Sport Psychology for Young Athletes
Kaup valmöguleikar
Understanding and applying psychology within youth sport settings is key to maximising young athletes’ enjoyment, wellbeing, and sporting performance. Written by a team of leading international researcher-practitioners, this book is the first to offer an evidence-based introduction to the theory and practice of sport psychology for children and young athletes. It provides practical strategies and guidance for those working in or researching youth sport, demonstrating how to integrate sport psychology effectively in a variety of youth sport contexts.
With real-life case studies that demonstrate psychological theory put into practice, it discusses a wide spectrum of issues faced by young athletes and recommends the best approaches to addressing them. Key topics covered include: the cognitive, social, and physical development of young athletes optimising fun, motivation, and self-confidence enhancing young athletes’ relationships with coaches, parents, and peers managing stress, injuries, and transitions effectively developing talent and long-term engagement in sport encouraging organisational culture change.
Nánar um bókina
- Taylor & Francis
- 9781134820351
- 9781138682399
- ePub
- 1
- Camilla J. Knight
- English
- 2017-10-02
- 100
- 2
- 2
Kaflar
- Cover
- Half Title
- Title Page
- Copyright Page
- Dedication
- Contents
- List of figures
- List of tables
- List of boxes
- List of editors
- List of Contributors
- 1 An introduction to sport psychology for young athletes
- References
- Section I Setting the scene
- 2 The role of sport psychology for young athletes
- Sport psychology training with young athletes
- Reason 1: Pressure is an inherent part of organised youth sport
- Reason 2: Young athletes are capable of using psychological skills and strategies
- Reason 3: PST builds a foundation for immediate and long-term development
- Reason 4: PST can have parallel benefits for life skills and character development
- Using sport psychology with young athletes
- USTA Player Development’s (USTA PD) Target 22: Developing resilient, confident competitors
- What is a resilient, confident competitor?
- Why focus on resilient, confident competitors?
- How to develop resilient confident competitors
- Area 1: Player’s personality and history
- Area 2: Awareness
- Area 3: Learning to commit and prepare
- Area 4: Developing a disciplined mind
- Area 5: Pressure training
- Conclusion
- References
- 3 Delivering sport psychology across youth sport contexts
- Challenges faced when delivering sport psychology services across youth sporting contexts
- Management of different expectations
- (Lack of) funding affecting frequency of contact
- Building multiple relationships
- Negative subcultures
- Governing body requirements: What’s desired versus what’s needed
- Maintaining a work–life balance and self-preservation
- Having sufficient sporting knowledge
- Managing challenges for the benefit of the young athletes
- Reflection and peer support
- Management of different expectations and negative subcultures
- Planning and engaging neophyte practitioners-in-training
- Building multiple relationships
- Work–life balance/self-preservation
- Conclusion
- References
- 4 Developmental considerations for working with young athletes
- Cognitive development
- Social development
- Physical development
- Environmental changes
- Practical recommendations
- Early-to-middle childhood (5–10 years old)
- Late childhood to early adolescence (11–14 years old)
- Middle-to-late adolescence (14–18 years old)
- Conclusion
- References
- 5 Understanding and assessing young athletes’ psychological needs
- Mental skills training
- Neurological processes of development
- Understanding youth athlete needs
- Understand the purpose of a needs analysis
- Account for athletes’ experiences and knowledge across stages
- Integrate stakeholders’ views
- Adopt various approaches to identify athletes’ needs
- Dialogue
- Questionnaires
- Performance profiles
- Indirect methods
- Immersion
- Reflection
- Conclusion
- References
- Section II Key considerations during childhood
- 6 Initiating involvement and building foundations for the future: Sampling, physical literacy, and intrinsic motivation
- Developmental stages of sport participation
- Physical literacy
- Physical literacy and motivation
- Self-Determination Theory
- Encouraging sport sampling and developing physical literacy in practice
- Promoting the whole child
- Fostering autonomy in physical activity settings
- Developing perceptions of physical competence
- Facilitating a sense of relatedness across contexts
- Conclusion
- References
- 7 Integrating fun in young athletes’ sport experiences
- Towards an understanding of fun
- Fun integration theory
- Debunking myths about fun
- Physical literacy the key to fun
- A personal assets approach to fun
- Fostering the dynamic elements of fun
- Personal engagement in activities
- Quality relationships
- Appropriate settings
- Conclusion
- References
- 8 Towards more empowering and less disempowering environments in youth sport: Theory to evidenced-based practice
- Coach-created environments in youth sport and their implications for motivation
- Achievement goal theory
- Self-Determination Theory
- An integrated model of empowering and disempowering motivational climates
- From theory to practice: Principles of Empowering Coaching™
- Working with a youth sport team: What can be assessed to determine the motivation and motivational climate operating?
- Young people’s motivation for engagement in youth sport
- How empowering and disempowering is the coach-created climate?
- Strategies for promoting more empowering and less disempowering climates in youth sport settings
- Final note
- References
- 9 Developing self-confidence in young athletes
- Why is confidence important for young athletes?
- Building confidence in young athletes: A developmental case study approach
- Case 1: Importance of fundamental motor skills and physical literacy for confidence
- What should practitioners know?
- What can practitioners do?
- Case 2: Developmental changes in perceived competence
- What should practitioners know?
- What can practitioners do?
- Case 3: Maturational influences on confidence and importance of mastery orientation
- What should practitioners know?
- What can practitioners do?
- Case 4: Learned helplessness
- What should practitioners know?
- What can practitioners do?
- Case 5: Coach expectancy and feedback
- What should practitioners know?
- What can practitioners do?
- Case 6: Importance of developing and reinforcing a growth mindset in young athletes
- What should practitioners know?
- What can practitioners do?
- Case 7: Performance slump and loss of confidence
- What should practitioners know?
- What can practitioners do?
- Conclusions
- References
- 10 Optimising family involvement in youth sport
- What is optimal parental involvement in sport?
- Overview of relevant theoretical frameworks for examining family involvement
- Family systems theory
- Bioecological theory
- Applying theory and research in practice
- A case study of an American sport family
- Lessons learned from my experiences as a coach, practitioner, and parent
- Parent education programmes
- Programme 1
- Programme 2
- Conclusion
- References
- 11 Psychological characteristics of developing excellence: An educationally sound approach to talent development
- Equipping young people for challenge and choice
- Psychological Characteristics of Developing Excellence (PCDEs)
- Applied example 1: Developing the PCDEs in an academy environment
- Coherence: Aligning key stakeholders on the talent development pathway
- Applied example 2: Working with parents to enhance coherence
- Applied example 3: Developing the potential of young people
- Conclusion
- References
- 12 ‘Better people make better athletes’: Promoting a positive youth development approach with young athletes
- What does research in sport psychology tell us about developing young athletes as people?
- What are life skills?
- How are life skills learned?
- Developing life skills in practice
- Get to know the person and the athlete
- Utilise and structure sport to simultaneously develop people and athletes
- Work beyond the white lines: Encourage life skills transfer
- Conclusion
- References
- Section III Key considerations during adolescence
- 13 Sport psychologists assisting young talented athletes faced with career transitions
- A holistic perspective on transitions
- The Holistic Athletic Career model
- Applying the HAC model
- Providing support to athletes facing transitional challenges
- Knowledge on transitional challenges faced by athletes
- Interventions for athletes facing transitional challenges
- Crisis-prevention interventions
- Crisis-coping interventions
- Interdisciplinary teamwork as part of career and transition programmes
- Conclusions
- Notes
- References
- 14 Self-identity and young athletes
- Background on the self
- Development of the self
- Self-identity and sport participation
- Identity foreclosure
- Athletic identity
- Academics
- Burnout
- Psychological adjustment to sport transitions
- Substance use
- Recommendations for practice
- Understand the role that sport participation plays in the identity of young athletes
- Do not directly challenge the efficacy of an exclusive commitment to sport roles
- Help young athletes move from extrinsic motivation to intrinsic motivation to engage in exploratory behaviour
- Work with coaches and administrators to understand and plan appropriate educational strategies for young athletes
- Establish strong counselling relationships with athletes and assist them through a process of self-disclosure, feedback, and awareness
- Conclusion
- References
- 15 Stress, emotions, and coping in youth sport
- Stress, coping, and emotion
- Conceptual foundations
- Application of research in practice
- Case study
- Intervention strategies
- Conclusion
- References
- 16 Managing injuries among young athletes
- Injury prevention in young athletes
- Pre-injury research overview
- Application of research in practice
- For athletes: Practise to be present
- For coaches: Create an open and non-judgemental environment
- Injury rehabilitation in youth sport
- Post-injury research overview
- The Integrated Model of Response to Sport Injury
- Application of research in practice
- For athletes: Develop strategies to deal with negative emotions
- For significant others: Provide a supportive environment
- Conclusion
- References
- 17 Preventing doping in youth sport
- What does research in sport psychology tell us about doping in youth sport?
- Should we be concerned about doping in youth sport?
- What makes young athletes vulnerable to doping?
- Do young athletes know, or care, about doping in sport?
- Youth sport, (anti-)doping, and the role of athlete support personnel
- Parents
- Coaches
- Seeking to understand to prevent doping in sport: The role of the sport and exercise psychologist
- Conclusion
- Note
- References
- 18 Fostering adaptive peer relationships in youth sport
- Definitions and background
- Strategies to foster adaptive peer relationships
- Promoting positive peer relationships in sport
- Addressing conflict and social exclusion
- Conclusion
- References
- 19 Facilitating coach involvement with adolescent athletes
- Creating an effective coaching environment for adolescents
- Developing and maintaining the coach–athlete relationship
- Case study: Cricket
- Context
- Intervention
- Stage 1
- Stage 2
- Conclusions and lessons learned
- References
- 20 Organisational culture and influence on developing athletes
- A day in the office
- Setting the scene: A holistic and ecological approach
- Research findings: A strong culture creates strong athletes
- The organisational culture and the sport psychology practitioner
- Organisational culture leadership and the coach
- Insights from the field
- An applied case: Developing a culture for goal directedness in soccer
- Unfreeze: Getting everyone on board
- Change: Learning to set goals in context
- Refreeze: Into the daily practices
- Reflections
- Note
- References
- Section IV Working with young athletes
- 21 Key considerations for applied services with young athletes
- Developing healthy relationships
- Parental involvement
- Coach involvement
- Ethical issues
- Consent and assent
- Confidentiality
- Technology
- Referral
- Special considerations
- Practitioner characteristics
- Field work
- Assigning sport psychology homework
- Service fees
- Conclusion
- References
- 22 The role of sport psychology consultants in protecting young athletes from harm: Shifting from safeguarding to an ethic of care
- Athlete maltreatment
- Ethic of care
- Providing sport psychology support to young athletes based upon an ethic of care approach
- Conclusion
- References
- 23 Using cognitive behavioural therapy to work with and understand individual athletes
- Why choose CBT for young athletes?
- The relationship heals
- The case of Cameron
- CBT with children and adolescents
- Case study: Sarah – when perfect isn’t good enough
- Reflections
- References
- 24 Rational Emotive Behaviour Therapy to help young athletes build resilience and deal with adversity
- Overview of Rational Emotive Behaviour Therapy
- ABC(DE) framework to foster resilience
- Irrational beliefs in youth sport
- Why REBT?
- Using REBT in practice
- The intervention
- The education phase
- Disputation phase
- Disputation and reinforcing techniques
- Practitioner considerations
- Alternative modalities
- Final thoughts
- References
- 25 Delivering sport psychology programmes: Effective group presentations
- The importance of group or team sport sessions
- Research on group interventions
- Factors to consider when delivering group presentations
- Your philosophy
- Purpose
- Audience, audience, audience
- Presentation context and setting
- Instructional method
- Formal presentations
- Fireside chats
- Group exercise or activities
- Guided discussions
- Demonstrations
- Visual aids
- Language, metaphors, and examples
- Adding spice
- Issues you may encounter and considerations you need to understand
- The rule of thirds
- Involving parents and coaches
- Disruptive participants
- Recognising and adapting to the development level of the audience
- Recognising and adapting to the characteristics of Generation Z
- Conclusions
- Note
- References
- 26 Excellence together: Integrated sport psychology for coaches and young athletes
- Integrated service provision: Strategic considerations
- Integrated services are close to the action to learn from the action
- Integrated services consider performance and development interdependently
- Integration means working with significant others
- Integrated service provision in contemporary practice
- Scheme 1: Shaping optimal motivation in young athletes
- Stage 1: Understanding the CPM
- Stage 2: Pre, during and post competition tools
- Stage 3: The competitive performance environment
- Scheme 2: Working with coaches to develop the 5Cs
- Stage 1: Education in the 5Cs
- Stage 2: Making PROGRESS
- Stage 3: Applying self and team assessments
- Scheme 3: Integrating syste matic and professional support
- Stage 1: Deploying finite resources appropriately
- Stage 2: Maintaining professional and scientific integrity
- Stage 3: Ensuring behaviour change has backbone!
- Scheme 4: Creating a rational and resilient identity
- Quadrant 1: Rules of engagement
- Quadrant 2: Signature strengths
- Quadrant 3: Mental kitbag
- Quadrant 4: The Real Me
- Conclusion
- References
- 27 Understanding and working with parents of young athletes
- (Mis)perceptions of parents
- Understanding parents’ experiences in youth sport
- Emotional demands and the parent–child relationship
- Organisational demands and stressors
- Cultural demands and expectations
- Personal experiences of working with parents
- Working with parents to support athletes’ sport psychology programmes
- Working with parents to address children’s concerns
- Group support programmes
- Marketing and value of the product
- Location of delivery
- Perception of sessions as adding to demands
- Conclusion
- References
- Index