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This study aimed to gain an insight into the general coping strategies used by sport psychology consultants (SPCs) based in the UK, and an in-depth understanding of their development and impact. To achieve these aims a mixed-method approach was adopted by means of two linked studies. In study one, BASES accredited and/or BPS chartered SPCs (n = 29) completed the modified COPE inventory (Crocker & Graham, 1995) to gain a better understanding of the general coping strategies used by practitioners. In study two, follow-up interviews (n = 6) with participants sampled from study one were conducted to explore how the reported strategies were developed, the perceived impact of coping/not coping with stressors, and how future SPCs may be better prepared for the stressful nature of consultancy. Findings suggested that the participants had a statistically significant preference to using problem-focused coping strategies. Further, the interviews suggested that coping strategies were primarily developed through reflection on experiences in different contexts. The impacts of coping/not coping and the practical development implications raised are discussed. [ABSTRACT FROM AUTHOR]

The article presents a dialogue between sport and exercise psychologists Rich Neil and Steve Mellalieu of Cardiff Metropolitan University in Wales and Ross Roberts of Bangor University in Wales about injury. Topics covered include their personal reflections of their professional practice, injury rehabilitation process, and responsibilities of a sport psychologist. Challenges they encountered are cited including identifying and working on strategies to improve confidence and mental preparation.

Abstract: Objective: The purpose of this study was to qualitatively investigate the use of self-talk during cricket batting performance through an innovative approach that allowed for within performance responses to be examined. Design and method: Five elite cricketers were interviewed alongside edited video footage of their batting innings. Semi-structured interviews were conducted to gather in-depth information and explanations about the participants' use of self-talk during each critical incident. Results and conclusions: The findings of this study highlighted the use of instructional and motivational self-talk as a fluctuating continual narrative that enhanced skill execution, self-efficacy and focus of attention, whilst reducing performance anxiety. In particular, the athletes described the effectiveness of self-determined self-talk on their performance. Specifically, they advocated self-talk that narrowed their attentional focus and redirected their thoughts to performance-related cues during periods of declining performance. [Copyright &y& Elsevier]

Grounded in Lazarus' (1999) Cognitive Motivational Relational Theory of Emotions and informed by Courneya and Carron's (1992) Game Location Framework, this study examined the influence of stress and emotions on the decision-making of UK association football referees who were refereeing at different competitive levels. Through the use of interviews, it was found that stressors emanating from the crowd, previous mistakes, confrontation, players with bad reputations, and assessors evaluating referee performance was associated with threat or harm stress appraisals. These appraisals were associated with negative emotions that, when not managed, influenced poor perceived decision-making. In particular, the amateur referees reported situations where they were not able to cope with the stress and negative emotions experienced, and displayed either counter-attacking decision-making through giving decisions against the offending player, coach or team, or incorrect decisions due to a lack of focus caused by anxiety. In comparison, professional referees demonstrated problem-focused and emotion-focused coping strategies that promoted better decision-making. Implications for referee development are provided, as are recommendations for future research. [ABSTRACT FROM AUTHOR]

Abstract: Objective: This study examined the appraisals, emotional reactions, further appraisals and behavioural responses of athletes to the performance and organizational stressors they encountered within the competition environment. Design and method: Twelve sport performers (6 elite, 6 non-elite) were interviewed with regard to the experiences that they had identified in a previous study (i.e., ). Results and conclusions: The present findings provide insight into the transaction of athletes with their environment via their appraisals and illuminate the relationship between these initial appraisals, emotions, further appraisals, and subsequent behavior. Specifically, in some situations it was found that the appraisals and the negative emotions experienced were interpreted as debilitative for upcoming performance and, consequently, affected the athletes’ behavior due to a lack of control over these thoughts and symptoms. In contrast, examples were cited where stressors gave rise to negative appraisals and emotions, but through a further appraisal of their experience, the athletes were able to interpret the thoughts and feelings as facilitative for upcoming performance through an increase in focus and/or effort. Implications of these findings for researchers and practitioners are discussed. [Copyright &y& Elsevier]

The area of competitive anxiety continues to be extensively researched with considerable attention focused on the notion of 'direction'. The purpose of this review is to demonstrate how the study of direction has advanced our understanding of the competitive anxiety response through providing an overview of the existing research, and emphasizing why sport psychologists investigated the underlying mechanisms of performers' facilitative interpretations of anxiety symptoms. Finally, we discuss how direction has been integrated into Lazarus (1990, 1991a); Lazarus & Folkman, 1984) transactional perspective of stress, and how this may be used to inform future research into the broader area of competition stress. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between intensity (level) and direction (interpretation of level as facilitative or debilitative towards performance) of competitive anxiety symptoms experienced and the performance of the closed skill of lineout "throwing in" within critical periods of play in the sport of rugby union. Two rugby union performers in the specialist lineout "throwing in" position of hooker, one elite and one regional standard (equivalent to state honors), were video recorded over a sample of matches across their teams' respective competitive season (8 games each). Using retrospective video recall procedures (cf. Burton, 1998) 24 hours after each performance, both performers viewed an edited version of their "throwing in" performance and were requested to respond to the Immediate Anxiety Measures Scale (IAMS; Thomas, Hanton, & Jones, 2002) to assess their competitive anxiety symptom intensity and interpretations. Each performer's lineout performance was quantified by a panel of four elite rugby union coaches according to its situation criticality based on the criteria of pitch position, current match score, time of incident, and match significance. As performances became more critical, both cognitive and somatic anxiety symptoms were reported to increase, self-confidence decreased, while symptoms were indicated as less facilitative. Success rates of lineout throwing in performance also decreased as criticality increased. The elite performer reported less anxiety symptoms at the most critical period, more facilitative interpretations, and greater levels of self-confidence when compared with their regional counterpart. Lineout throwing in percentage success rate at the most critical period was also greater for the elite rugby hooker. Findings provide further insight into anxiety performance relationships utilizing more sensitive measure of sports performance. They also emphasize the role of situation criticality and the need to teach performers strategies to deal with their anxiety symptoms experienced during these critical periods of play. [ABSTRACT FROM AUTHOR]

The purpose of this study was to extend the existing literature examining the temporal patterning of the intensity (level) and direction (interpretation of level as facilitative or debilitative toward performance) dimensions of competitive anxiety (e.g., Hanton, Thomas, & Maynard, 2002) by considering performers' perceived causal explanations for both their symptoms experienced and their subsequent interpretations in relation to upcoming performance. Participants were 43 female netball players ranging from regional (equivalent to state honors) to national standard who completed the Immediate Anxiety Measures Scale (IAMS; Thomas, Hanton, & Jones, 2002) and an open-ended questionnaire at five intervals prior to a national league competition (7 days, 2 days, 1 day, 2 hours, 30 min). Cognitive and somatic intensity responses increased as the competition got nearer, and self-confidence decreased. Directional perceptions of symptoms became less facilitative closer to competition. Increases in symptom intensity with time were suggested to be due to opposition and social facilitation concerns. Facilitative symptom interpretations were attributed to increases in performers' focus and activation states as the competition drew closer. Debilitative interpretation explanations included low selfconfidence, concentration disruption, and negative thinking. The findings emphasize the need to view the performer's experience of competition-related symptoms as a temporal process and present implications for intervention design with regard to comprehending what causes these symptoms to change over time, and how and why the interpretations of them alter as the competition draws closer. [ABSTRACT FROM AUTHOR]

This manuscript presents two linked studies that together aimed to design, deliver and evaluate a service user informed education programme that focused on improving coaches' understanding of, and ability to facilitate, life skill development through grassroots football in the UK. First, focus groups (n = 14) were conducted with key stakeholders (n = 56) to explore their perceptions of life skills and how they might be developed within grassroots football. The findings revealed six life skill themes, with social skills emerging as the most pertinent for the context. Further, the role of the coach in formally facilitating life skill development was expressed, suggesting that they are not developed implicitly through sport participation alone. Second, using the findings from study 1, a coach education programme was designed and subsequently delivered to a total of 45 coaches. Preliminary evaluation, using a triangulation of sources, revealed that the programme was successful in developing participants' knowledge and understanding of life skills as well as improving their competence and confidence to integrate life skill development into their coaching practice. Support is therefore offered for the development of context specific life skill development programmes that are based on key stakeholder needs and expectations. [ABSTRACT FROM AUTHOR]