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This document is a compilation of research articles in the field of psychology and sports. The articles cover various topics such as the effects of natural environments on self-control, the impact of auditory rhythm on motor timing, and the use of innovative technologies in athlete training. Other articles explore the relationship between sports motivation and physical self-conception in female adolescents, the effects of yoga on relaxation and serving accuracy in volleyball players, and the role of effort and motivation in adolescent athletes. Additionally, the document discusses the risk-taking behavior of rock climbers and the effects of acute training on executive function in college students. The articles provide valuable insights and practical implications for athletes and coaches. Another study in the document focuses on the relationship between coaching styles and athlete perceptions. Male and female student athletes emphasized the importance of the coaching relationship and provided insights into favorable and unfavorable coaching styles. The findings contribute to a better understanding of the emotional aspects of athletics and the impact of coaching on athletes. The article also highlights the significance of different coaching styles, with favorable styles being caring, constructive, and knowledgeable, while unfavorable styles are characterized by coaches who are perceived as not caring, degrading, and negative. Overall, the document emphasizes the importance of understanding the coach-athlete relationship and the implications of different coaching styles. [Extracted from the article]

The literature suggests that, despite some challenges in their implementation, player/athlete-centred, inquiry-based approaches to teaching games and coaching team sport can improve game playing ability, increase player/athlete motivation and provide positive affective experiences of learning. A range of these approaches, including Teaching Games for Understanding, Game Sense, Play Practice and the Tactical-Decision Learning Model vary in detail but share enough in common to be referred as game-based or game-centred approaches. This includes the central role that dialogue, reflection and purposeful social interaction play in facilitating learning and the deep understanding that they can promote. While these approaches are widely referred to as instructional models for teaching and coaching consideration of the common pedagogical features they share offers an alternative conception that creates possibilities for promoting the same positive learning outcomes in sports beyond team games. In this article, we examine the concept of Positive Pedagogy as an extension of Game Sense pedagogy beyond games and team sports to explore what it has to offer coaching across a range of sports. [ABSTRACT FROM PUBLISHER]

With this article, we aim to offer a conceptual synthesis of some of the most important developments in past decades on the subject of talent in sport, while also helping sports stakeholders, particularly managers and coaches, to recognize and apply these conclusions in their practices. The article starts with a brief historical review, which explores how there has been a shift from a talent detection perspective to a talent development perspective and to a holistic vision of athletes and their background context. Secondly, the article presents an overview of the main theoretical models put forward in literature on sport psychology, including career-transition-based models and talent-and-expertise-based models. Finally, as the conceptual model most widely referred to in literature, a detailed analysis of the Development Model of Sports Participation (Côté, Baker & Abemethy, 2007), is made, especially with regard to development processes relating to standards of practice (e.g. diversification and specialization) and psychosocial influences, aspects that form the basis of all-round athlete development. [ABSTRACT FROM AUTHOR]

Abstract: Objective: The purpose of this study was to investigate changes in the empathic accuracy of sport coaches in relation to feedback of information. Coaches'' experience and qualification level were also considered. Method: Sixty badminton coaches were randomly assigned to either an experimental or a control group. All coaches watched a video of an athlete''s technical training session with her coach. At designated segments of the video all coaches were asked to make inferences about what the athlete''s thoughts and feelings had been. Only the coaches in the experimental group were given corrective feedback on the athlete''s thoughts and feelings following their inference. Empathic accuracy was estimated by comparing these inferences with the athlete''s own self-reported thoughts and feelings. Results: It was shown that both groups'' empathic accuracy improved over the course of watching the video; however, the experimental group improved significantly more. It was found that coaches'' experience was significantly associated with empathic accuracy for the control group only. Conclusions: The results suggest that continued exposure to an athlete increases a coach''s empathic accuracy and that this can be significantly improved with accurate feedback about that athlete. [Copyright &y& Elsevier]