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Sport psychology was defined by the European Federation of Sport Psychology
(FEPSAC) in 1996, as the study of the psychological basis, processes, and
effects of sport.[1] Otherwise, sport is considered as any physical activity
where the individuals engage for competition and health.[2] Sport psychology is
recognized as an interdisciplinary science that draws on knowledge from many
related fields including biomechanics, physiology, kinesiology and psychology.
It involves the study of how psychological factors affect performance and how
participation in sport and exercise affect psychological and physical factors.
Sport psychologists teach cognitive and behavioral strategies to athletes in
order to improve their experience and performance in sports.

A sport psychologist does not focus solely on athletes. This type of
professional also helps non-athletes and everyday exercisers learn how to enjoy
sports and stick to an exercise program.[3] In addition to instruction and
training of psychological skills for performance improvement, applied sport
psychology may include work with athletes, coaches, and parents regarding
injury, rehabilitation, communication, team building, and career transitions.[4]


CONTENTS

 * 1 History of sport psychology
   * 1.1 Early history
   * 1.2 Characteristics of Behavioral Sport Psychology
   * 1.3 Social validation in sport psychology
   * 1.4 Skill acquisition
   * 1.5 Coleman Griffith: "America's first sport psychologist"
   * 1.6 Renewed growth and emergence as a discipline
     * 1.6.1 Early Researchers
     * 1.6.2 The First Sport Psychology Organizations
   * 1.7 AASP
 * 2 Debate over the professionalization of sport psychology
 * 3 Applied sport psychology today
 * 4 Sport Psychology: A Repeatable Process
   * 4.1 Initial assessment
   * 4.2 Goal setting
   * 4.3 Intervention implementation
   * 4.4 Monitoring and adjustment
   * 4.5 Follow up
 * 5 Four key aspects of sport psychology
   * 5.1 Educational sport psychologists
   * 5.2 Clinical sport psychologist
 * 6 Common areas of study
   * 6.1 Personality
   * 6.2 Athletic Performance
   * 6.3 Youth sport
   * 6.4 Coaching
   * 6.5 Team processes
   * 6.6 Organizational Sport Psychology
   * 6.7 Motivation in sport
   * 6.8 Recovery from Injury
   * 6.9 Burnout
   * 6.10 Identity Beyond Sports
   * 6.11 Self-Esteem
   * 6.12 Role of Psychology in Student-athletes
   * 6.13 Professional sports
 * 7 Commonly used techniques
   * 7.1 Arousal regulation
     * 7.1.1 Arousal anxiety and stress
     * 7.1.2 Practice-Specificity-Based Model of Arousal
   * 7.2 Goal setting
     * 7.2.1 Types of goals
   * 7.3 Imagery
   * 7.4 Pre performance routines
   * 7.5 Self-talk
   * 7.6 Biofeedback
   * 7.7 Modeling
   * 7.8 Music
 * 8 Sport-specific differences
   * 8.1 Personality characteristics
     * 8.1.1 Big 5 personality traits
     * 8.1.2 Sensation seeking
   * 8.2 Psychopathology
 * 9 Exercise psychology
 * 10 Mental Health in Sport Psychology
 * 11 See also
 * 12 References
 * 13 External links


HISTORY OF SPORT PSYCHOLOGY[EDIT]


EARLY HISTORY[EDIT]

In its formation, sport psychology was primarily the domain of physical
educators, not researchers, which can explain the lack of a consistent
history.[5] Nonetheless, many instructors sought to explain the various
phenomena associated with physical activity and developed sport psychology
laboratories.

The birth of sport psychology in Europe happened largely in Germany. The first
sport psychology laboratory was founded by Dr. Carl Diem in Berlin, in the early
1920s.[6] The early years of sport psychology were also highlighted by the
formation of the Deutsche Hochschule für Leibesübungen (College of Physical
Education) in Berlin Germany by Robert Werner Schulte in 1920. The lab measured
physical abilities and aptitude in sport, and in 1921, Schulte published Body
and Mind in Sport. In Russia, sport psychology experiments began as early as
1925 at institutes of physical culture in Moscow and Leningrad, and formal sport
psychology departments were formed around 1930.[7] However, it was a bit later
during the Cold War period (1946–1989) that numerous sport science programs were
formed, due to the military competitiveness between the Soviet Union and the
United States, and as a result of attempts to increase the Olympic medal
numbers.[8] The Americans felt that their sport performances were inadequate and
very disappointing compared to the ones of the Soviets, so this led them to
invest more in the methods that could ameliorate their athletes performance, and
made them have a greater interest on the subject. The advancement of sport
psychology was more deliberate in the Soviet Union and the Eastern countries,
due to the creation of sports institutes where sport psychologists played an
important role.

In North America, early years of sport psychology included isolated studies of
motor behavior, social facilitation, and habit formation. During the 1890s, E.
W. Scripture conducted a range of behavioral experiments, including measuring
the reaction time of runners, thought time in school children, and the accuracy
of an orchestra conductor's baton.[9] Despite Scripture's previous experiments,
the first recognized sport psychology study was carried out by an American
psychologist Norman Triplett, in 1898.[10] The work of Norman Triplett
demonstrated that bicyclists were more likely to cycle faster with a pacemaker
or a competitor, which has been foundational in the literature of social
psychology and social facilitation.[11] He wrote about his findings in what was
regarded as the first scientific paper on sport psychology, titled "The
Dynamogenic Factors in Pacemaking and Competition", which was published in 1898,
in the American Journal of Psychology. Research by ornithologists Lashley and
Watson on the learning curve for novice archers provided a robust template for
future habit formation research, as they argued that humans would have higher
levels of motivation to achieve in a task like archery compared to a mundane
task.[12] Researchers Albert Johanson and Joseph Holmes tested baseball player
Babe Ruth in 1921, as reported by sportswriter Hugh S. Fullerton. Ruth's swing
speed, his breathing right before hitting a baseball, his coordination and
rapidity of wrist movement, and his reaction time were all measured, with the
researchers concluding that Ruth's talent could be attributed in part to motor
skills and reflexes that were well above those of the average person.[13]

The field of sport psychology in general began in the 1960s with the formation
of the International Society of Sport Psychology in 1965, The North American
Society for the Psychology of Sport and Physical Activity in 1967, and The
Canadian Society for Psychomotor Learning and Sport Psychology in 1969.[14]
Sport psychology started in 1890 when Norman Triplett performed the first
experiment in sport psychology and the social facilitation phenomenon. Then 1925
Coleman Griffith created the Athletic Research Laboratory at the University of
Illinois. Later in 1930 the Soviet Union employed sport psychology during the
Cold War. In 1960 sport psychology becomes part of the US and expanded to the
whole world. In 1986 the American Psychological Association recognized Sport
psychology as a branch of Psychology and in 1993 British Psychology Society
formed a sport and exercise psychology section.


CHARACTERISTICS OF BEHAVIORAL SPORT PSYCHOLOGY[EDIT]

The first characteristic of behavioral sport psychology involves identifying
target behaviors of athletes and/or coaches to be improved, defining those
behaviors in a way so that they can be reliably measured, and using changes in
the behavioral measure as the best indicator of the extent to which the
recipient of an intervention is being helped (Martin, 2011).[15]

A second characteristic is that behavioral psychology treatment procedures and
techniques are based on the principles and procedures of Pavlovian (or
respondent) and operant conditioning and are ways of rearranging the stimuli
that occur as antecedents and consequences of an athlete's behavior.[14]

The third characteristic of behavioral sport psychology is that many of the
interventions with athletes have been developed by practitioners with a
cognitive–behavioral orientation. Cognitive–behavior therapy typically focuses
on cognitive processes frequently referred to as believing, thinking, expecting,
and perceiving.[16]

The fourth characteristic of this approach is that researchers have relied
heavily on the use of single-subject research designs to evaluate interventions
in sport settings, including the following:[17]

(a) a focus on individual athletic performance across several practices and/or
competitions;

(b) acceptability by athletes and coaches because no control group is needed,
few participants are needed, and sooner or later all participants receive the
intervention;

(c) easy adaptability to assess a variety of interventions in practices and/or
competitions; and

(d) effectiveness assessed through direct measures of sport-specific behaviors
or outcomes of behaviors.

The fifth characteristic of a behavioral approach is to place a high value on
accountability for everyone involved in the design, implementation, and
evaluation of an intervention (Martin & Pear, 2011).


SOCIAL VALIDATION IN SPORT PSYCHOLOGY[EDIT]

In ABA, the term social validation refers to procedures to ensure that the
techniques employed by a practitioner are selected and applied in the best
interests of the clients.

In behavioral sport psychology, social validation requires that the practitioner
constantly seek answers to three questions: (a) What do the athletes (and
perhaps the coach and parents) think about the goals of the intervention? (b)
What do they think about the procedures recommended by the practitioner? (c)
What do they think about the results produced by those procedures? Also,
behavioral sport psychologists need to be aware of and behave consistently with
the set of ethical principles to guide the actions of sport psychologists
published in 1995 by the Association for the Advancement of Applied Sport
Psychology, which, in 2006, became the Association for Applied Sport Psychology
(AASP).


SKILL ACQUISITION[EDIT]

Each sport requires different range of skills. Knapp (1963) defined skills as
the learned ability to bring pre-determined results with maximum certainty,
often with the minimum outlay of time, energy or both. As we develop a skill,
the error is diminished. An ability describes our innate physical attributes
that determine our potential for a given sport.


COLEMAN GRIFFITH: "AMERICA'S FIRST SPORT PSYCHOLOGIST"[EDIT]

Coleman Griffith worked as an American professor of educational psychology at
the University of Illinois where he first performed comprehensive research and
applied sport psychology. He performed causal studies on vision and attention of
basketball and soccer players, and was interested in their reaction times,
muscular tension and relaxation, and mental awareness.[18] Griffith began his
work in 1925 studying the psychology of sport at the University of Illinois
funded by the Research in Athletics Laboratory.[19] Until the laboratory's
closing in 1932, he conducted research and practiced sport psychology in the
field. The laboratory was used for the study of sport psychology; where
different factors that influence athletic performance and the physiological and
psychological requirements of sport competitions were investigated. He then
transmitted his findings to coaches, and helped advance the knowledge of
psychology and physiology on sports performance. Griffith also published two
major works during this time: The Psychology of Coaching (1926) and The
Psychology of Athletics (1928). Coleman Griffith was also the first person to
describe the job of sport psychologists and talk about the main tasks that they
should be capable of carrying out. He mentioned this in his work "Psychology and
its relation to athletic competition", which was published in 1925.[20] One of
the tasks was to teach the younger and unskilled coaches the psychological
principles that were used by the more successful and experienced coaches. The
other task was to adapt psychological knowledge to sport, and the last task was
to use the scientific method and the laboratory for the purpose of discovering
new facts and principles that can aid other professionals in the domain.

In 1938, Griffith returned to the sporting world to serve as a sport
psychologist consultant for the Chicago Cubs. Hired by Philip Wrigley for
$1,500, Griffith examined a range of factors such as: ability, personality,
leadership, skill learning, and social psychological factors related to
performance.[19] Griffith made rigorous analyses of players while also making
suggestions for improving practice effectiveness.[21] Griffith also made several
recommendations to Mr. Wrigley, including a "psychology clinic" for managers,
coaches, and senior players. Wrigley offered a full-time position as a sport
psychologist to Griffith but he declined the offer to focus on his son's high
school education.

Coleman Griffith made numerous contributions to the field of sport psychology,
but most notable was his belief that field studies (such as athlete and coach
interviews) could provide a more thorough understanding of how psychological
principles play out in competitive situations. Griffith devoted himself to
rigorous research, and also published for both applied and academic audiences,
noting that the applicability of sport psychology research was equally important
with the generation of knowledge. Finally, Griffith recognized that sport
psychology promoted performance enhancement and personal growth.

In 1923, Griffith developed and taught the first sport psychology university
courses ("Psychology and Athletics") at the University of Illinois, and he came
to be known as "The Father of Sport Psychology" in the United States, as a
result of his pioneering achievements in that area. However, he is also known as
"The prophet without disciples", since none of his students continued with sport
psychology, and his work started to receive attention only from the 1960s [20]


RENEWED GROWTH AND EMERGENCE AS A DISCIPLINE[EDIT]

EARLY RESEARCHERS[EDIT]

Franklin M. Henry was a researcher who had a positive influence on sport
psychology.[22] In 1938, he began to study how different factors in sport
psychology can affect athlete's motor skills. He also investigated how high
altitudes can have an effect on exercise and performance, aeroembolism, and
decompression sickness, and studies on kinesthetic perception, learning of motor
skills, and neuromuscular reaction were carried out in his laboratory.[23] In
1964, he wrote a paper "Physical Education: An Academic Discipline", that helped
further advance sport psychology, and began to give it its scholarly and
scientific shape. Additionally, he published over 120 articles, was a board
member of various journals, and received many awards and acclaims for his
contributions.

In 1979, Rainer Martens published an article entitled "About Smocks and Jocks",
in which he contended that it was difficult to apply specific laboratory
research to sporting situations. For instance, how can the pressure of shooting
a foul shot in front of 12,000 screaming fans be duplicated in the lab? Martens
contended: "I have grave doubts that isolated psychological studies which
manipulate a few variables, attempting to uncover the effects of X on Y, can be
cumulative to form a coherent picture of human behavior. I sense that the
elegant control achieved in laboratory research is such that all meaning is
drained from the experimental situation. The external validity of laboratory
studies is at best limited to predicting behavior in other laboratories."[24]
Martens urged researchers to get out of the laboratory and onto the field to
meet athletes and coaches on their own turf. Martens' article spurred an
increased interest in qualitative research methods in sport psychology, such as
the seminal article "Mental Links to Excellence."[25]

THE FIRST SPORT PSYCHOLOGY ORGANIZATIONS[EDIT]

Given the relatively free travel of information amongst European practitioners,
sport psychology flourished first in Europe, where in 1965, a meeting was
organized by Ferruccio Antonelli, a sport psychologist living in Italy. The
meeting was held in Rome, Italy and some 450 professionals primarily from
Europe, Australia, and the Americas attended. It became known as the First World
Congress of Sport Psychology and gave rise to the International Society of Sport
Psychology (ISSP).[26] The ISSP became a prominent sport psychology organization
after the Third World Congress of Sport Psychology in 1973, and still exists
today as the only international organization that is focused solely on the
promotion of sport psychology.[27] Additionally, the European Federation of
Sport Psychology, or FEPSAC (Fédération Européenne de Psychologie des Sports et
des Activités Corporelles) was formed following a similar meeting known as the
first European Congress of sport in 1969, and has since held 15 congresses to
discuss the future of sport psychology in Europe.[28]

In North America, support for sport psychology grew out of physical education,
and In 1973, The North American Society for the Psychology of Sport and Physical
Activity (NASPSPA) grew from being an interest group to a full-fledged
organization, whose mission included promoting the research and teaching of
motor behavior and the psychology of sport and exercise. In Canada, the Canadian
Society for Psychomotor Learning and Sport Psychology (SCAPPS) was founded in
1977 to promote the study and exchange of ideas in the fields of motor behavior
and sport psychology. These two organizations would go on to be the leading
sources of collaboration among scientists in sport psychology, and in 1985, the
NASPSPA became the first organization in North America to sponsor a journal in
sport psychology, when the previously unaffiliated The Journal of Sport
Psychology, which was founded in 1979, became The Journal of Sport and Exercise
Psychology[29]. Also during this same time period, over 500 members of the
American Psychological Association (APA) signed a petition to create Division 47
in 1986, which is focused on the collaboration between researchers in the field
of Exercise and Sport Psychology.

In 1985, several applied sport psychology practitioners, headed by John Silva,
believed an organization was needed to focus on professional issues in sport
psychology, and therefore formed the Association for the Advancement of Applied
Sport Psychology (AAASP). This was done in response to NASPSPA voting not to
address applied issues and to keep their focus on research.[30]

Following its stated goal of promoting the science and practice of applied sport
psychology, AAASP quickly worked to develop uniform standards of practice,
highlighted by the development of an ethical code for its members in the 1990s.
The development of the AAASP Certified Consultant (CC-AAASP) program helped
bring standardization to the training required to practice applied sport
psychology, and in 2007, AAASP dropped "Advancement" from its name to become the
Association for Applied Sport Psychology (AASP), as it is currently known.


AASP[EDIT]

AASP aims to provide leadership for the development of theory, research and
applied practice in sport, exercise, and health psychology. However, in 2010 a
rift developed between members who would like the organization to function as a
trade group that promotes the CC-AASP certificate and pushes for job
development, and those who would prefer the organization to remain as a
professional society and a forum to exchange research and practice ideas. These
problems were illustrated in AASP founding president John Silva's address at the
2010 conference. Silva highlighted five points necessary for AASP and the
greater field of applied sport psychology to address in the near future:

 1. Orderly development and advancement of the practice of sport psychology
 2. Embrace and enhance interdisciplinary nature of sport psychology
 3. Advance development of graduate education and training in sport psychology
 4. Advance job opportunities for practice in collegiate, Olympic, and pro
    sports
 5. Be member-driven and service its membership

Silva then suggested that AASP advance the legal standing of the term "sport
psychology consultant" and adopt one educative model for the collegiate and
post-graduate training of sport psychology consultants. While the AASP Certified
Consultant (CC-AASP) certification provides a legitimate pathway to
post-graduate training, it does not legally bar an individual without the
CC-AASP credentials from practicing sport psychology. Silva contended that
future sport psychology professionals should have degrees in both psychology and
the sport sciences and that their training ultimately conclude in the obtainment
of a legal title. It was argued this should increase the likelihood of clients
receiving competent service as practitioners will have received training in both
the "sport" and "psychology" pieces of sport psychology. Silva concluded that
AASP and APA work together to create legal protection for the term "sport
psychology consultant," and 2018, the AASP updated its certification program and
launched the Certified Mental Performance Consultant (CMPC).[31][unreliable
source?] However, as of 2020 no legal status for the required training to
practice sport psychology has been obtained by either the AASP or APA.[32]


DEBATE OVER THE PROFESSIONALIZATION OF SPORT PSYCHOLOGY[EDIT]

Although the AASP has recently dealt with problems regarding the legal
requirements for practicing sport psychology, there has been debate over the
professionalization of sport psychology for quite some time. The
professionalization of the discipline started to become visible at the Olympic
games in 1984[33] when the Olympic teams began to hire sport psychologists for
their athletes, and in 1985, when the U.S. team employed their first permanent
sport psychologist. For the Summer Olympics in 1996, the U.S. already had over
20 sport psychologists working with their athletes. Psychological research into
sport and exercise was being used to inform the training regiments of high level
athletes for the first time.

As Rainer Martens argued for applied methods in sport psychology research, the
increasing emergence of practitioners of sport psychology (including sport
psychology consultants who taught sport psychology skills and principles to
athletes and coaches, and clinical and counseling psychologists who provided
counseling and therapy to athletes) brought into focus two key questions and a
debate which continues to the present day: under what category does the
discipline of sport psychology fall?, and who governs the accepted practices for
sport psychology? Is sport psychology a branch of kinesiology or sport and
exercise science (like exercise physiology and athletic training)? Is it a
branch of psychology or counseling? Or is it an independent discipline?[34]

Danish and Hale (1981) contended that many clinical psychologists were using
medical models of psychology to problematize sport problems as signs of mental
illness instead of drawing upon the empirical knowledge base generated by sport
psychology researchers, which in many cases indicated that sport problems were
not signs of mental illness. Danish and Hale proposed that a human development
model be used to structure research and applied practice.[35] Heyman (1982)
urged tolerance for multiple models (educative, motivational, developmental) of
research and practice,[36] while Dishman (1983) countered that the field needed
to develop unique sport psychology models, instead of borrowing from educational
and clinical psychology.[37]

As the practice of sport psychology expanded throughout the 1980s and 1990s,
some practitioners expressed concern that the field lacked uniformity and needed
consistency to become "a good profession."[38] The issues of graduate program
accreditation and the uniform training of graduate students in sport psychology
were considered by some to be necessary to promote the field of sport
psychology, educate the public on what a sport psychologist does, and ensure an
open job market for practitioners.[39] However, Hale and Danish (1999) argued
that accreditation of graduate programs was not necessary and did not guarantee
uniformity. Instead, these authors proposed a special practicum in applied sport
psychology that included greater contact hours with clients and closer
supervision.[40]


APPLIED SPORT PSYCHOLOGY TODAY[EDIT]

Applied sport and exercise psychology consists of instructing athletes, coaches,
teams, exercisers, parents, fitness professionals, groups, and other performers
on the psychological aspects of their sport or activity. The goal of applied
practice is to optimize performance and enjoyment through the use of
psychological skills and the use of psychometrics and psychological
assessment.[41] The practice of applied sport psychology is not legally
restricted to individuals who possess one type of certification or licensure.
The subject of "what exactly constitutes applied sport psychology and who can
practice it?" has been debated amongst sport psychology professionals and to
this day still lacks formal legal resolution in the United States. Some question
the ability of professionals who possess only sport science or kinesiology
training to practice "psychology" with clients, while others counter that
clinical and counseling psychologists without training in sport science do not
have the professional competency to work with athletes. However, this debate
should not overshadow the reality that many professionals express the desire to
work together to promote best practices among all practitioners, regardless of
training or academic background.

There are different approaches that a sport psychologist can use while working
with his clients. For example, the social-psychological approach focuses on the
social environment and the individual's personality, and on how complex
interactions between the two influence behavior. The psycho-physiological
approach focuses on the processes of the brain and their influence on physical
activity, and the cognitive-behavioral approach analyzes the ways in which
individual thoughts determine behavior. Generally, there are two different types
of sport psychologists that focus on athletes with emotional conditions:
educational and clinical.[42]


SPORT PSYCHOLOGY: A REPEATABLE PROCESS[EDIT]

Sports

The sport psychology consultation process can be overwhelming. However, the
benefit to great processes is that they are structured and repeatable. With the
result of sport psychologist generally is a performance improvement. This
methodology has behaviorist roots and formulates performance as an interactive
effect of behavior and the environment.[43]

Below is a general outline of the Spots Psychology as a repeatable process that
prompts behavior modification in the form of performance improvement. This
general process is tailored based on the specific needs of the athlete and
methodology used by the sport psychologist.


INITIAL ASSESSMENT[EDIT]

As with all things, the beginning sets the stage for success. The initial
assessment is a really important step in the consultation process. This is where
the sport psychologist meets with the athlete or athletic team to understand the
needs and goals. Various techniques can be used during this step such as
interviews, observations, psychological tests.


GOAL SETTING[EDIT]

Based  on the assessment, the sport psychologist and athlete will collaborate to
set achievable goals. The goals can be performance related or focused on
improving mental skills. Goals can even focus on processes; the actions,
strategies and techniques surrounding excellent performance.


INTERVENTION IMPLEMENTATION[EDIT]

Performance Improvement Process

Although sport psychologist interventions are not standardized, there are a few
that are common in the field. Some of the common interventions include but are
not limited to visualization, relaxation and breathing, self talk,
pre-performance routines, resilience training, and team cohesion.

Resilience training has had some positive experimental outcomes. Due to the
pressure of competitive nature of sports and the amount of energy it takes to
excel, ensuring healthy mental wellbeing is paramount. Several studies suggest
that mental resilience is increased via a reduction of psychological
distress.[44] Cognitive therapy also has applications related to behavior
modification with reference to sports and exercise. Cognitive interventions has
been suggested to be important in the maintenance of results[45] Becoming aware
of negative thought patterns, even if not does not bring about significant
change is an important preliminary step to improvement.[45]


MONITORING AND ADJUSTMENT[EDIT]

In order to substantiate an athlete's or team's improvements, progress must be
monitored. During the monitoring step feedback is provided and the necessary
adjustments follow thereafter. It is important to remember this is a feedback
loop and operates in a manner that the feedback feeds into adjustments made and
vice versa.


FOLLOW UP[EDIT]

It is essential that progress or improvements are maintained. It can also be
good to follow up to see if the goal was met. Follow up can be a way to end the
consultation process, but it can also serve as a basis to repeat the
consultation process.

This is a general outline. Based on the source and background, the above process
could vary. This process demonstrates the essence of sport psychology, its
method, and how it is used today.


FOUR KEY ASPECTS OF SPORT PSYCHOLOGY[EDIT]

Social identity is the basis for four specific aspects of sport psychology.
These aspects are identified below:[46]

 * 1) Sports group behavior

A person's sense of self adapts and is shaped by the interaction with group
behaviors. Sense of self is therefore not entirely defined by the individual,
but the interactions within the group, which is a key feature of the sport team
dynamic. Defining this role of self then is used to assert a place within the
success of the group.
 * 2) Sports group formation and development

Kindship and group membership exists in all sports, even running. Solidarity,
comradery, and group formation help satisfy people's social development.
 * 3) Sports group support and stress appraisal

Social identity is structured within social self-categorization processes, which
are developed within support and stress appraisal structures. Sport and team
stress can be significant strain causing and/or coping mechanism development
tool.
 * 4) Sports group leadership

Social identity with the previous three aspects contribute to social leadership
development and interactions. Advancing beyond transactional theories of
leadership, sport interactions more intersectional leadership styles.


EDUCATIONAL SPORT PSYCHOLOGISTS[EDIT]

Educational sport psychologists emphasize the use of psychological skills
training (e.g., goal setting, imagery, energy management, self-talk) when
working with clients by educating and instructing them on how to use these
skills effectively during performance situations. The common goal of an
educational sport psychologist is performance enhancement by teaching skills to
athletes on how to manage the mental factors of sports to maximize
potential.[47] Sport psychologists also contribute to the performance of
athletes by assisting them with challenges they may face as a result of
participating in sports. These can include recovery from injury, plans for
sticking to a training regimen, or help with dealing with the emotional strain
of being in the public eye.[48]


CLINICAL SPORT PSYCHOLOGIST[EDIT]

Clinical psychologists obtain a doctoral degree in clinical or counseling
psychology.[49] They meet with athletes that have mental health issues and work
to provide the mental health solutions they need both individually and in group
settings. Areas of expertise include mainly clinical issues, which include but
are not limited to depression, eating disorders, and substance abuse.[49] If
they possess a medical doctor degree or work in conjunction with a psychiatrist,
they are also able to prescribe medications or other forms of treatment to
address clinical issues. A non-clinical sport psychologist might refer one of
their clients to a clinical psychologist if it is thought that the athlete might
need additional help regarding their mental health.[47] Many clinical sport
psychologists simply apply their clinical expertise to athletes and are limited
in their abilities to enhance performance.


COMMON AREAS OF STUDY[EDIT]

Listed below are broad areas of research in the field. This is not a complete
list of all topics, but rather, an overview of the types of issues and concepts
sport psychologists study. Criticism of the quality, assumptions, and methods of
sport psychology stress research has drawn increasing attention,[50] and a
flourishing academic debate has evolved regarding the quality of sport research
its limitations and future directions.


PERSONALITY[EDIT]

One common area of study within sport psychology is the relationship between
personality and performance. This research focuses on specific personality
characteristics and how they are related to performance or other psychological
variables. There are various personality characteristics that have been found to
be consistent among elite athletes. These include but are not limited to mental
toughness, self-efficacy, arousal, motivation, commitment, competitiveness, and
control. Mental toughness is a psychological edge that helps one perform at a
high level consistently. Mentally tough athletes exhibit four characteristics: a
strong self-belief (confidence) in their ability to perform well, an internal
motivation to be successful, the ability to focus one's thoughts and feelings
without distraction, and composure under pressure.[51] Along with mental
toughness is the ability to battle adversity and keep striving when performance
or results aren't always going one's way. Adversity measures an individual's
ability to navigate loss or misfortune while mental toughness is the capacity to
handle stressors or challenges.[52] Self-efficacy is a belief that one can
successfully perform a specific task.[53] In sport, self-efficacy has been
conceptualized as sport-confidence.[54] However, efficacy beliefs are specific
to a certain task (e.g., I believe I can successfully make both free throws),
whereas confidence is a more general feeling (e.g., I believe I will have a good
game today). Arousal refers to one's physiological and cognitive activation.
While many researchers have explored the relationship between arousal and
performance, one unifying theory has not yet been developed. However, research
does suggest perception of arousal (i.e., as either good or bad) is related to
performance.[55] Motivation can be defined broadly as the will to perform a
given task. People who play or perform for internal reasons, such as enjoyment
and satisfaction, are said to be intrinsically motivated, while people who play
for external reasons, such as money or attention from others, are extrinsically
motivated.[56] Commitment refers to the dedication to continuing a sport from
early development into a high level of sport expertise. Competitiveness is the
ability to challenge opponents with an aim of success.[57] Control is the
ability to separate and focus on different events occurring in one's life, both
within and outside of athletics.[57] Additionally, there are specific
psychological skills that are ingrained in personality that are possessed at
higher levels in elite athletes than the typical person. These include arousal
regulation, goal setting, imagery, pre-performance routines, and self-talk.[57]

According to Hollander's Model (1971), it is thought that personality is made up
of three dimensions: role-related behavior, typical responses, and psychological
core. Role-related behaviors are the actions that a person exhibits when they
are in a certain situation. These behaviors change frequently, so they are
external and dynamic. Typical responses are the way a person usually acts as the
result of an event. A person's psychological core refers to the morals, beliefs,
and values they hold. This is not changed under various circumstances, so it is
internal and constant. There are multiple approaches personality and how it is
shaped.[47]

The psychodynamic approach theory explores how the subconscious interacts with
the conscience of an individual. It proposes that the underlying thoughts,
feelings, and emotions influence how we think and act. The subconscious is
closely related to experiences of resolution of conflict as a child. This theory
emphasizes understanding the individual as a whole, rather than by each trait.
This theory does not consider environmental factors that influence behavior.[47]

The trait approach focuses on the traits that are commonly attributed to an
individual and how they influence the way one will act on a normal basis. Traits
are helpful in predicting usual behavior, however, they cannot always predispose
situational behavior[47].

Situational approach suggests that how an individual will act entirely depends
on the environment. For example, if a player acts aggressively on the playing
field, they might not be this way off the field. This theory neglects individual
traits and does not consider differences among people[47].

Interactional approach theory is a combination of trait and situational
approach. It suggests that the traits commonly attributed to an individual
predispose behavior, however, these traits will not influence behavior unless
the situation calls for it. This theory is most commonly used by sport
psychologists because it takes into consideration the components of each person
and the situation at hand. The method of measuring personality involves
assessing the traits, or typical style of behavior, versus state, the immediate
emotion or behavior in the moment[47].


ATHLETIC PERFORMANCE[EDIT]

Sport psychology remains influential to athletic performance at all levels. The
goal of this area of study is to explore what makes athletes perform the way the
way they do. Athletic performance can be measured by self-report or objective
data (e.g. player/team statistics). Scholars currently prefer the use of
self-reports or a combination of subjective and objective measurements, due to
the many factors which go into athletic performance. For example, Athlete's
Subjective Performance Scale (ASPS) has been developed and validated with
objective data (player's statistics), and found to be a reliable tool for
assessing athletic performance in team sports.[58] Much of the research done on
athletic performance has been through meta-analysis reviews. These meta-analysis
reviews have shown that there is a benefit to using sport psychology techniques
to improve an athletes performance. Some influences that have been found to be
largely beneficial include task-cohesion and self-efficacy.[59] Being mentally
prepared has proven to help athlete's performance, however research has shown
that elite athletes and coaches will be hesitant to seek out help from a sport
psychologist even if they believed it could help.[60] There are multiple key
recommendations for mental practice which improve sport performance, such as
practicing imagery and increasing mental and physical repetitions.[61]


YOUTH SPORT[EDIT]

Youth sport refers to organized sports programs for children less than 18 years
old. Researchers in this area focus on the benefits or drawbacks of youth sport
participation and how parents impact their children's experiences of sporting
activities. There are multiple factors as to why youth sport is studied when
researching sport psychology, such as life skills, burnout, parenting behavior
and coach's behavior. These factors influence whether athlete's in youth sport
are affected mentally, whether that be a positive or a negative.

Life skills refer to the mental, emotional, behavioral, and social skills and
resources developed through sport participation.[62] Research in this area
focuses on how life skills are developed and transferred from sports to other
areas in life (e.g., from tennis to school) and on program development and
implementation.[63] Burnout in sport is typically characterized as having three
dimensions: emotional exhaustion, depersonalization, and a reduced sense of
accomplishment.[64] Athletes who experience burnout may have different
contributing factors, but the more frequent reasons include perfectionism,
boredom, injuries, excessive pressure, and overtraining.[65] Burnout is studied
in many different athletic populations (e.g., coaches), but it is a major
problem in youth sports and contributes to withdrawal from sport. Parenting in
youth sport is necessary and critical for young athletes. Research on parenting
explores behaviors that contribute to or hinder children's participation. For
example, research suggests children want their parents to provide support and
become involved, but not give technical advice unless they are well-versed in
the sport.[66] Excessive demands from parents may also contribute to burnout.
Coach behavior is a major contributor to how youth athletes experience
sports.[67] In research directed at coding behavioral styles of coaches, it has
been found that children are more accurate at perceiving coaching behaviors than
the coach. This lack of awareness contributes heavily to negative athlete
behaviors and burnout.[67]


COACHING[EDIT]

See also: Coach (sport), Coaching psychology § Athlete coaching, and Coaching
§ Sports coaching

While sport psychologists primarily work with athletes and focus their research
on improving athletic performance, coaches are another population where
intervention can take place. Researchers in this area focus on the kinds of
things coaches can say or do to improve their coaching technique and their
athletes' performance.

Motivational climate refers to the situational and environmental factors that
influence individuals' goals.[68] The two major types of motivational climates
coaches can create are task-oriented and ego-oriented. While winning is the
overall goal of sports competitions regardless of the motivational climate, a
task-orientation emphasizes building skill, improvement, giving complete effort,
and mastering the task at hand (i.e., self-referenced goals), while an
ego-orientation emphasizes demonstrating superior ability, competition, and does
not promote effort or individual improvement (i.e., other-referenced goals). A
task-oriented climate has been found to develop a greater intrinsic,
self-determined motivation in athletes compared to an ego-oriented climate.[69]
Additionally, an environment with self-improvement as the primary focus creates
greater intrinsic motivation than one with winning as the focus.

Effective coaching practices explore the best ways coaches can lead and teach
their athletes. For examples, researchers may study the most effective methods
for giving feedback, rewarding and reinforcing behavior, communicating, and
avoiding self-fulfilling prophecies in their athletes.[70] Coaches influence
motivation of athletes mainly through interactional behavior with athletes.
Coaches can be perceived by their athletes as autonomy-supporting or
controlling.[69] Autonomy-supporting coaches provide structure, as well as being
involved and caring towards the athletes. Coaches that are perceived to be
controlling instill less intrinsic motivation in their athletes. Motivation is
maximized when a coach is perceived to be autonomy-supporting, while providing a
high level of training and instruction. Due to these findings, interventions
that sport psychologist implement are focused in increasing autonomy-supportive
behaviors of coaches.[69]

Coaching philosophy refers to a set of beliefs intrinsic to a coach that guide
his or her behavior and experience.[71] The philosophy should facilitate
self-awareness, prioritize coaching objectives, and be athlete-centered. Having
a philosophy central to the individual will allow a coach to react more
efficiently to fast-paced decisions during sports in a systematic and thoughtful
way. A coach must be self-aware of their own values in order to monitor if these
values align with their thoughts and actions. Often, getting feedback from
trusted outside sources is helpful in developing this self-awareness. A coach
must also determine and prioritize coaching objectives between winning, athlete
well-being, and time outside of the sport. An athlete-centered philosophy
emphasizes learning and improvement over winning, which puts the athlete
development first. This philosophy should be dynamic as both societal and
coaching experiences occur and change.[71]

Mental Coaching is the most used technic to raise performance achievements by
enhancing mental toughness. It is predominantly used with elite athletes and
high achievers. The Global Performance Index is a tool developed to support this
approach. This holistic philosophy (Mind- Body- Heart- Spirit) assesses quickly
the mental Health of athletes while measuring their performance progresses.

Communication style is an important concept for sport psychologists to develop
with coaches.[71] Communication is a constant role for coaches directed towards
athletes, parents, administrators, other coaches, media, and supporters. It
mainly comes in the forms of speaking, writing, body language, and listening.
Verbal communication occurs through spoken word; however, nonverbal
communication contributes hugely to how people perceive a coaches communication.
Non-verbal communication comes through actions, facial expressions, body
position, and gestures. Coaches must be aware of the words, tone, and behaviors
that they use. Research has found that athletes respond best to positive
feedback, specific technical instruction, and general encouragement. Sport
psychologists focus on developing coaching communication styles that are direct,
complete, immediate, and clear, while also being supportive, specific to the
athlete, and verbally and non-verbally congruent.[71]

Coaches have become more open to the idea of having a good professional
athlete–coach relationship. This relationship will be the basis for an effective
performance setting.[72]


TEAM PROCESSES[EDIT]

Sport psychologists may do consulting work or conduct research with entire
teams. This research focuses on team tendencies, issues, and beliefs at the
group level, not at the individual level.

Team cohesion can be defined as a group's tendency to stick together while
pursuing its objectives.[73] Team cohesion has two components: social cohesion
(how well teammates like one another) and task cohesion (how well teammates work
together to achieve their goal). Collective efficacy is a team's shared belief
that they can or cannot accomplish a given task.[74] In other words, this is the
team's belief about the level of competency they have to perform a task. It is
important to note that collective efficacy is an overall shared belief amongst
team members and not merely the sum of individual self-efficacy beliefs.
Leadership can be thought of as a behavioral process that influences team
members towards achieving a common goal.[75] Leadership in sports is pertinent
because there are always leaders on a team (i.e., team captains, coaches,
trainers). Research on leadership studies characteristics of effective leaders
and leadership development.


ORGANIZATIONAL SPORT PSYCHOLOGY[EDIT]

Since the early 2000s, there has been a growing trend toward research and
practice that better acknowledges the importance of creating sporting
environments which enable people to thrive. Organizational sport psychology is a
subfield of sport psychology that is dedicated to better understanding
individual behavior and social processes in sport organizations to promote
organizational functioning. The focus of organizational sport psychology is to
develop knowledge that supports the development of optimally functioning sport
organizations though the enhancement of day-to-day experiences for those that
operate within their sphere of influence.[76] This knowledge can be used in a
variety of ways through interventions at the individual, group, or
organizational level, and thus organizational sport psychology reflects a
systems perspective for academic study and an increasingly necessary aspect of
practitioner competency.[77][78]


MOTIVATION IN SPORT[EDIT]

Motivation in field of psychology is loosely defined as the intensity and
direction in which effort is applied. The direction of motivation refers to how
one seeks out situations or if they avoid things that might be challenging.
Intensity refers to how much effort one puts into any challenge or situation.
Motivation is tied closely to personality and can be categorized as a
personality trait. There are three general theories of motivation:
participant/trait theory, situational theory, and interactional theory. These
theories are similar to those of personality[79].

Participant/trait theory says motivation consists of the personality traits,
desires, and goals of an athlete. For example, some athletes might be extremely
competitive and have the desire to improve and win constantly. These athletes
would be motivated by competition with themselves and others[79]. Other theories
state motivation depends on the situation and environment. For example, some
athletes might not feel the desire to work hard when they are on their own, but
are motivated by others watching them. Their motivation would be dependent on
whether or not there are other people around[79].

The Interactional theory combines the ideas of participant/trait and
situational, where the level of motivation of an individual depends on his/her
traits and the situation at hand. For example, if an athlete might be
intrinsically competitive and feels most motivated when participating in a match
against many other people.[79]

Depending on traits and situations, it can be easier for some individuals to
find motivation than others. That being said, those who are able to find
motivation more easily are not guaranteed success and athletes who struggle can
adjust some things to improve their drive. Motivation can be facilitated by
coaching or leaders, changing the environment, finding multiple reasons or
motives to do something, and being realistic about what is achievable. High
achieving athletes are more likely to be motivated to achieve success rather
than being motivated to avoid failure[79].

Reversal theory of motivation states that all human behavior is experienced in
eight states,[80] four sets of two. A motivational state from each of the four
pairs is present at any time. Reversal theory has supporting research connecting
psychological and physiological phenomena to these states. Purposeful reversals
from a less desired, or useful, state can increase performance and
endurance.[81] Arousal and stress may be utilized in a unique and helpful way
with the use of this theoretical framework.[82] The theory has been well
supported in studies on several continents and in a variety of sports.[83]


RECOVERY FROM INJURY[EDIT]

Sport psychologists may also deal with helping athletes recover from the
psychological consequences resulting from injury. Because athletes, especially
professionals, are more at risk to injury than other kinds of exercisers, the
process of recovering from injury, and the varying effects of different kinds of
injuries are an important component of sport psychology research.[84]
Additionally, sport psychologist are interested in the differences between
athletes that may elicit a stronger psychological reaction to an injury, and who
is most at risk for injury. For example, research has found men may be less
likely to report concussions than women and could be at higher risk of injury
due to their physiology.[85] Regarding psychological outcomes, researchers are
interested if the type of sport a person plays, how closely they identify with
being an athlete, or the amount of time they have spent playing a sport can
influence their mental health, and research also explores what types of mental
health outcomes are associated with injury (fear, depression, stress, etc.).[86]
As of 2013, sport psychologists have also began to explore the effectiveness of
various techniques such as setting goals during rehabilitation, self-talk, or
biofeedback techniques.[87]

Injury among athletes has also been proven to negatively impact their mental
health. Especially with elite athletes who's job is to play a certain sport,
there is a proven negative mental impact to having an injury and not being able
to play the sport.[88] There has been limited research in the past on how
athletes deal with the burden of getting injured and not being able to play
their sport, however the recent research which has been done has shown that
injury has caused athletes to have worsening mental health such as depression
and anxiety.[89]


BURNOUT[EDIT]

Research on athlete burnout has historically been focused on the physical load
from training and competitions, in addition to the psychological stress
associated with situational pressure to justify the occurrence of the burnout.
Traditionally, burnout in athletes is explained by a strenuous work load that is
needed to become competitive in sports, with the flip side of this strenuous
work being the danger of failing to adapt to training loads, being injured, or
ill and therefore experiencing performance issues. Research also claims that
occurrence of burnout among athletes are rising, and an athlete's mental health
is challenged when experiencing performance issues, injuries, or are ill. These
result in potential situational stressors that result in stress related
responses such as negative thoughts and emotions. Athlete burnout is explained
as a result from an athlete's experienced or believed inability to meet demands
in training and competitions, in which the distress is related to the
discrepancy between the athlete's expectations to achieve goals and cope with
demands.[90]

The concept of athlete burnout is made up of three parts: physical and emotional
exhaustion, reduced performance accomplishment, and sport devaluation. The core
element, physical and emotional exhaustion, is characterized by fatigue from
training and competitions. Reduced performance accomplishment is defined as
focusing on the feeling of being unable to reach goals and succeed with training
and/or competitions. Sport devaluation, the third aspect, is characterized by
loss of interest and care for sports, which further results in reduced quality
of performance.[90]

Burnout can also be caused by continuous training and sport attention stress
without physical and/or mental rest and recovery. It results in staleness,
overtraining, and eventually burnout. Staleness is defined as a clear drop in
athlete motivation and a plateau in performance. Overtrained athletes often show
psychophysiological malfunctions and performance declines. Another factor that
adds to burnout could be the feeling of being trapped by circumstances within a
sport, which perpetuates the cycles of this burnout.[91]

Coaches and athletes are also very dependent on not only results, but each
other. If athletes believe that they are not being pushed, or the opposite,
being pushed too hard, burnout is very possible and the drive to continue
playing lowers. Also, because athletes are always striving to get to that next
level in a sport, once an athlete reaches that level, it is shown that these
athletes are more prone to becoming complacent and not feel the need to work as
hard, or burning out.[92] This can also happen to coaches at any level. The
repetitions which coaches face and similarly to athletes, once they get to the
highest level and win at the highest level, they are more prone to burning out
because there is nothing in the sport which they have not achieved.


IDENTITY BEYOND SPORTS[EDIT]

Identity is built off of one's self-perception of their physical, psychological,
and interpersonal characteristics which are rooted in personal experiences,
memories, and social influences.[93] Athletic identity is defined as "the degree
to which an individual identifies with the athlete role and looks to others for
acknowledgement of that role." Athletic identity is developed through
acquisition of skills, confidence, and social interaction during sport.
Cognitively, it provides a framework for processing information, how an
individual copes with career-threatening situations, and inspires behavior
consistent with an athlete. The social role can be determined by the perceptions
close to the athlete, like family, friends, and teammates. As a form of
self-concept, athletic identity provides a way to evaluate competence or worth,
which can influence self-esteem and motivation.[94] After spending a majority of
their lives training, earning recognition for athletic accomplishments, and
integrating in the sports environment, the athletic identity becomes a key
component of an individual's identity as a whole.[93] Sport psychologists help
empower athletes to explore and access other non-sports related identities in
times of transition after the life as an athlete.

Some benefits of an athletic identity include having a strong sense of self in
who an individual is, and increased self-confidence, discipline, and social
interactions. There are also health and fitness benefits. Some consequences of a
strong athletic identity include having emotional difficulties dealing with
injuries because it usually results in inability to play or perform at peak
performance, which could result in loss of confidence and increase feelings of
helplessness. There can also be difficulty adjusting to life after the end of an
athletic career. Since sports has been a source of self worth, it can become
difficult to adjust to a life without sports for many athletes, especially those
who peak at a young age. This can also lead to alternate career or educational
options being considered because individuals with a strong athletic identity do
not associate their identities with other activities.[94] Having an overly
strong athletic identity can also result in burnout due to overcommitment
towards an individual's role as an athlete.[95]

Having a strong athletic identity can have a very positive impact on athletes
during their athletic career as this allows them to focus solely on their career
and bettering themselves. When athletes who have a very strong athletic identity
get injured and are sidelined away from the game, it can lead to anxiety, stress
and depression because these athletes do not know who they are outside of the
game they have been playing.[96] This is the same with athletes who have retired
and not known what to do because there whole lives have been about sports.[96]
Inversely, athletes can be optimistic about their future post-sports because
they will have time to do activities which they never have been able to do
before.


SELF-ESTEEM[EDIT]

Self-esteem is the confidence someone has in themselves and their abilities.
This is why sport and physical activity as a whole has been proven to provide
positive mental health benefits, such as more confidence and higher
self-esteem.[97] When athletes succeed in sport, they are more confident in
their abilities and their self-worth as a result. Sport can also work inversely
with self-esteem and cause athletes to feel worse about themselves. If someone
is playing poorly then it is possible the athlete will end up thinking less of
themselves and having lower self-worth. Playing sports in general, and doing
some form of physical activity already immediately makes people think of
themselves as more than which is shown by research.[98]


ROLE OF PSYCHOLOGY IN STUDENT-ATHLETES[EDIT]

Pursuing a dual career in sport and school, aka student-athletes are more at
risk for overall well-being. With decreased mental health and increased stress
levels due to needing to cope with multiple demands. When student-athletes
experience higher weekly sport-to-school conflict than usual, they have higher
sport-related stress than usual. [99] Student-athletes that experienced higher
levels of stress also reported greater sport anxiety while in game of their
respective sports. These students must handle the stressors associated with
being a student while juggling their sport practices and game experiences.[100]


PROFESSIONAL SPORTS[EDIT]

In professional sports, the role of a sport psychologist is subject to change.
Roles can changed based on the employment of staff within the organization from
management to coaching staff. Examples of services performed include:
performance enhancement services, clinical or counseling services, psychological
testing, and mindfulness training.[101][102][103] Through performance
enhancement services, psychologists help professional athletes with
self-regulation to enhancing team cohesion.[102] Sport psychologists in
professional sports organizations also must be well trained in clinical or
counseling psychology to help professional athletes deal with personal issues
that occur off the field.[102] Sport psychologists must also be trained in
psychological testing which is generally used in pre-drafting situations as
professional sports teams want to identify psychological factors that could
negatively influence a draft candidate's potential.[102] Mindfulness techniques
are also a useful too for sport psychologists to utilize as mindfulness training
has been linked with better performance in professional competition.[103]


COMMONLY USED TECHNIQUES[EDIT]

Below are some of the more common techniques or skills sport psychologists teach
to athletes for improving their performance and along with their mental health.


AROUSAL REGULATION[EDIT]

Arousal regulation refers to entering into and maintaining an optimal level of
cognitive and physiological activation in order to maximize performance. This
may include relaxation if one becomes too anxious or stressed through methods
such as progressive muscle relaxation, deep breathing exercises, and meditation,
or the use of energizing techniques (e.g., listening to music, energizing cues)
if one is not alert enough.[104] This may also include cognitive strategies of
relaxation through methods of psychological preparation and positive self-talk.

Progressive muscle relaxation (PMR) refers to the progressive tensing and
relaxing of target muscle groups, which can help lower blood pressure, reduce
state anxiety, improve performance, and decrease stress hormones.[105] This
technique was developed by Edmund Jacobson, who found that people under stress
typically displayed increased muscle tension.[106] This technique requires
athletes to feel the tension in a muscle group in order to recognize the
subsequent relaxation. To successfully use this technique, athletes must allot
about twenty to thirty minutes to the activity, tense each muscle group for
about four to eight seconds, and ensure that controlled and deep breathing is
also applied.[106] It is important to note that this technique can increase
feelings of fatigue. Although this technique is not well-suited as a
pre-performance method of arousal regulation, it has been found that long-term
regular practice can reduce state anxiety[107] and sports-related pain, which is
often exacerbated by anxiety.[108]

Deep breathing exercises involve the awareness of one's rhythm of breath and the
conscious effort to take slow, deep breaths. Slow deep breathing is a
traditional practice in Eastern culture, yoga, and meditation. It is used to
activate the parasympathetic nervous system, which helps reduce blood pressure
and heart rate.[109] The typical respiratory rate in humans is between 10 and 20
breaths per minute, while slow breathing is between the range of 4-10 breaths
per minute.[110] There are various methods to apply slow breathing, such as the
4-7-8 technique. The simplest form is deeply breathing for 1–5 minutes at a slow
pace. To enhance the effects, individuals may utilize diaphragmatic breathing
simultaneously. To do so, an individual inhales through the nose, allowing his
or her belly to rise as the lungs fill. Then, after a momentary pause, release
the breath slowly through the mouth or nose. Along with its physiological use,
there is evidence that deep breathing can increase a sense of relaxation and
reduce anxiety.[109] A study on competitive swimmers found that regular practice
of deep breathing exercises can improve lung functions by increasing respiratory
endurance.[111]

The use of meditation and specifically, mindfulness, is a growing practice in
the field of arousal recognition. The Mindfulness-Acceptance-Commitment (MAC)
Theory is the most common form of mindfulness in sport and was formed in 2001.
The aim of MAC is to maximize human potential for a rich, full and meaningful
life.[112] It includes specific protocol that involve meditation and acceptance
practices on a regular basis as well as before and during competition. These
protocol have been tested various times using NCAA men's and women's basketball
players. In a study done by Frank L. Gardner, an NCAA women's basketball player
increased her personal satisfaction in her performances from 2.4 out of 10 to
9.2 out of 10 after performing the specific MAC protocol for several weeks.
Also, the effect of mental barriers on her game decreased from 8 out of 8 to 2.2
out of 8 during that same time period as a result of the MAC protocol.[102]

Another study of the MAC protocol performed by Frank Gardner and Zella Moore on
an adolescent competitive diver showed that when the MAC protocol is tailored to
a specific population, it has the potential to provide performance enhancement.
In this case, the vocabulary and examples in the protocol were tailored to be
more practical for a 12-year-old. After performed the MAC protocol for several
weeks, the diver showed between a 13 to 14 percent increase in his diving
scores.[113] This finding is important because previously the majority of tests
performed using the MAC protocol had been on world class athletes.

AROUSAL ANXIETY AND STRESS[EDIT]

Although anxiety or stress are often believed to a negative thing, they are
actually a necessary response for the body to survive. It is natural for the
body to exhibit certain levels of anxiety and stress, however, it becomes a
problem when it begins to inhibit activity.[114] Arousal is the physiological
and psychological activation of the body in response to an event. Trait anxiety
exists in an individual when they experience unusually high response levels to a
wide spread of situations that are not threatening. State anxiety is the
momentary feeling of nervousness or worry that accompanies the arousal of the
body. State anxiety can be defined cognitively, where nervous thoughts and
worries occur for a moment. There is also somatic state anxiety, where the body
experiences a physiological response to arousal. This sometimes manifests
momentarily as a fluttering in the stomach or an elevated pulse. There are four
major theories of arousal and anxiety[47].

Drive theory is an approach that considers anxiety to be a positive asset. In
situations where anxiety is high, performance increases proportionally. This
theory is not well accepted because it is thought that athletes can be psyched
up, but they can also be psyched out. This simply means anxiety can work to
motivated some, but it can inhibit others. It is entirely dependent on the
individual's personality, so it can not be broadly applied to all athletes[47].

Inverted U theory is an approach that proposes that the best performance occurs
when stress is moderate (not too high or low). This idea is demonstrated in a
graph where physiological arousal is plotted against performance. The curve
resembles and inverted U because the performance is at its highest value where
the arousal is at half of its highest value.[47]

The zone of optimal functioning theory looks at each type each athlete and what
level of arousal they need to perform best. This suggests that each athlete
requires their own level of stress and arousal to feel motivated and perform
well. This theory is specific but difficult to quantify.[47] One proposed model
for optimal functioning was proposed by Yuri Hanin. This model focuses on the
interaction between natural emotional experience and the repetition of
athletics. The combination of these concepts creates an emotional pattern that
is stable to each individual. It takes into account positive, negative, optimal,
and dysfunctional emotional experiences and how they effect athletic
performance.[115] Peak performance is when an athlete experiences this zone of
optimal functioning. This stage is described as including dissociation and
intense concentration to the point of being unaware of one's surroundings, lack
of fatigue and pain, perceptual time-slowing, and feeling power and control.
This state cannot be forced to happen, although athletes can develop control
over several psychological variables that contribute to achieving peak
performance.[116] Sport psychologists try to give athletes the tools to have
more control over reaching this peak performance level. These interventions
targets controlling state anxiety and arousal level for the individual and task
needs to maximize performance abilities. Some of the strategies used include
cognitive reappraisal, breathing and relaxation, and hypnosis.[117]

PRACTICE-SPECIFICITY-BASED MODEL OF AROUSAL[EDIT]

The "Practice-Specificity-Based Model of Arousal" (Movahedi, 2007) holds that,
for best and peak performances to occur, athletes need only to create an arousal
level similar to the one they have experienced throughout training sessions. For
peak performance, athletes do not need to have high or low arousal levels. It is
important that they create the same level of arousal throughout training
sessions and competition. In other words, high levels of arousal can be
beneficial if athletes experience such heightened levels of arousal during some
consecutive training sessions. Similarly, low levels of arousal can be
beneficial if athletes experience such low levels of arousal during some
consecutive training sessions.[118]


GOAL SETTING[EDIT]

Goal setting is the process of systematically planning ways to achieve specific
accomplishments within a certain amount of time.[119] Research suggests that
goals should be specific, measurable, difficult but attainable, time-based,
written down, and a combination of short-term and long-term goals.[120][121] A
meta-analysis of goal setting in sport suggests that when compared to setting no
goals or "do your best" goals, setting the above types of goals is an effective
method for improving performance.[122] According to Dr. Eva V. Monsma,
short-term goals should be used to help achieve long-term goals. Dr. Monsma also
states that it is important to "set goals in positive terms by focusing on
behaviors that should be present rather than those that should be absent."[123]
Each long-term goal should also have a series of short-term goals that progress
in difficulty.[124] For instance, short-term goals should progress from those
that are easy to achieve to those that are more challenging.[124] Having
challenging short-term goals will remove the repetitiveness of easy goals and
will give one an edge when striving for their long-term goals. There are three
major types of goals within sport psychology: outcome goals, performance goals,
and process goals.[125]

TYPES OF GOALS[EDIT]

Outcome goals describe how an individual or team aim to compare to the other
competitors.[125] This type of goal is unique because of its nature being
ingrained in social comparison. Winning is the most common outcome goal. This
type of goal is the least effective because it depends on so many factors that
are extrinsic to the individual.[125]

Performance goals are subjective goals that are concerned with personal
achievement in a result.[125] These products of performance are based on
standard that is subjective for the individual and usually based on numeric
measurements. Examples include finishing a race in a certain time, jumping a
certain height, or completing a specific number of repetitions.[125]

Process goals are focused on the process of performance.[125] These include
execution of behaviors used in the activity of getting to the final product of
performance. Examples include breathing control, maintaining body posture, or
use of imagery.[125]


IMAGERY[EDIT]

Imagery (or motor imagery) can be defined as using multiple senses to create or
recreate experiences in one's mind.[126] Additionally, the more vivid images
are, the more likely they are to be interpreted by the brain as identical to the
actual event, which increases the effectiveness of mental practice with
imagery.[127] Good imagery, therefore, attempts to create as lifelike an image
as possible through the use of multiple senses (e.g., sight, smell,
kinesthetic), proper timing, perspective, and accurate portrayal of the
task.[128] Both anecdotal evidence from athletes and research findings suggest
imagery is an effective tool to enhance performance and psychological states
relevant to performance (e.g., confidence).[129] This is a concept commonly used
by coaches and athletes the day before an event. There are two perspectives one
can take when using imagery: first person, where one pictures doing the skill
his/her self, and third person imagery, where one pictures watching the skill be
done by his/her self or another athlete. Athletes can use whichever perspective
is most comfortable for them. There are multiple theories of how athletes use
imagery[130].

Psychoneuromuscular theory proposes that athletes activate the muscles
associated with an action by picturing themselves doing the action. Activating
the neurons that provide input to the muscles is similar to actually practicing
the motion[130].

Symbolic learning theory proposes that athletes recognize patterns in activities
and performance. The patterns are then used to create a mental map or model of
how to do completes a series of actions[130].

Vividness theory suggests that athletes use the five senses to take in
information while completing an action, and then using the memories of these
stimuli to make their mental recreation of the event as realistic as
possible[130].

Controllability theory focuses on the ability of athletes to manipulate images
in their mind. This way, they are able to picture themselves correcting a
mistake or doing something properly. This is thought to make goals seem more
attainable to athletes. This type of imagery can also be harmful, where athletes
visualize themselves making a mistake repeatedly.[130]

All strategies of imagery are functional, but each athlete might find one more
effective than others. Each strategy can be utilized based on the individual
needs and goals of the athlete. In order to be effective, the practice of
imagery needs to be inculcated into regular routines as a supplement to physical
training. Athletes must learn how to use imagery in a quiet, non-distracting
place while picturing realistic and attainable images. Using trigger words can
facilitate imagery and bring the athlete closer to the pictured goal.[130]


PRE PERFORMANCE ROUTINES[EDIT]

Pre performance routines refer to the actions and behaviors athletes use to
prepare for a game or performance. This includes pregame routines, warm up
routines, and actions an athlete will regularly do, mentally and physically,
before they execute the performance. Frequently, these will incorporate other
commonly used techniques, such as imagery or self-talk. Examples would be
visualizations done by skiers, dribbling by basketball players at the foul line,
and preshot routines golfers or baseball players use prior to a shot or
pitch.[131] These routines help to develop consistency and predictability for
the player. This allows the muscles and mind to develop better motor control.

Pre performance routines allow an athletes mind to relax and go back to
something which they know to calm them down. This has resulted in lowering
athlete's anxiety and increase their self-belief, which as a result will
increase athletic performance because of the lowered anxiety and stress prior to
the actual event.[132] For example, when a batter in baseball is up to bat, a
lot of the athletes will re-grip their batting gloves, and take a couple of
practice swings, not because they need the practice, but because that routine is
familiar and will allow them to clear their mind and relax their anxiety.[132]


SELF-TALK[EDIT]

Self-talk refers to the thoughts and words athletes and performers say to
themselves, usually in their minds. Self-talk phrases (or cues) are used to
direct attention towards a particular thing in order to improve focus or are
used alongside other techniques to facilitate their effectiveness.[133] These
uses are typically fit into two categories of self-talk: instructional and
motivational.[134] Instructional self-talk refers to cues that an athlete might
use to focus and remind oneself of proper technique.[134] For example, a
softball player may think "release point" when at bat to direct her attention,
while a golfer may say "smooth stroke" before putting to stay relaxed.
Motivational self-talk signifies cues that might build confidence, maximize
effort, or reaffirm one's abilities. For example, one might tell themselves to
“give it all” or that “I can do it.” Research suggests either positive or
negative self-talk may improve performance, suggesting the effectiveness of
self-talk phrases depends on how the phrase is interpreted by the
individual.[135] However, the use of positive self-talk is considered to be more
efficacious[136] and is consistent with the associative network theory of Gordon
Bower[137] and the self-efficacy tenet within the broader social cognitive
theory of Albert Bandura.[138][139] The use of words in sport has been widely
utilized. The ability to bombard the unconscious mind with one single positive
phrase, is one of the most effective and easy to use psychological skills
available to any athlete.

Example of Biofeedback


BIOFEEDBACK[EDIT]

Biofeedback uses external technology to measure and make an individual aware of
internal physiological processes.[117] There is some evidence that physiological
measures, such as heart rate or brain waves, appear to be different in elite
athletes than that of the typical person. This is a field that should be further
looked into; however, it could have beneficial implications for athletes to be
able to monitor and control these physiological measures to maximize
performance.[117]


MODELING[EDIT]

Modeling is a form of observational learning where an athlete observes another
individual around the same level of skill learning perform sport related
movements and receive feedback.[117] This has been shown help modify athletes'
thoughts, emotions, and behaviors in beneficial ways. In order for this form of
learning to work the athlete must be motivated, attentive, able to recall, and
willing to try to mimic their observation of the model.[117]


MUSIC[EDIT]

Music can be used a valuable strategy to help athletes manage arousal levels to
increase performance outcomes. Music can be sedative or stimulating.[140] First,
music can be sedative by mitigating somatic state anxiety. For instance,
unfamiliar relaxing music, unfamiliar arousing music, and familiar arousing
music were all shown to have an effect on physiological parameters: galvanic
skin response, peripheral temperature, and heart rate. However, in a particular
study unfamiliar relaxing music decreased arousal levels more than the other two
types of selected music.[141]

Music can be used as a stimulant as well. Athletes will listen to music to get
them to an optimal arousal level.[142] Additionally, athletes listen to music to
prepare for (or “get into the mood of”) events.[143] Music influences arousal
levels through the activation of the prefrontal cortex which has a direct
influence on the emotional state of an individual.[144] Moreover, it was found
that listening to music increases the release of dopamine which illustrates a
rewarding component of listening to music.[145] If athletes want to change
arousal levels, they should be aware of the effect tempo has on arousal levels.
For instance, athletes should listen to fast tempo music instead of slow tempo
music to achieve higher arousal levels.[146] Lastly, music is effective in
managing arousal by shifting athlete's attention inward, preventing the athlete
from giving into outside distractions that could lead to higher arousal and
impact performance negatively.[147]


SPORT-SPECIFIC DIFFERENCES[EDIT]


PERSONALITY CHARACTERISTICS[EDIT]

It is beneficial for sport psychologists to understand how athlete personalities
systematically vary depending on type of sport played.[148] Research on athlete
personalities allows professionals to put in the maximum investment and select
specific sports due to a background understanding of the dynamic that they are
intervening in. Personality characteristics differ between team versus
individual sports, as well as different types of sports.[148]

BIG 5 PERSONALITY TRAITS[EDIT]

Research on the big five personality traits (openness, conscientiousness,
extraversion, agreeableness, and neuroticism) as well as some other
characteristics have differentiated personalities of athletes in individual
sports compared to team sports.[148] Athletes in individual sports scored higher
on measures of conscientiousness and autonomy. Team-sport athletes scored higher
on measures of agreeableness and sociotrophy. These characteristics can be
explained by the demands of each sport type. Individual sports require athletes
to be self-reliant, while team sports require group cohesion in order to be
successful. Athletes participating in both team and individual sports score
equally on measures of neuroticism, extraversion, and openness. These traits
help provide a personality profile for sport psychologist seeking to work with
certain types of sports.[148]

SENSATION SEEKING[EDIT]

Sensation seeking is a phenomenon where an individual seeks to participate in
novel, complex or intense activities with higher amounts of thrill in order to
satisfy their personal need for arousal.[149] This is one area where
personalities in different types of sports can be differentiated. High sensation
seekers tend to participate in the high-thrill extreme sports, such as sky
diving, car racing, scuba diving, whitewater sports, and skiing. Sensation
seeking is not a motive for other high-risk sports such as mountaineering and
Ocean rowing.[150] The high-thrill sports involve intense speed and excitement
as well as a perception of risk. Individuals with a moderate level of sensation
seeking tend to participate in common sports that are unpredictable but also
minimally risky. Some examples are basketball, baseball, volleyball, and golf.
Low sensation seekers participate in sports that require large amounts of
training and consistency, such as long-distance running, gymnastics, or
swimming.[149] This is one area of personality type that differs for different
sports.


PSYCHOPATHOLOGY[EDIT]

Different categories of sports display different mental health profiles.[151]
Overall, female athletes are more likely to develop a psychopathology, such as
anxiety, depression, or eating disorders. The only problem that is more
prevalent in male athletes is drug and alcohol use.[medical citation needed]
These are consistent with the general public, as well. Anxiety, depression, and
sleep problems are most prevalent in highly aesthetic sports, such as ballet or
gymnastics. These are least prevalent in high risk sports and team ball sports.
Eating disorders are more prevalent in athletes than the general public. For
women eating disorders are highly prevalent in aesthetic, racing, and fine motor
sports, and least prevalent in team ball sports. Eating disorders are most
prevalent for men in high combat and contact sports.[151] There are more
problematic eating behaviors in sports that place and emphasis on thinness and
weight-dependence.[152]


EXERCISE PSYCHOLOGY[EDIT]

Exercise psychology can be defined as the study of psychological issues and
theories related to exercise.[153] Exercise psychology is a sub-discipline
within the field of psychology and is typically grouped with sport psychology.
For example, Division 47 of the APA is for exercise and sport psychology, not
just one or the other, while organizations like AASP encompass both exercise and
sport psychology. However, Division 47 also recognizes that it is important to
distinguish between sport and exercise psychology, as any definition that
encompasses both disciplines would be too broad to account for the nuances in
each.[154]

The link between exercise and psychology has long been recognized. In 1899,
William James discussed the importance of exercise, writing it was needed to
"furnish the background of sanity, serenity...and make us good-humored and easy
of approach."[155] Other researchers noted the connection between exercise and
depression, concluding a moderate amount of exercise was more helpful than no
exercise in symptom improvement.[156] Additionally, meeting exercise
requirements can also aid in alleviating symptoms of avoidance disorders and
anxiety, while also providing a higher quality of life for the patient in terms
of physical health.[157]

As a sub-discipline, the amount of research in exercise psychology increased in
the 1950s and 1960s, leading to several presentations at the second gathering of
the International Society of Sport Psychology in 1968.[158] Throughout the 1970s
and 1980s, William Morgan wrote several pieces on the relationship between
exercise and various topics, such as mood,[159] anxiety,[160] and adherence to
exercise programs.[161] Morgan also went on to found APA Division 47 in
1986.[162]

As an interdisciplinary subject, exercise psychology draws on several different
scientific fields, ranging from psychology to physiology to neuroscience. Major
topics of study are the relationship between exercise and mental health (e.g.,
stress, affect, self-esteem), interventions that promote physical activity,
exploring exercise patterns in different populations (e.g., the elderly, the
obese), theories of behavior change, and problems associated with exercise
(e.g., injury, eating disorders, exercise addiction).[163][164]

Recent evidence also suggests that besides mental health and well-being, sport
practice can improve general cognitive abilities. When requiring sufficient
cognitive demands, physical activity seems to be an optimal way to improve
cognition, possibly more efficiently than cognitive training or physical
exercise alone [165]


MENTAL HEALTH IN SPORT PSYCHOLOGY[EDIT]

Mental health plays a big role in an athlete's performance.[citation needed] As
of in 2016, the research done on the mental health of athletes was
underdeveloped and unreliable.[166] Some common stressors that affect an
athlete's mental health are injuries, underperforming, and environmental
factors.[166] With these stressors plus others, the athletes are now prone to
deeper mental health issues including anxiety and depression. However, some
athletes use the sport as a way of escape, somewhere to hide from the mental
issues they are currently facing, whether that be depression and anxiety, or a
more complex diagnosis. It is difficult to find evidence pertaining to mental
health in athletes because many studies on mental health don't generally focus
on mental health in athletes specifically.[167]


SEE ALSO[EDIT]

 * Athletic training
 * Clinical psychology
 * Counseling psychology
 * Exercise physiology
 * Ideokinesis
 * Kinesiology
 * Performance psychology
 * Personal training
 * Sociology of sport
 * Sport communication
 * Sports medicine
 * Sports science


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      S2CID 236916051.


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