The Integration of Single Case Designs in Coaching Contexts: A Commentary for Applied Sport Psychologists

Harwood, Chris; Steptoe, Karl

doi:10.1080/10413200.2012.690361

Cited by 7 publications

(5 citation statements)

References 17 publications

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“…Although action research is widely used in education-and health-related fields (e.g., Campbell & Filimon, 2018;Lenthall et al, 2018) and experts have outlined the value of researchers' prolonged immersion in intervention settings (e.g., Henriksen et al, 2014;Visek et al, 2009), research investigating youth athletes' psychological development has been much slower to implement its guiding principles. A common reason for the lack of researchers' prolonged immersion appears to be the limited time they are afforded in these settings prior to the implementation of MST programs (Harwood & Steptoe, 2013). Experts suggested that this may be due to the stigma that sport psychology services can "quick fix" athletes' problems (MacNamara & Collins, 2013;Pain & Harwood, 2004).…”

Section: Discussionmentioning

confidence: 99%

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

Dohme

Bloom

Piggott

et al. 2019

Journal of Applied Sport Psychology

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Informed by athletes' psychological needs, the current qualitative study developed, implemented, and evaluated a 15-month mental skills training (MST) program for elite youth athletes. The MST was divided into three phases that included a nine-month pre-intervention, a two-month intervention, and a four-month evaluation phase. The intervention consisted of three interactive workshops which were delivered to 11 competitive British youth tennis players (aged 8 to 15 years) and their coach (age = 34). The intervention was informed by data that was collected throughout a nine-month pre-intervention phase including longitudinal observations, field notes, and semi-structured interviews. The intervention was evaluated over a four-month period through observations, field notes, athlete-workshop data, and a semi-structured interview with the coach. Results reinforced the value of the longitudinal pre-intervention phase by highlighting that the establishment of rapport between the researcher and athletes enhanced the meaningfulness and content of the MST program. Additionally, an increase in athletes' use and regulation of PSCs was identified as a result of athletes' improved understanding of psychological skills (i.e., self-talk, imagery, performance routines) and characteristics (i.e., focus, emotional control) (PSCs). Finally, the MST program fostered a shared subject specific language between athletes and their coach, enhancing the openness and frequency with which PSCs were talked about. Practical guidelines for future sport psychology interventions with youth athletes and their coaches are provided. Lay Summary: A 15-month mental skills training program was conducted with youth tennis players to enhance their ability to regulate their focus and emotional control. Practical guidelines for future interventions with youth athletes and their coaches are provided.

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Section: Discussionmentioning

confidence: 99%

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

Dohme

Bloom

Piggott

et al. 2019

Journal of Applied Sport Psychology

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“…He wanted to develop his own understanding of the psychological processes of the sport and to be able to access a common framework or language for himself and his squad. The main contact was between the coach and first author, rather than between athlete and psychologist, both because of logistical reasons and because we believe that psychological interventions are more powerful when integrated with regular coaching input (Harwood & Steptoe, 2013). The intervention took place over five months and focused on the squad's preparation for the Junior World Slalom Championships.…”

Section: Contextmentioning

confidence: 99%

Application of an innovative performance demand model with canoe slalom athletes and their coach

Males

Hudson

Kerr

2017

Journal of Sport Psychology in Action

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We describe how we used the newly developed Performance Demand Model (PDM) with a canoe slalom coach and three junior athletes, preparing for the Junior World Championships. The PDM encourages athletes to think of performance as a process, and identifies the psychological demands that must be met before, during and after competition. It focuses on four Psychological Fundamentals: Mastery Motivation; Decision Making; Execution, and, Teamwork, each grounded in Reversal Theory (Apter, 2001). This article discusses how coaches and athletes applied and benefitted from using the PDM and offers lessons learned for its future use by practitioners.

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“…In supporting other colleagues to create a consistent subjective norm, the sport psychologist can assist the coach (and other support practitioners) in addressing any potential concerns pertaining to their proposed intervention delivery (e.g., how to implement attentional control strategies, how to react to various eventualities, and how this may influence an athlete's performance or intention), or act to strengthen the coach-athlete relationship (Harwood & Steptoe, 2013). In their review, Giges, Petitpas, and Vernaccia (2004) identified coaching as being highly stressful but largely neglected by sport psychologists to date.…”

Section: Aim 2: Ensure Athlete Intention To Changementioning

confidence: 99%

Implementing the Five-A Model of Technical Refinement: Key Roles of the Sport Psychologist

Carson¹,

Collins²

2016

Journal of Applied Sport Psychology

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There is increasing evidence for the significant contribution provided by sport psychologists within applied coaching environments. However, this rarely considers their skills/knowledge being applied when refining athletes' already learned and well-established motor skills. Therefore, this article focuses on how a sport psychologist might assist a coach and athlete to implement long-term permanent and pressure proof refinements. It highlights key contributions at each stage of the Five-A model-designed to deliver these important outcomes-providing both psychomotor and psychosocial input to the support delivery. By employing these recommendations, sport psychologists can make multiple positive contributions to completion of this challenging task.

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The Integration of Single Case Designs in Coaching Contexts: A Commentary for Applied Sport Psychologists

Cited by 7 publications

References 17 publications

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

Application of an innovative performance demand model with canoe slalom athletes and their coach

Implementing the Five-A Model of Technical Refinement: Key Roles of the Sport Psychologist

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