The aim of the present study was to examine knowledge and perceptions of applied sport psychology within English soccer. National coaches (n = 8), youth academy directors (n = 21) and academy coaches (n = 27) were surveyed using questionnaire and interview methods. Questionnaire results revealed a lack of knowledge of sport psychology that appeared to underpin some of the most significant barriers to entry for sport psychologists. These included lack of clarity concerning the services of a sport psychologist, problems fitting in and players' negative perceptions of sport psychology. Overall, however, lack of finance was the highest rated barrier. Six barrier dimensions emerged from the interview data: negative perceptions of psychology, lack of sport psychology knowledge, integrating with players and coaching staff, role and service clarity, practical constraints, and perceived value of sport psychology. These findings were broadly compatible with the survey data, with finance emerging as a major barrier and misconceptions of sport psychology being common. Our conclusions are discussed in relation to the practical implications of the study for both applied research and the provision of sport psychology services within English soccer.

This article describes a team building intervention with a soccer team during a competitive season. Based on a mutual sharing paradigm we facilitated a series of four team meetings in which team functioning was openly discussed. These meetings were based upon highly structured performance reviews completed by players after each match and analyzed to provide the stimulus for discussion. We adopted a single-case, time series design with multiple pretests and posttests. A postintervention focus group was also conducted with the players. Results suggest the intervention led to improvements in perceptions of team functioning (cohesion, communication, and trust and confidence in teammates), training quality, self-understanding, player ownership and team performance. Players associated the meetings with themes of honesty, open team discussion, sharing of information, and improved communication. The results support the efficacy of team building interventions designed to encourage open discussion of team functioning.

This article describes an intervention on the precompetition routines of soccer players during a 19-week phase of a competitive season. Specifically, we worked with players to develop an enhanced understanding of the effectiveness of personalized preperformance music and imagery scripts in facilitating flow states and performance. Five male players (M age = 20.5; S.D = 1.6) participated in a single-subject multiple baseline across individuals design with multiple treatments and without reversal. Following a preintervention phase, participants undertook the intervention during their prematch warm-up. Flow and perceived performance were assessed immediately after each match. Results indicated that asynchronous music and MG-M imagery when combined had a facilitative effect on flow and perceived performance. Postexperimental player comments supported these findings and suggest that the intervention strategy has great potential for athletes during precompetition. Consultancy guidelines for the use of music and imagery within competitive soccer are presented in the discussion.

In the present study, we examined the performance environment of the England youth soccer teams. Using a semi-structured protocol with a prospective sample, national coaches (n = 6), sport scientists (n = 3), and players (n = 4) were interviewed directly following international tournaments about the factors that positively and negatively influenced performance. Qualitative content analysis revealed the following factors as major positive influences on performance: adhering to a consistent tournament strategy, player understanding, strong team cohesion, organized entertainment activities, detailed knowledge of opposition, an effective physical rest/recovery strategy, and previous tournament experience. Major factors perceived to have negatively influenced performance included: over-coaching, player boredom, player anxiety, physical superiority of the opposition, physical fatigue over the tournament, problems sleeping, and lack of information on the opposition. Eight overall dimensions emerged to describe the performance environment: planning and organization, physical environment, tactical factors, development and performance philosophy, psychological factors, physical factors, social factors, and coaching. The findings support recent work that suggests the performance environment is multifaceted, with performance being contingent upon a broad range of interacting factors that go beyond the traditional psychosocial and physical domains.

We examined the performance environment of the England youth soccer teams. Using a conceptually grounded questionnaire developed from the themes identified by Pain and Harwood (2007), 82 players and 23 national coaches and support staff were surveyed directly following international tournaments regarding the factors that positively and negatively influenced performance. The survey enabled data to be captured regarding both the extent and magnitude of the impact of the factors comprising the performance environment. Overall, team and social factors were generally perceived to have the greatest positive impact, with players and staff showing high levels of consensus in their evaluations. Team leadership and strong team cohesion were identified by both groups as having the greatest positive impact. Overall, far fewer variables were perceived to have a negative impact on performance, especially for players. The main negatives common to both groups were players losing composure during games, player boredom, and a lack of available activities in the hotel. The major findings support those of Pain and Harwood (2007) and in using a larger sample helped to corroborate and strengthen the generalizability of the findings.