was obtained through a semi-structured interview model, field observations, and document analysis, which were analyzed using N-Vivo 14 software. The research results show that parents should have wisdom in supporting players. Parents need to understand that grassroots football is early childhood football development and should avoid becoming obsessed with making their children professional players. They must provide support for the training program provided by the coach, always be positive by giving appreciation to children, monitor their children's eating times and sleeping patterns, update their children's learning at school/learning with coaches, limit and monitor their children's use of gadgets at home, and most importantly, be the primary fans of their children. Collaboration between coaches and parents will positively contribute to increasing achievement in grassroots football, and children who are coached from an early age will continue to pursue their dreams of professional football. Keywords: Grassroots, Football, Parent, Support, Sport Psychology.

Mental toughness: are there differences between athletes and non-athletes, education levels, and gender?

Mental toughness is believed to be a construct that contributes greatly to a person's success, both in sports and non-sports contexts. However, there are not many studies that examine differences in mental toughness based on athletes and non-athletes, education level, and gender. Therefore, this study aims to examine differences in mental toughness based on athletes and non-athletes, education level, and gender. A total of 244 people were involved in this study with an average age of 18.36 ± 2.17 years. Data were analyzed descriptively and using one-way ANOVA. The results of the study show that there are significant differences in mental toughness based on athletes and non-athletes (F = 10.865; p ≤ .01), education level (F = 9.816; p ≤ .01), and gender (F = 12.500; p ≤ .01). Research subjects such as athletes, students and men had higher average mental toughness scores than non-athletes, students, and women. In other words, athletes, students, and male subjects relatively have better mental toughness so they are less susceptible to experiencing excessive psychological disorders such as stress and depression. Keywords: sports psychology, mental toughness, athletes and non-athletes, students

BPS DSEP position statement: Psychological skills training in youth sport

Young athletes have become an increasingly important client group for sport psychology practitioners and a population whose physical, cognitive, emotional, and social development should be carefully considered by a practitioner when delivering their services (Visek et al., 2009). The aim of this British Psychological Society (BPS) Division of Sport and Exercise Psychology (DSEP) position statement is to summarise existing knowledge about psychological skills training (PST) interventions and discuss optimal service provision of PST in youth sport. In the first section of this position statement, we provide a brief overview of the literature exploring PST during childhood (5–11 years), early adolescence (12–15 years), and mid-to-late adolescence (16–18 years). Within each sub-section, key developmental considerations (i.e. physical, cognitive, emotional, and social) are provided followed by short summaries of research on basic single strategy (i.e. goal setting, imagery, relaxation, and self-talk) and alternative strategy interventions (e.g. mindfulness, music, perceptual training, and self-modelling) with young athletes. In the second section, optimal service provision of PST is discussed by drawing upon practitioners’ experiences of working with young athletes, concluding with 10 recommendations for youth sport organisations, training and accrediting bodies, researchers, and practitioners.

Transferable skills for QSEP training. From marketing to Sport Psychology

This was a case study prepared for the British Psychological Society’s (BPS) Qualification in Sport and Exercise Psychology (QSEP), and focuses on transferable skills from a marketing career. Through different delivery stages, examples illustrate where skills transferred or where adaptations were needed, informed by applied literature and BPS guidelines.

Black Canadian university football players’ perspectives on the coach-athlete relationship

To develop positive coach-athlete relationships, coaches can acknowledge and support their players’ sociocultural backgrounds (e.g., ethnicities, genders, races). This is particularly important in connecting with marginalized athletes as the history of sport is intertwined with identity politics, racism, and exclusion. To date, little is known about the role of race in coach-athlete relationships from the perspectives of marginalized individuals. The purpose of the current study was to explore the coach-athlete relationships of Black, Canadian university football players and their coaches from the players’ perspectives. We conducted semi-structured interviews with nine Black football players from five Canadian universities coached by individuals of different racial backgrounds. Using a reflexive thematic analysis, we co-created two overarching themes addressing participants’ racialized experiences inside and outside of sport, including their understanding of Blackness, as well as perceptions on how to improve coaches’ cultural literacies. From our findings, we understood that most Black athletes developed strong connections with their Black coaches compared to White or non-Black coaches of color that were characterized by feelings of trust and the ability to express their cultural identity freely. Athletes highlighted the importance of coaches acquiring or strengthening their cultural competency, and provided examples, advice, and descriptions of what they believed constituted an effective coach. By exploring racial aspects of coach-athlete relationships, this study contributes to coaching science literature and cultural sport psychology by emphasizing the need for coaches to develop cultural competency aptitudes when working with diverse athletes.

Is culture the key? Emotional intelligence, autonomous motivation and physical activity of student-athletes from China and Russia.

Emotional intelligence is considered as an important factor impacting on sports motivation of students-athletes. Meanwhile the role of culture in the development of emotional intelligence is still insufficiently studied in sports psychology. The purpose of the study included comparing the indicators of emotional intelligence of student-athletes in China and Russia, identifying the relationship between emotional intelligence, sports motivation and physical activity, as well as studying the prognostic effect of emotional intelligence on autonomous motivation. The research was done among 474 student- athletes. In Chinese students sample (N = 281), the 163 men and 118 women. In the Russian student sample (N = 193), there were 64 men and 129 women. The following research methods were used: emotional intelligence scale, the sport motivation scale-6, the international physical activity questionnaire. The results of the study have showed that the level of emotional intelligence of Chinese student-athletes is higher than that of Russian students-athletes. Positive correlations between emotional intelligence, autonomous motivation and physical activity were found in both samples. At the same time, the correlation coefficient in the Russian sample was lower. A predictive relationship between emotional intelligence and autonomous motivation has been established; meanwhile the self-assessment of emotions and emotion regulation make the greatest contribution to autonomous motivation in the Chinese sample, while in the Russian sample there is only the use of emotions. Considering the cultural context can contribute to the preparation effective programs for the development of emotional intelligence and autonomous motivation for physical activity.

Conceptualization and validation of the TILT questionnaire: relationship with IGD and life satisfaction.

Currently, the study of esports is growing within the field of psychology. Among the different variables attracting interest - including stress or psychological factors associated with performance - an emerging concept known as tilt is gaining prominence in the literature. However, this construct has yet to be operationalized or defined. Thus, the present study aims to address this gap by defining and conceptualizing TILT while devising and validating a questionnaire to measure the construct in esports players. The initial phase of the study comprised 27 interviews conducted with professional players (n = 6), semi-professionals (n = 8), amateurs (n = 8), and coaches (n = 5) to characterize the concept of tilt. Following these interviews, a definition of tilt was formulated, and a panel of five experts in sports psychology and esports proposed a comprehensive set of 53 items. A total of 488 participants (278 males, 210 females), aged 18-50 (mean age = 26.9 years, SD = 7.57), completed the survey, including the 53 tilt items, a questionnaire measuring toxic behavior, and the Internet Gaming Disorder Scale-Short Form (IGDS9-SF). The tilt construct is primarily characterized as a state of frustration escalating into anger, resulting in diminished performance, attention, and recurring negative thoughts about errors. Its onset typically coincides with stressful situations, persisting for approximately 30 min. Through an Exploratory Factor Analysis (EFA), 18 items were retained and categorized into two factors: Causes (7 Items) and Consequences (11 Items) of tilt. The entire questionnaire yielded a Cronbach's α of 0.922, with the first and second factors showing values of 0.854 and 0.890, respectively. Confirmatory factor analysis (CFA) revealed an acceptable fit for the 2-factor solution. Correlations with related constructs, such as Toxic Behavior and IGD, provided preliminary evidence of external validity. Empirical evidence for the validity and internal consistency of the Tilt Scale is robust, indicating its potential utility in future research on the psychological experiences of esports players.

Supplemental Material for Testing Theory Predictions and Intervention Mechanisms of Action in Sport and Exercise Psychology Using Meta-Analysis

Supplemental Material for Testing Theory Predictions and Intervention Mechanisms of Action in Sport and Exercise Psychology Using Meta-Analysis

Individual psychological characteristics of under-17 football players in Indonesia and Malaysia: sport psychology approach

Football is complex because it involves physical aspects, technical competence, the ability to understand tactics, and psychological conditions. This study focuses on exploring the psychological characteristics needed by U17 football players in Indonesia and Malaysia to become professional football players in the future. The researcher used a qualitative method with a grounded theory approach to find these psychological characteristics. The researcher conducted interviews, observations, and document analysis to collect data from 25 football coaches in Indonesia and Malaysia who already have a football coaching license and have at least five years of experience as U17 football coaches who were participants in this study. The license and knowledge of the coaches are expected to be valuable sources of information in this study. The data collected were analyzed through several steps, starting from open coding, axial coding, and selective coding, to find themes that emerged from the coach's information. In addition, to facilitate data grouping, the researcher also conducted data analysis with the help of software in qualitative research, namely NVivo 14. This study found five psychological characteristics that can help U17 football players to rise professionally. The first characteristic is the cognitive aspect of the player's intellectual ability, goal setting, imagery, focus, and willingness. Second, affective factors involve self-confidence, happiness, motivation, and self-control. Third, behavioral factors include discipline, attitude, commitment, and respect. Fourth, personality factors include courage, adaptability, and mental toughness. The last factor is the spiritual aspect, which requires players to have ritual and social worship. The psychological element is not the main factor in the success of football players, but it is a determining factor. With the development of scientific collaboration for football, football coaches or stakeholders in Indonesia and Malaysia can use the results of this study as a basis for creating programs for the development of football in both countries. Keywords: individual, psychological characteristics, developmental pathways, football, Indonesia, Malaysia

Continuing education in sport psychology: a survey of where we are and where we need to go

ABSTRACT A fundamental competence for psychology practitioners is to practice according to ethical standards and principles. One way to achieve these standards includes continuing education (CE). Sport psychology practitioners (SPPs) have frequently noted the importance of engaging in CE to improve professional practice, yet more research is needed on the effectiveness of the CE available to SPPs and what SPPs think they desire in terms of CE. In this exploratory study, a multinational sample of 291 (female = 158; male = 128) SPPs at different levels of professional development participated in an online survey to gather information about their CE opportunities and their perceived effectiveness. Most SPPs (n = 223) reported that CE was mandated by their professional organizations, believed in its importance, and had experienced eight CE events on average in the previous 12 months, which were generally focused more on service delivery-related issues. Participants also offered their views on the effectiveness of the CE programmes they attended and their hopes for future topics offered by CE programmes (e.g., ethics, EDI, effective service delivery). Based on the results from this study, we share some reflections on the current status quo of CE within the sport psychology profession and offer recommendations to support professional organizations to provide effective CE opportunities to their members.

“The story just brings the science to life”: exploring the use of stories to translate knowledge about self-regulatory processes during goal striving in running

ABSTRACT Storied representations of research have been recommended and identified as an effective pedagogical tool to facilitate knowledge transfer to end users. However, storied forms of representation have not yet been used to communicate knowledge of self-regulation during goal striving in running. Therefore, building upon a previous programme of research represented via a traditional realist tale (Jackman et al., 2024), the study aims were twofold: (1) to construct stories that communicate runners’ lived experiences of self-regulation during goal striving in distance-running; and (2) to share these stories with relevant knowledge users to explore what they do on and for them in the short-term (1–2 weeks) and long-term (six months). Stories were constructed and represented through vignettes. To accommodate diverse views and appreciate different knowledge bases, we invited athletes, coaches, and sport psychologists to witness the vignettes and explored their responses via qualitative surveys and multiple interviews over time. Data analysis identified how the stories were useful for translating knowledge into practice, the reasons why, and how they acted on and for the participants. The accessibility of the stories enabled participants to connect meaningfully with the research. This expanded their knowledge, which some used in performances and to support other runners. Overall, our findings support an evolving body of research illustrating the potential of storied forms of representation to facilitate knowledge transfer, and extend understanding by providing a subject-specific (i.e., self-regulation and goal striving) and population-specific (i.e., running) example of how stories can work on and for athletes and practitioners.

The Impact of Color on Marathon Runners

Based on years of experience in marathon events, this study examines the impact of color on marathon runners from the perspectives of color science, sports physiology, and sports psychology. It aims to help coaches and athletes scientifically enhance the positive role of color in marathon sports, stimulate the athletes' potential, and improve their performance.

“What Goes on Tour, Shouldn’t Stay on Tour”: Composite Vignettes of the Challenges of Being on Tour, Emotional Labor, and Self-Care for Sport Psychology Practitioners

Sport psychology practitioners (SPP) are often required to work unsociable hours and in atypical settings (e.g., during transport, in a gym or canteen). To maintain competence while facing the demands of their role, SPPs regulate their emotions and demonstrate emotional performativity in line with perceived role requirements. Grounded in the first author’s experiences, we critically reflect on how being on tour exacerbated these professional challenges wherein the demands became more prevalent and pervasive across time and settings, leading to negative emotional (e.g., burnout) and professional (e.g., poor quality of service delivery) outcomes. In two composite vignettes, we illustrate the impact the demands of touring can have in the face of significant emotional labor and the absence of adequate SPP self-care. Finally, we share several lessons learned, pragmatic self-care strategies, and implications for SPPs and supervisors, and offer our vignettes as a developmental resource to be used in education and training.

THE EFFECTS OF ANXIETY ON SPORTS PERFORMANCE

This study investigates, from a cognitive-behavioural standpoint, the connection between anxiety and performance. Previous studies in this field show that anxiety is the main cause of consultations with sports psychologists. An examination of the theoretical foundations of anxiety and its relationship to performance is included. There is also discussion of research on the connection between anxiety and performance. There is also an exploration of the cognitivebehavioural therapies that have been applied in the field of athletics to improve performance and reduce anxiety. The conclusion includes a number of recommendations for further research as well as useful suggestions.