This chapter presents an overview of the history of sport and performance psychology. First, the chapter will highlight the beginnings of sport psychology in the 1890s, when psychology was first applied to sport in laboratory settings. The applications of the “new psychology” applied to sport and the first sport psychology congress held in Lausanne, Switzerland, in 1913, are described. The chapter describes how psychologists began testing athletes in psychology laboratories using experimental psychology methods during 1920–1940. The development of sport psychology laboratories worldwide and the work of Coleman Griffith are highlighted. Next, the chapter explains the beginnings of the use of psychology for performance enhancement purposes between 1940 and 1965. The growth of sport psychology literature during this time is discussed. The chapter then focuses on sport and performance psychology from 1965 to 1980, including the development of sport psychology organizations. The chapter concludes by providing an overview of sport and performance psychology from 1980 to today. The modern period is characterized by an increasing application of sport and performance psychology knowledge across a variety of performance domains.

One hundred twenty university counseling centers and athletic-department websites were viewed and analyzed for the provision of sport psychology services specifically to NCAA (National Collegiate Athletic Association) Division I Football Bowl Championship Series (FBS) student athletes. Using content-analysis methodology, the present research identified a fair number of university athletic departments (n = 29) and university counseling centers (n = 6) that provided specific sport psychology services. In addition, most athletic departments and counseling centers that provided sport psychology services had one individual on staff who was listed as the service provider. Results of the study are discussed in relation to providing a current understanding of the extent to which sport psychology is presently being provided to NCAA Division I FBS university student athletes. Future qualitative research is recommended to examine the work of professionals providing sport psychology services in athletic departments and counseling centers to better understand the precise nature of the services provided.

This study compared 10 experienced high school and 10 inexperienced junior high and middle school basketball coaches as they executed a 30-minute practice session on the “give and go” play in basketball. The coaches were given 30 minutes to plan a practice session. Following planning, coaches implemented their practice plan. Analysis of coaches’ behavior and interactive decision making indicated that experienced coaches exhibited significantly more technical instruction, whereas inexperienced coaches exhibited significantly higher frequencies of silent observation. With regard to interactive decision making, results indicated that both experienced and inexperienced coaches implemented practice in ways consistent with their plans. Experienced coaches, however, were significantly more reluctant to change their plans when problems were perceived. Despite these differences, experienced and inexperienced coaches exhibited greater similarities than differences. Limitations of research based on the behavioral analyses of the frequencies of thoughts and behaviors are discussed and directions for future research are presented.

Fundamentals of Sport and Exercise Psychology provides a preparatory look at the opportunities and goals in the field of sport and exercise psychology. Rather than focus on theory and concepts, this text answers basic questions for newcomers to the field by providing information on what sport and exercise psychology is and what it has to offer. It integrates applied and career information to show the basic principles of the field, contains information on where sport and exercise psychology professionals work, the types of jobs they hold, the services they provide, and the opportunities available to those thinking of entering the field. Engaging for readers of all levels, this book provides a clear and motivating vision of the future of the field and an update of the various career opportunities available. Throughout the resource, many features bring the practical aspects of sport and exercise psychology to life for those wondering what sport and exercise psychology is all about: - Success Stories highlight influential practicing sport psychologists and mental training consultants to give readers an idea of how researchers and professionals are applying their knowledge in jobs and the many possible career paths available. - Psychological Insights pull readers into the text with quirky or surprising “Did you know?” facts. - Numerous quotes emphasize what sport and exercise psychologists, practitioners, and athletes in the real world have to say about the topic at hand. - Real-life examples introduce readers to the possibilities ahead and get them excited about where further study can lead. - The appendixes contain additional resources that students can consult as they continue their career journey and provide tips for applying the principles of sport and exercise psychology in various professions. Fundamentals of Sport and Exercise Psychology examines what sport and exercise psychologists do, what they study, and how these factors relate to the real world.

Although many have investigated why children participate in sport, little is known about what adults expect children to gain from participation. The present purpose was to examine coaches' expectations of what children should gain from participation in sport and the extent to which coaches believe that these expectations are actually fulfilled. Participants included 109 youth sport coaches who completed a survey packet consisting of a demographic information questionnaire and the Ohio Sport Satisfaction Index. Analysis indicated coaches ranked the variables of having fun, learning life skills, being part of a team, developing confidence, and the excitement of competition as the most important outcomes for the youth they coach. Generally, coaches believe that their expectations are being fulfilled. Coaches' sex and years of coaching were not significantly related to any of the criterion variables in the present study.