Sport Psych

Sport Psychology

Focuses on the influence of psychological factors on sport performance and experience, as well as the impact of sport performance on psychological factors.

Science in which broad principles of psychology are applied in a sport setting to enhance performance

study of psychological and emotional factors on sport performance and the effect of sport involvement on psychological emotional factors

Sport psychology situations

o   Anxiety

o   Internal conflicts- team cohesion

o   Lack of communication

o   Performance goals

o   Performance

o   Organizational leadership/team dynamics

Psychological Skills

Include self-talk, imagery, arousal management, and goal setting, aimed at enhancing performance in a sport or exercise setting.

Disciplines of Sport Psych

social aspects, motivation, individual differences, psychological skills, youth development, clinical

Social Aspects of Sport Psych

Involves social tie and working under social conditions

motivation sport psych

based on frameworks and research paradigms, negative side is perfectionism

What sport started it all and why

cycling, riding solo or in groups, social facilitation

Coleman Griffith

Known as the Father of North American sport psychology, he established a lab and contributed significantly to the field.

Performance enhancement vs Mental health counselling

o   Optimizing systematic skills training, confidence, focus, emotional regulation, motivation

o   Educational approach

vs

o   Addressing life issues and mental health disorders

o   Giving support to someone with issues stemming deeper

o   Therapeutic approach – traditional

Sport Psych Career Categories

1.     Applied sport psychology practitioner

·       Performance related, PST

·       Hard to find full time positions

2.     Clinical psychology

·       Mental health issues outside of performance

3.     Physical activity and health

·       Sport coaches, athletic trainers

4.     Academic sport psychology

·       PhD, teaching, training

Knowledge Translation

Involves the exchange, synthesis, and application of knowledge to strengthen the healthcare system and improve outcomes.

dissemination vs diffusion

journals spreading knowledge vs communicated through social system, lacks development of knowledge or creation

IKT focus and purpose

• IKT Focus: collaboration and bidirectional knowledge exchange throughout entire process (researchers- knowledge users)

• IKT purpose: research findings are relevant, usable, applicable to real-world. Knowledge into practice and policy with goal of improving outcomes and addressing practical challenges

Integrated Knowledge Translation (IKT)

• Researchers work with knowledge users to identify a problem and have the authority to implement research recommendations

• Continuous collaboration and stakeholder engagement

• Time spent engaging in knowledge inquiry prior to creating initial intervention tools

• Shared knowledge

• Practical guidelines

IM focus and purpose

• IM Focus: systematic development and planning of interventions. Structured 6 step approach based on theory, evidence, and needs of population

• IM Purpose: guide theoretically sound, evidence based, successful interventions

Intervention Mapping (IM)

A structured approach involving six steps based on theory, evidence, and population needs to develop successful interventions.

• Structures approach

• Theoretical foundation

• Stakeholder involvement in development of program

IM steps

1. logic model

2. program objectives

3. program design

4. program production

5. program implementation

6. evaluation plan

logic model (step/ explain)

step 1.

·       Work with planning group

·       Conduct needs assessment

·       Context for intervention

·       State goals

program objectives (step/ explain)

step 2

·       Expected outcomes

·       Select determinants for behaviour

·       Create logic model of change

Program design (step/explain)

step 3

choose evidence based theory and design

Program production (step/explain)

step 4

refine program and draft protocols

program implementation (step/explain)

step 5

identify potential program users

state outcomes and performance objectives

evaluation (step/explain)

step 6

write effect

indicators and measures

complete plan

Professional Philosophy

consultant’s beliefs about

·       Nature of reality

·       Place of sport in human life

·       Basic human nature

·       Personal role in consulting

·       Means of influencing intervention goals

Professional philosophy pyramid

personal core beliefs

theoretical paradigm

model of practice and consultant role

intervention goals

intervention techniques/methods

Theoretical paradigm components

• psychoanalytic

• behaviourism

• cognitive behaviour

• humanistic

• eclecticism

• PST

• Counselling

• Medical

• Interdisciplinary sport science

• supervisory consulting with integrative approach

• models as tools

• consultant role

psychoanalytic

·       Early life experiences highly impacts development

·       Mostly unconscious -> behaviour

·       Motivation to reduce drives/inner conflicts

·       Anxiety underlies problems/defense

·       Transference/countertransference

·       Insight into psychological dynamics and problems are necessary for behaviour change

behaviourism

·       Learned by external environment

·       Modified by techniques and procedures (like positive reinforcement)

·       Analyze, plan, monitor for behaviour change

cognitive behaviour

·       Empowerment

·       Psychoanalysis + strategies

·       Modify thinking patterns

• CBT: identification of thought patterns, cognitive restructuring, stress management, goal setting/imagery/relaxation, performance monitoring, feedback

humanistic

·      personal growth

Freedom of choice

·       Moment-moment experiences

·       Relationships

eclecticism

developing unique approach client to client

Personal Core Beliefs and Values

-       Foundation

-       Views on human nature

-       Free will vs determinism

-       Rational vs irrational

PST

·       Develop psychological skills -> performance

·       Foundation skills

·       Performance skills

·       Facilitative skills

·       Video, training programs, competition plans

·       Narrow

Counselling Model

·       Non-sport related areas for coping and growth

·       Don't need problems to be stronger

Medical Model

·       Clinical

·       Elimination of sickness

·       Proactive and intervention

·       Don't assume all athletes have coping mechanisms

interdisciplinary sport science model

·       Not just psychological

·       Physical, technical, tactical, theoretical, and psychological

Supervisory consulting with integrative approach

coaches implement PST

models as tools

·       Choose model depending on the situation

·       Setting to setting or within an intervention

Consultant role

·       Consultant vs expected by client

·       Clinical or educational

Goals for intervention

-       Contextual

-       Educating administrators

-       Grounded in personal core beliefs, theoretical paradigm, models of practice

Psychoanalytic Theory

Emphasizes early life experiences, unconscious behavior, and insight into psychological dynamics for behavior change.

Components of Educational PST

Mental practice

self-talk

goal setting

relaxation

pre-performance routine

Biofeedback

Quiet eye training

mental practice

imagery

known for improving performance (90% success rate)

self-talk

·       Verbalized statements

·       Multidimensional

·       Interpretive elements

·       Dynamic

·       Instructional and motivational

goal setting

·       Proficiency in a task

·       Practice goals >>

·       Specificity, focus, goal

relaxation

·       Reducing arousal - medication

·       Not much known

pre-performance routine

·       Strategy cognitive or behavioural

·       All levels of sport

·       No systematic review

quiet eye training

o   Visual search pattern

o   Focussing more on relevant stimuli

o   Can improve performance

biofeedback

o   HR, muscular,

o   Increased accessibility

Acceptance Commitment Therapy (ACT)

o   Human to have emotions

o   Holistic

o   Non-judgmental acceptance

o   Mindfulness techniques

o   Values commitment

o   Transformation through acceptance

Mindfulness and commitment therapy (MAC)

o   Eliminates distress

o   Acceptance of negative

cognitive dissonance

o   Can have a greater impact than PST on behavioural issues

o   Minimal evidence

Convergent mixed method

putting together quantitative and qualitative

explanatory mixed method

quantitative then qualitative

exploratory mixed method

qualitative then quantitative

MSPE Mindfulness Based intervention

diaphragmatic breathing, body scans, and meditation

Hut et al. PST vs MSPE method and rationale

mixed method,

quantitative assessment was flow, anxiety, mindfulness, emotion regulation

background questionnaires + program evaluation

sessions for both

first time ever done with RCT

track and field student athletes

PST vs MSPE

• Both: Reduced sport anxiety, mindset, attention, well-being

• MSPE: improved sport satisfaction with sport performance

• Hut et al. Use of the exercises was extremely low (not that effective of an intervention)

-       The study highlights the feasibility, acceptability, and effectiveness of using a train-the-trainer approach for delivering mental skills interventions in university athletic departments.

Limitations of study RCT of PST vs MSPE

• a small sample size and potential influence of team schedules on participants' commitment to the training.

• Interpretation – overlapping questions

• Fatigue bias/ response acquiescence

• Train to trainer not well explored

Mental Skills Training (MST)

emotional control + focus

Dhome et al. Methodology

novel to evaluate MST qualitatively

• 15 month

-       Preintervention: 9 months getting to know athletes

-       Intervention: catered to individuals- emotional control + focus, workshops

-       Evaluation: data, observation, field notes, semi-structured interviews

• youth- to gage benefits

Dhome et al. MST findings

• the players showed better use of MST (focus and emotional regulation), and they could talk more openly about them with their coach.

• -       Unique aspects of the study include its grounding in critical realism and action research principles, emphasizing prolonged immersion in the intervention setting to understand athletes' needs and interests.

  -       Research bias- researchers were tennis players- but Martin likes it

  -       Novel to evaluate intervention qualitatively

limitations of Dhome et al MST

include the lack of quantitative data and the need for future research to explore the effectiveness of shorter or longer preintervention phases and involve parents in educational programs.

Critical realism

A critical perspective acknowledging individual experiences while recognizing an underlying reality that is attainable and true.

Interpretivism

Acknowledges diverse understandings of reality among individuals.

5R Shared Leadership Program (5RS)

A program utilizing Shared Leadership Mapping and social identity theory principles to enhance leadership capacity and achieve collective goals.

Shared leadership

Empowering team members to take on leadership roles within their expertise, leading to improved team performance and member well-being.

5 R’s

1.     Readying: why does we matter (team identity)

2.     Reflecting: who are we (how others see us)

3.     Representing: Who do we want to be/ goal setting

4.     Realising: how to become us (embedding identity in practice/ implementing strategies

5.     Reporting: did we become us

Bottom-Up Approach

• Empower all team members by involving them in the decision-making process, enhancing the intervention's effectiveness.

  - Cultivate leadership within the team, ensuring a shared responsibility and a rich, cohesive team culture.

  - Emphasize inclusivity and participation, ensuring every team member contributes to the collective destiny.

Results of 5RS study

-       The main takeaway is that the success of teams and organizations in outperforming others is attributed to leadership, particularly through the innovative 5R Shared Leadership Program, which promotes team effectiveness and well-being by combining the strengths of formal leaders with those of team members in a shared leadership structure. 

-       Shared leadership- distributed responsibility and pressure, improved team dynamics

-       Shared team identity: strengthened cohesion

-       Team functioning: improved cooperation

discussion of the 5RS model

-       Needs to be clear or is frustrating

-       Needs continual assessment/ adjustment

-       Unique to teams/ dynamics

-       Needs close monitoring of leaders

-       Different because not traditional individual-centric model

-       Limitations: Qualitative assessment / generalizability

what do we know about leaders

·       Athlete leaders can be either formally appointed (e.g., team captain) or emerge informally through interactions.

·        Athlete leaders fulfill distinct roles: task leader, motivational leader, social leader, and external leader.

·       Teams with leaders fulfilling these roles tend to have stronger teamwork, resilience, and ultimately better performance.

·        Effective leadership is tied to creating a shared social identity ('us') within the team.

Athlete Leaders 4 categories

Fulfill distinct roles like task leader, motivational leader, social leader, and external leader, contributing to teamwork and performance.

how did they evaluate timing of 5RS

waitlist control trial , workshops, 4 months, 16 basketball semi-elite teams

effectiveness of 5RS

ability to create and advance a shared sense of 'us', thereby enhancing team identification and improving overall team functioning.

gender differences of 5RS

none

follow-up effects of 5RS

long term benefits maintained through second hal fof season

timing effects of 5RS

indicated that participation in 5RS during the second half of the season entailed benefits similar to those observed in the first half, including improved identity leadership skills, team identification, social support, intrinsic motivation, team confidence, reduced burnout, and improved health. BUT potentially stronger effects in second half

strengths of 5RS waitlist control study

-       Experimental design with a wait-list control group allowed for identifying the unique effect of 5RS.

-                   Train-the-trainer approach demonstrated the applicability of 5RS, opening the possibility of large-scale rollout.

-                   Investigation conducted on actual basketball teams during a whole competitive season enhanced transferability to real-world settings.

-                    Longitudinal nature of the study provided insight into multiple exploratory aims regarding 5RS follow-up effects, timing, gender differences, and training individuals in providing 5RS.

limitations/ future directions of 5RS waitlist control

-                   Comparison with a no-treatment control group limits the ability to validate findings against a group receiving alternative treatment.

-                   Inclusion of data from beyond one competitive season could provide more detailed information on long-term effects.

-                   Consideration of a control group tracked for the entire season could enhance study design.

-                    Implementation of more frequent and controllable measures for team performance could improve accuracy in assessing the influence of 5RS.

-                   Further research could test 5RS in different settings such as other team sports, individual sports, and organizational teams.

-       Attrition and dropout rates

-       Practical considerations- implementing it is resource intensive and difficult for time management

Causality and Confounding: randomization doesn’t guarantee causality

5RS novelty

The 5RS provides tangible objective/quantitative data to inform the leadership structure within a team, which is superior to previous more subjective approaches

-       Intervention has sound theory

-       Rigorously developed/ systematic

-       Provides autonomy and ownership to athletes

Longitudinal Qualitative Analysis

Utilizing questionnaires and structured interviews over time to understand the impact of interventions.

Train-the-trainer Approach

Demonstrating the applicability of interventions like 5RS, enabling large-scale implementation.

Acceptance and Diffusion

Techniques to manage negative thoughts by accepting them as normal experiences and defusing their seriousness.

Leading Mind-fully

• Open to negative thoughts

• acceptance

• diffusion

results of second community intervention

  - Initial contact made with 28 sports clubs; 18 expressed interest, 9 provided formal support.

  - 22 team units from 8 clubs recruited for the intervention group, totaling 350 adolescent boys.

  - Most clubs were soccer clubs (75%), with one rugby league and one swimming club participating.

  - 31 clubs invited from the control community; 14 participated, totaling 466 participants.

 

- Participation Numbers in the Intervention:

  - 80.9% of adolescent participants attended at least one program.

  - Help Out a Mate workshop attended by 95.8% and Your Path to Success in Sport workshop by 88.7%.

  - 57.2% of intervention participants' parents attended parent workshops.

  - 15.9% of adolescent participants completed all adolescent components and had a parent attend a workshop.

 

  - Estimated marginal means and confidence intervals of intervention and control groups presented.

 

 

  - Significant group-time interactions for primary outcomes of depression and anxiety literacy, intentions to seek help from formal sources, confidence to seek mental health information, resilience, and well-being.

  - Intervention group reported significantly greater increases at follow-up compared to control group.

  - No significant group-time interactions for social distance (stigma), intentions to seek help from informal sources, implicit beliefs, perceived familial support, or psychological distress. No negative effects reported.

 

  - Those who completed the program per protocol reported decreases in social distance and implicit beliefs, indicating more adaptive outcomes.

Key components of the AOTG

- The AOTG program was successful in achieving its key aims of enhancing mental health literacy, promoting help-seeking intentions, increasing confidence to seek mental health information, and boosting psychosocial resources among adolescent males participating in organized sports.

- This study represents the first evidence that a mental health intervention within organized sports can be effective for non-elite adolescent male participants, addressing a critical gap in the literature.

- The AOTG program combined resilience-focused and mental health literacy-focused programming, potentially leading to cumulative benefits for participants' mental health and well-being.

- The blended delivery model, incorporating both face-to-face workshops and online modules, likely contributed to the program's effectiveness by maximizing engagement and feasibility.

- The program's community-based participatory research (CBPR) framework ensured that the intervention was tailored to meet the needs of end-users, enhancing its relevance and effectiveness within the sports context.

- Participants who completed the program per protocol reported additional benefits, including decreases in stigmatizing attitudes and more adaptive beliefs regarding problem-solving abilities.

- The multilevel nature of the intervention, targeting individual athletes, teams, and clubs, likely contributed to its success, highlighting the importance of addressing multiple levels of influence in sports-based health interventions.

Limitations of the AOGT

the short-term follow-up period and the need for additional research to identify the most effective components of the intervention.

1616 Program

• story based program

• 5 week period proof of concept, 16 weeks

• parents, coaches and athletes

• youth hockey players

• mixed methods (questionnaires and focus group interviews)

• collaborative approach

• developed by KTA

1616 Results

-       High fidelity to the program

-       4C improvements 

-       Parental support

-       Coaching improvements

-       High engagement and satisfaction

Buffalo Mindset

in a herd going towards the storm to be able to get through it quicker

What is End of Grant KT + limitations

• Infographics

• Summary blogs

• Knowledge translation tidbits

• We've done the research and now we want the research in people's hands

• Limitation: how do you even know if that is what people want in that form?

What is integrated KT (IKT)

• Can ask them what is more useful to the person

• Before doing anything- group of people from different sectors coming up with something

Knowledge to Action Framework (KTA)

• Use of research to generate knowledge tools/products

• What is the information we need to draw on

• Use the knowledge and tailor it to the context

Seven steps of KTA

1. problem identification

2. identify/review knowledge

3. knowledge inquiry/ synthesis

4. adapt knowledge to local context

5. assess barriers/facilitation

6. select/tailor/implement

7. monitor knowledge use

1616 problem identification

youth sport is not going in the direction that they would like it to go (early specialization, too professionalized/intense)

1616 Identify/Review Knowledge

Did market research on youth sport- really wasn't anything out there that fit their criteria - hired Jean and Martin

1616 Knowledge Inquiry

What does PYD (positive youth development) look like

1616 Adapt Knowledge to Local Context

youth ice hockey

1616 Assess Barriers

A program that was free, includes parents and coaches (cohesive), short and online, story based, involve role models  

1616 Tailor and Implementation

roadmap (4-7 min of a professional talking about their story relevant to the theme)