Ronald E. Smith and Frank L. Smoll
Coaches occupy a central role in sport, fulfilling instructional, organizational, strategic, and social relationship functions, and their relationships with athletes influence both skill development and psychosocial outcomes of sport participation. This review presents the major theoretical models and empirical results derived from coaching research, focusing on the measurement and correlates of coaching behaviors and on intervention programs designed to enhance coaching effectiveness.
A strong empirical literature on motor skill development has addressed the development of technical sport skills, guided in part by a model that divides the skill acquisition process into cognitive, associative, and autonomous phases, each requiring specific coaching knowledge and instructional techniques. Social-cognitive theory’s mediational model, the multidimensional model of sport leadership, achievement goal theory, and self-determination theory have been highly influential in research on the psychosocial aspects of the sport environment. These conceptual models have inspired basic research on the antecedents and consequences of defined coaching behaviors as well as applied research on coach training programs designed to enhance athletes’ sport outcomes. Of the few programs that have been systematically evaluated, outcomes such as enjoyment, liking for coach and teammates, team cohesion, self-esteem, performance anxiety, athletes’ motivational orientation, and sport attrition can be influenced in a salutary fashion by a brief intervention with specific empirically derived behavioral guidelines that focus on creating a mastery motivational climate and positive coach-athlete interactions. However, other existing programs have yet to demonstrate efficacy in controlled outcome research.
Barbi Law, Phillip Post, and Penny McCullagh
Modeling and imagery are distinct but related psychological skills. However, despite sharing similar cognitive processes, they have traditionally been investigated separately. While modeling has shown similar psychological and physical performance benefits as imagery, it remains an understudied technique within applied sport psychology. Social cognitive and direct perception approaches remain often-used explanations for the effectiveness of modeling on skill acquisition; however, emergent neuropsychological explanations provide evidence to support these earlier theories and a link to the imagery literature.
With advances in technology and the development of applied frameworks, there is renewed interest in exploring modeling effects and how they parallel imagery use in applied settings. Specifically, modeling research has expanded beyond controlled laboratory settings to explore the effect of various theoretical models on motor performance and related cognitions within practice and competitive settings. The emergence of affordable video editing technology makes it easy for coaches and athletes to incorporate modeling into practice. The accessibility of video technology has sparked applied research on how various forms of modeling influence motor performance and cognitions, such as confidence and motivation. These applied investigations demonstrate the complementary nature of modeling and imagery in enhancing sport performance and skill acquisition, while highlighting the challenges in separating modeling and imagery effects. Both literatures offer possibilities for new methodological approaches and directions for studying these psychological skills in tandem as well as independently. Thus, there is much that imagery and modeling researchers can learn from each other in sport and other performance settings.
Gershon Tenenbaum and Edson Filho
Trustworthy measurement is essential to make inferences about people and events, as well as to make scientific inquiries and comprehend human behaviors. Measurement is used for validating and building theories, substantiating research endeavors, contributing to science, and supporting a variety of applications. Sport and exercise psychology is a theoretical and practical domain derived from two domains: psychology and kinesiology. As such, the measurement methods used by scientists and practitioners relate to the acquisition of motor skills (i.e., genetics and environment-deliberate practice), physiological measures (e.g., heart rate pulse, heart rate variability, breathing amplitude and frequency, galvanic skin response, and electrocardiogram), and psychological measures including introspective instruments in the form of questionnaires, interviews, and observations.
Sport and exercise psychology entails the measurement of motor performance (e.g., time-trials, one repetition maximum tests), cognitive development (e.g., knowledge base and structure, deliberate practice, perception-cognition, attention, memory), social aspects (e.g., team dynamics, cohesion, leadership, shared mental models, coach-performer interaction), the self (e.g., self-esteem, self-concept, physical self), affective and emotional states (e.g., mood, burnout), and psychological skills (e.g. imagery, goal-setting, relaxation, emotion regulation, stress management, self-talk, relaxation, and pre-performance routine). Sport and exercise psychologists are also interested in measuring the affective domain (e.g., quality of life, affect/emotions, perceived effort), psychopathological states (e.g., anxiety, depression), cognitive domain (e.g., executive functioning, information processing, decision making, attention, academic achievements, cognition and aging), social-cognitive concepts (e.g., self-efficacy, self-control, motivation), and biochemical markers of human functioning (e.g., genetic factors, hormonal changes). The emergence of neuroscientific methods have ushered in new methodological tools (e.g., electroencephalogram; fMRI) to assess central markers (brain systems) linked to performance, learning, and well-being in sport and exercise settings. Altogether, the measures in the sport and exercise domain are used to establish linkages among the emotional, cognitive, and motor systems.
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Psychology. Please check back later for the full article.
Human ways of being are characterized by a wide range of various possibilities and go beyond the empirical circumstances of everydayness. However, transcendent dimensions of the world should be perceived in miscellaneous phenomena, both natural and supernatural. One of the most ancient displays of religious manifestation was sport. More precisely, human movement activities were part of religious cults and rites. Antique races and competitions (agón) in old Greek Olympia and similar human experiences in other cultural spheres (e.g., in Mesoamerican ball games) were not sport sensu stricto, but part of religion. Thanks to this tradition, the founder of modern Olympic games, de Coubertin, wrote about religio athletae where he tried to show transcendental aspects of modern sport. However, contemporary sport is not connected with religion in such a direct way. Concrete sportspersons keep his/her own religious tradition. We can speak more adequately about spirituality in sport meaning a deeper value of sport activities.
Religion and spirituality are not differentiated in common language. Nevertheless, when we think about their connections to sport, we should perceive their various levels, not only in psychological and sociological extents, but also in ontological dimensions. While spirituality in sport should be visible in the natural dimension of the personal authenticity of players and referees, the interpersonal relationship, looking for a deeper meaning of such activities and transcendence in the level of celebration, religion stretches across such a level of naturalness. Religion transcends human (including spiritual) ways of being from the profane to the sphere of deity and sacral otherness.
Contemporary society with its pressure on performance, outputs, beauty, also including virtuality and the increasing problem with sedentary behavior and obesity, does not satisfy all human needs. This is why numerous people are looking for deeper, spiritual value of their activities, including in the dimension of sport. Thanks to this, we can register an increasing interest in religious and spiritual aspects of sport, including the establishment of specific professions, like spiritual care by sport psychologists or sport chaplains, as well as university centers for the study of religion and spirituality in sport.