Routledge Companion to Sport and Exercise Psychology

Global perspectives and fundamental concepts 1st Edition

Visit the link below to download the full version of this book:

https://medipdf.com/product/routledge-companion-to-sport-and-exercise-psychology
-global-perspectives-and-fundamental-concepts-1st-edition/

Click Download Now

 Contents
List of contributors ix 10 Perfectionism: the role of
personality in shaping an athlete’s
Introduction xiii sporting experience 152
ATHANASIOS G. PAPAIOANNOU AND DIETER HACKFORT HOWARD K. HALL, GARETH E. JOWETT AND
ANDREW P. HILL

Part One
Understanding participants in sport Part Two
and exercise contexts 1 Understanding the influence of
ATHANASIOS G. PAPAIOANNOU AND CLIFFORD J. MALLETT environments on sport and exercise 169
SOPHIA JOWETT AND ATHANASIOS G. PAPAIOANNOU

1 Developmental perspectives on
sport and physical activity 11 Coaches 171
ROSS LORIMER AND SOPHIA JOWETT
participation 3
THELMA S. HORN AND JOANNE BUTT
12 Families 187
SAM CARR AND DANIEL A. WEIGAND
2 Nurturing talent in youth sport 22
JEAN CÔTÉ, DAVID J. HANCOCK AND
BRUCE ABERNETHY 13 Peer relationships and the youth
sport experience 199
3 Self-esteem and self-perceptions ALAN L. SMITH AND FABIENNE
D’ARRIPE-LONGUEVILLE
in sport and exercise 34
KENNETH R. FOX AND MAGNUS LINDWALL
14 Audience influences on athlete
4 Achievement motivation in sport performances 213
BERND STRAUSS AND CLARE MacMAHON
settings 49
GLYN C. ROBERTS AND ATHANASIOS G. PAPAIOANNOU
15 The psychology of decision
5 Motivation in sport: a self- making in sports officials 223
CLARE MacMAHON AND BERND STRAUSS
determination theory perspective 67
NIKOS NTOUMANIS AND CLIFFORD J. MALLETT
16 Media 236
ELSA KRISTIANSEN AND GILL LINES
6 Emotions in sport and exercise
settings 83
JURI HANIN AND PANTELEIMON EKKEKAKIS Part Three
Promoting motor skills 251
7 Individuals with disabilities 105 THOMAS SCHACK AND HIROSHI SEKIYA
JEFFREY J. MARTIN, FRANCESCA VITALI AND
LAUREL WHALEN
17 Attention and neurocognition 253
KAI ESSIG, CHRISTOPHER JANELLE,
8 Gender and sexual orientation 119 FRANCESCA BORGO AND DIRK KOESTER
VIKKI KRANE AND CAROLINE SYMONS

18 Modeling and feedback 272

9 Cultural diversity 136 DAVID I. ANDERSON, AMANDA M. RYMAL
DIANE L. GILL AND TATIANA V. RYBA AND DIANE M. STE-MARIE

v
CO N T EN T S

19 Organization of practice 289 30 Individual and team

DAVID L. WRIGHT, HIROSHI SEKIYA AND decision-making 460
JOOHYUN RHEE GERSHON TENENBAUM AND LAEL GERSHGOREN

20 Elements and construction of 31 Performance routines in sport –

motor control 308 meaning and practice 480
THOMAS SCHACK, BETTINA BLÄSING, RONNIE LIDOR, DIETER HACKFORT AND
CHARMAYNE HUGHES, TAMAR FLASH AND THOMAS SCHACK
MALTE SCHILLING

32 Preparing athletes for major

Part Four competitions 495
Enhancing performance 325 GANGYAN SI, TRACI STATLER AND DIETMAR
DIETER HACKFORT, GERSHON TENENBAUM SAMULSKI†
AND TONY MORRIS
Part Five
21 Psychological skills training and Understanding how to build and
programs 327
JOAQUÍN DOSIL, J. GUALBERTO CREMADES AND
lead teams 511
MARK A. EYS AND PACKIANATHAN CHELLADURAI
SANTIAGO RIVERA

22 Goal-setting and sport performance: 33 Building cohesive groups 513

M. BLAIR EVANS, MARK A. EYS, MARK W.
research findings and practical BRUNER AND JENS KLEINERT
applications 343
ROBERT WEINBERG AND JOANNE BUTT
34 Norms, rules, and discipline in
sport 529
23 Imagery 356 MICHAEL VAN BUSSEL AND MELANIE GREGG
TIRATA BHASAVANIJA AND TONY MORRIS

35 Creating adaptive motivational

24 Self-talk 372
ANTONIS HATZIGEORGIADIS, NIKOS
climates in sport and physical
ZOURBANOS, ALEXANDER T. LATINJAK AND education 544
YANNIS THEODORAKIS JOAN L. DUDA, ATHANASIOS G. PAPAIOANNOU,
PAUL R. APPLETON, ELEANOR QUESTED AND
CHARALAMPOS KROMMIDAS
25 Psyching up and psyching down 386
JAYASHREE ACHARYA AND TONY MORRIS
36 Communication in sport teams 559
PHILIP SULLIVAN, SOPHIA JOWETT AND
26 Self-regulation and biofeedback 402 DANIEL RHIND
BORIS BLUMENSTEIN, TSUNG-MIN HUNG
AND IRIS ORBACH
37 Transformational leadership 571
KATIE L. MORTON, BENJAMIN D. SYLVESTER,
27 Self-confidence and self-efficacy 417 A. JUSTINE WILSON, CHRIS LONSDALE AND
DEBORAH L. FELTZ AND ERMAN ÖNCÜ
MARK R. BEAUCHAMP

28 Coping with stress and anxiety 430 38 Athlete leadership: theory,

SHELDON HANTON AND STEPHEN D. MELLALIEU
research, and practice 588
TODD M. LOUGHEAD, LAUREN MAWN,
29 Perspectives on choking in sport 446 JAMES HARDY AND KRISTA J. MUNROE-CHANDLER
DARYL MARCHANT, ROUHOLLAH MAHER
AND JIN WANG

vi
 CO N T EN T S

Part Six 49 Counselling to promote physical

Career, life skills and character activity 785
SARAH J. HARDCASTLE AND ADRIAN H. TAYLOR
development through sport 603
BRENDA LIGHT BREDEMEIER AND ATHANASIOS G. PAPAIOANNOU
50 Organizational and community
physical activity programs 801
39 Athletes’ career development and KOJI TAKENAKA AND LEONARD D. ZAICHKOWSKY
transitions 605
NATALIA STAMBULOVA AND PAUL WYLLEMAN
51 Physical exercise and major
depressive disorder in adult
40 Developing social and emotional
patients 822
skills 621 IOANNIS MORRES, AFRODITI STATHI,
TARU LINTUNEN AND DANIEL GOULD
EGIL W. MARTINSEN AND MARIT SØRENSEN

41 Promoting morality and character

development 636
Part Eight
DAVID LIGHT SHIELDS AND BRENDA LIGHT Clinical issues in sport psychology 835
BREDEMEIER TRISHA LEAHY

42 Controlling anger and aggression 650 52 Eating disorders 837

CHRIS J. GEE AND LUKE R. POTWARKA TRENT A. PETRIE AND CHRISTY GREENLEAF

43 Passion for sport and exercise 668 53 Sexual abuse in elite sport 852
ROBERT J. VALLERAND, JÉRÉMIE TRISHA LEAHY
VERNER-FILION AND YVAN PAQUET
54 Substance abuse 862
MATTHEW P. MARTENS AND JESSICA L. MARTIN
Part Seven
Enhancing health and well-being 685
NIKOS L.D. CHATZISARANTIS AND ATHANASIOS G. PAPAIOANNOU
55 Sport injuries 877
URBAN JOHNSON AND LESLIE PODLOG

44 Physical activity and feeling good 687

PANTELEIMON EKKEKAKIS AND Part Nine
SUSAN H. BACKHOUSE Professional development and
practice 893
45 Physical activity and cognitive JUDY L. VAN RAALTE AND ANTOINETTE M. MINNITI
functioning 705
YU-KAI CHANG AND JENNIFER L. ETNIER
56 Developing professional philosophy
for sport psychology consulting
46 Sitting psychology: towards a practice 895
psychology of sedentary behaviour 720 ARTUR POCZWARDOWSKI, MARK W. AOYAGI,
STUART J.H. BIDDLE AND TRISH GORELY JAMIE L. SHAPIRO AND JUDY L. VAN RAALTE

47 Exercise prescription 741 57 Understanding athletes’

SWARUP MUKHERJEE
psychological needs 908
BURT GIGES AND PAUL McCARTHY
48 Adherence to physical activity 771
NIKOS L.D. CHATZISARANTIS,
MARTIN S. HAGGER, MASATO KAWABATA
AND SVIATLANA KAMAROVA

vii
CO N T EN T S

58 Using quantitative psychological 60 Technological advancements in

assessment to optimize athletes’ sport psychology 953
and exercise participants’ physical THOMAS SCHACK, MAURIZIO BERTOLLO, DIRK KOESTER,
JONATHAN MAYCOCK AND KAI ESSIG
performance 922
MARIA PSYCHOUNTAKI, NEKTARIOS A. STAVROU,
SYMEON P. VLACHOPOULOS, JUDY L. VAN RAALTE AND 61 Professional training, supervision,
ANTOINETTE M. MINNITI and continuing education 967
ANTOINETTE M. MINNITI AND JUDY L. VAN RAALTE
59 Issues in the diagnosis of
psychopathological disorders 936 62 Ethical issues in sport and exercise
HENRY (HAP) DAVIS IV, JOHN P. SULLIVAN, psychology 976
CHRIS CARR, DAVID B. COPPEL, ADAM SHUNK, DIETER HACKFORT AND GERSHON TENENBAUM
JENNIFER CARTER, SCOTT GOLDMAN, THOMAS
HAMMOND AND PATRICK H.F. BAILLIE

viii
 Contributors
Bruce Abernethy, University of Queensland, Yu-Kai Chang, Graduate Institute of Athletics
Australia and Coaching Science, National Taiwan
Jayashree Acharya, Lakshmibai National Sport University, Taiwan
University of Physical Education, India Nikos L.D. Chatzisarantis, School of
David I. Anderson, San Francisco State Psychology and Speech Pathology, Curtin
University, United States University, Australia
Mark W. Aoyagi, University of Denver, Packianathan Chelladurai, School of
United States Physical Activity and Educational
Paul R. Appleton, University of Birmingham, Services, Ohio State University, United
United Kingdom States
Fabienne d’Arripe-Longueville, University David B. Coppel, University of Washington
of Nice Sophia-Antipolis, France Medical School, United States
Susan H. Backhouse, Leeds Metropolitan Jean Côté, Queen’s University, Canada
University, United Kingdom J. Gualberto Cremades, Barry University,
Patrick H.F. Baillie, Alberta Health Services United States
and Calgary Police Service, Canada Henry (Hap) Davis IV, Swimming Canada,
Mark R. Beauchamp, University of British Canada
Columbia, Canada Joaquín Dosil, University of Vigo, Spain
Maurizio Bertollo, University of Chieti- Joan L. Duda, University of Birmingham,
Pescara, Italy United Kingdom
Tirata Bhasavanija, Ramkhamheang Panteleimon Ekkekakis, Iowa State
University, Thailand University, United States
Stuart J.H. Biddle, Loughborough University, Kai Essig, Bielefeld University, Germany
United Kingdom Jennifer L. Etnier, Department of
Bettina Bläsing, Bielefeld University, Kinesiology, University of North Carolina
Germany at Greensboro, United States
Boris Blumenstein, Wingate Institute, Israel M. Blair Evans, Wilfrid Laurier University,
Francesca Borgo, Department of Psychology, Canada
University of Trieste, Italy Mark A. Eys, Wilfrid Laurier University,
Brenda Light Bredemeier, University of Canada
Missouri – St. Louis, United States Deborah L. Feltz, Michigan State University,
Mark W. Bruner, Nipissing University, Canada United States
Joanne Butt, Sheffield Hallam University, Tamar Flash, The Weizmann Institute of
United Kingdom Science, Israel
Chris Carr, St Vincent Sport Performance Kenneth R. Fox, University of Bristol, United
Center, United States Kingdom
Sam Carr, University of Bath, United Chris J. Gee, University of Toronto, Canada
Kingdom Lael Gershgoren, Florida State University,
Jennifer Carter, The Center for Balanced United States
Living, United States Burt Giges, Springfield College, United States
Diane L. Gill, University of North Carolina at
Greensboro, United States

ix
CO N T R I B U TO R S

Scott Goldman, University of Arizona, United Masato Kawabata, Nanyang Technological

States University, Singapore
Trish Gorely, University of Stirling, United Jens Kleinert, German Sport University
Kingdom Cologne, Germany
Daniel Gould, Michigan State University, Dirk Koester, Bielefeld University, Germany
United States Vikki Krane, Bowling Green State University,
Christy Greenleaf, University of Wisconsin, United States
Milwaukee, United States Elsa Kristiansen, Norwegian School of Sport
Melanie Gregg, University of Winnipeg, Canada Sciences, Norway
Dieter Hackfort, Universität der Bundeswehr Charalampos Krommidas, University of
Munich, Germany Thessaly, Greece
Martin S. Hagger, Curtin University, Alexander T. Latinjak, Universitat de Girona,
Australia Spain
Howard K. Hall, York St John University, Trisha Leahy, The Hong Kong Sports
United Kingdom Institute, Hong Kong
Thomas Hammond, Deakin University, Ronnie Lidor, Wingate Institute, Israel
Australia Magnus Lindwall, University of Gothenburg,
David J. Hancock, University of Michigan, Sweden
United States Gill Lines, University of Brighton, United
Juri Hanin, Research Institute for Olympic Kingdom
Sport (KIHU), Finland Taru Lintunen, University of Jyväskylä,
Sheldon Hanton, Cardiff Metropolitan Finland
University, United Kingdom Chris Lonsdale, University of Western
Sarah J. Hardcastle, University of Brighton, Sydney, Australia
United Kingdom Ross Lorimer, University of Abertay Dundee,
James Hardy, Bangor University, United United Kingdom
Kingdom Todd M. Loughead, University of Windsor,
Antonis Hatzigeorgiadis, University of Canada
Thessaly, Greece Clare MacMahon, Swinburne University,
Andrew P. Hill, University of Leeds, United Australia
Kingdom Rouhollah Maher, Victoria University,
Thelma S. Horn, Miami University, United Australia
States Clifford J. Mallett, University of Queensland,
Charmayne Hughes, Bielefeld University, Australia
Germany Daryl Marchant, Victoria University,
Tsung-Min Hung, National Taiwan Normal Australia
University, Taiwan Matthew P. Martens, University of Missouri,
Christopher Janelle, University of Florida, United States
United States Jeffrey J. Martin, Wayne State University,
Urban Johnson, Halmstad University, United States
Sweden Jessica L. Martin, University at Albany,
Gareth E. Jowett, York St John University, United States
United Kingdom Egil W. Martinsen, University of Oslo, Norway
Sophia Jowett, Loughborough University, Lauren Mawn, Bangor University, United
United Kingdom Kingdom
Sviatlana Kamarova, Nanyang Technological Jonathan Maycock, Bielefeld University,
University, Singapore Germany

x
 CO N T R I B U TO R S

Paul McCarthy, Glasgow Caledonian Tatiana V. Ryba, University of Southern

University, United Kingdom Denmark, Odense, Denmark
Stephen D. Mellalieu, Swansea University, Amanda M. Rymal, California State
United Kingdom University East Bay, United States
Antoinette M. Minniti, American Dietmar Samulski†, Centro de Exceléncia,
Psychological Association, United States Brazil
Ioannis Morres, School of Health Sciences, Thomas Schack, Bielefeld University,
Queen’s Medical Centre, University of Germany
Nottingham, United Kingdom and Malte Schilling, Bielefeld University,
University of Thessaly, Greece Germany
Tony Morris, Victoria University, Australia Hiroshi Sekiya, Hiroshima University, Japan
Katie L. Morton, University of Cambridge, Jamie L. Shapiro, University of Denver,
United Kingdom United States
Swarup Mukherjee, Nanyang Technological David Light Shields, St. Louis Community
University, Singapore College – Meramec, United States
Krista J. Munroe-Chandler, University of Adam Shunk, St Vincent Sport Performance
Windsor, Canada Center, United States
Nikos Ntoumanis, University of Gangyan Si, Hong Kong Sports Institute of
Birmingham, United Kingdom and Curtin Education, Hong Kong SAR
University, Australia Alan L. Smith, Michigan State University,
Erman Öncü, Karadeniz Technical United States
University, Turkey Marit Sørensen, Norwegian School of Sport
Iris Orbach, Wingate Institute, Israel Sciences, Norway
Athanasios G. Papaioannou, University of Natalia Stambulova, Halmstad University,
Thessaly, Greece Sweden
Yvan Paquet, Université de la Réunion, Afroditi Stathi, University of Bath, United
France Kingdom
Trent A. Petrie, University of North Texas, Traci Statler, California State University –
United States Fullerton, United States
Artur Poczwardowski, University of Denver, Nektarios A. Stavrou, National and
United States Kapodistrian University of Athens, Greece
Leslie Podlog, University of Utah, United Diane M. Ste-Marie, University of Ottawa,
States Canada
Luke R. Potwarka, University of Waterloo, Bernd Strauss, University of Muenster,
Canada Germany
Maria Psychountaki, National and John P. Sullivan, University of Rhode Island,
Kapodistrian University of Athens, Greece United States
Eleanor Quested, University of Birmingham, Philip Sullivan, Brock University, Canada
United Kingdom Benjamin D. Sylvester, University of British
Joohyun Rhee, Texas A&M University, United Columbia, Canada
States Caroline Symons, Institute of Sport, Exercise
Daniel Rhind, Brunel University, United and Active Living, Victoria University,
Kingdom Australia
Santiago Rivera, Centro Excelentia, Spain Koji Takenaka, Waseda University, Japan
Glyn C. Roberts, Norwegian School of Sport Adrian H. Taylor, Plymouth University
Science, Norway Peninsula Schools of Medicine and
Dentistry, United Kingdom

xi
CO N T R I B U TO R S

Gershon Tenenbaum, Florida State Daniel A. Weigand, Northwest Christian

University, United States University, United States
Yannis Theodorakis, University of Thessaly, Robert Weinberg, Miami University, United
Greece States
Robert J. Vallerand, McGill University, Laurel Whalen, Wayne State University,
Canada United States
Michael Van Bussel, Fanshawe College, A. Justine Wilson, University of British
Canada Columbia, Canada
Judy L. Van Raalte, Springfield College, David L. Wright, Texas A&M University,
United States United States
Jérémie Verner-Filion, Université du Québec Paul Wylleman, Vrije Universiteit Brussel,
à Montréal, Canada Belgium
Francesca Vitali, University of Verona, Italy Leonard D. Zaichkowsky, Boston University,
Symeon P. Vlachopoulos, Aristotle United States
University of Thessaloniki, Greece Nikos Zourbanos, University of Thessaly,
Jin Wang, College of Education, Zhejiang Greece
University, China

xii
 Introduction
ATHANASIOS G. PAPAIOANNOU, UNIVERSITY OF THESSALY, GREECE
DIETER HACKFORT, UNIVERSITY AF IN MUNICH, GERMANY

We have had great interest in and support for skills from outstanding experts in sport and
this book project from the very beginning. The exercise psychology around the world.
very moment we introduced the concept to the The ISSP was founded in Rome in 1965 by a
International Society of Sport Psychology group of enthusiasts from medicine, psychol-
(ISSP), immediately there was considerable ogy, and pedagogy who were strongly inter-
enthusiasm for such a huge project; ISSP coun- ested in sports. The initiative was led by the
cil members were convinced that this under- Italian psychiatrist, Dr. Ferrucio Antonelli. At
taking really would fit with the mission of the the time, it was commonly understood that
organization to support and provide a global sport psychology centered on issues of exer-
approach and international perspective on cise and performance. During the following
sport and exercise psychology issues. Of course, five decades various disciplinary relations,
questions emerged on how to handle such a especially in the scope of sports sciences and
large body of work and how to coordinate special areas of research led to differentiations
experts from around the world to ensure a and modifications in the labels used to
global perspective, not only across the issues describe sport psychology (see Morris,
raised in this book but also with regard to the Hackfort, & Lidor, 2003). In the twenty-first
various themes dealt with in the individual century the expansion of health-oriented
chapters. It was always our aim to encourage contributions led to the inclusion of “sport and
and manage international and cross-cultural exercise” to the discipline. A recent and strong
cooperation as much as possible, and to bring tendency towards the development of perfor-
together outstanding researchers and scholars mance psychology may yet put an additional
with international reputations in their fields of emphasis on the integration of sport, exercise,
specialization to realize this book. Now, after and performance psychology. However, the
three years of intensive and extensive work on wide range of issues represented in this
the project we are thrilled that 144 colleagues volume provide a clear picture of key topics,
from 24 countries were able to work together to concepts, and the most up-to-date knowledge
realize this book’s mission. in the field at the intersection of sport science
The title of this book, Routledge Companion and psychology.
to Sport and Exercise Psychology: Global Perspec- Considering perspectives from around the
tives and Fundamental Concepts, is both a world and approaches characterized by vari-
message of the key purpose and mission of the ous cultural, methodological and theoretical
project as well as a strong signal for the identi- backgrounds not only enlarges the scope of
fication of the publisher with this opus. In knowledge but also enriches the body of rele-
complementing the official journal of the ISSP vant issues. As a result, on one hand, we must
(International Journal of Sport and Exercise accept differentiation and integration in order
Psychology) and the series on International to further develop our discipline, and on the
Perspectives on Key Issues in Sport and Exercise other hand it is necessary to reflect on funda-
Psychology, to which this volume is but one mental relations in and the scientific network
contribution, we see the realization of the of the discipline. Figure i provides an illustra-
ISSP’s vision to disseminate knowledge and tion of this idea.

xiii
AT H A N A S I O S G . PA PA I O A N N O U A N D D I E T E R H A C K F O R T

Relevant
field of
action

Sport, exercise,
performance
psychology
Relevant Relevant
field of field of
psychology sport science

Figure i Constitutional relations for sport, exercise, and performance psychology.

Although sport psychology (the original founder of the modern Olympic Games, had
denomination of the discipline) is a relatively organized the First International Congress on
young branch in the scientific network there the Psychology and Physiology of Sport, and at
are already global (ISSP), continental (AASP, the time it was the first conference of its kind.
ASPASP, ASSP, FEPSAC, SOSUPE), regional and During the 1960s, the discipline was developed
national societies to represent the discipline, in Europe and in the US by university profes-
as well as the many other journals that have a sorships, and with the foundation of the ISSP
slightly different focus (research or oriented in 1965. Since then, sport, exercise, and perfor-
around applied theory). Sport and exercise mance psychology has developed into a prom-
psychology is represented in societies for inent research domain, a scientific discipline
psychology as well as sport science. These are taught in academic institutes worldwide and a
strong indicators for the fast development and widespread field of application.
significant reputation of the discipline in the Sport psychology might be a relatively new
relevant fields of science and application. The research discipline but concepts and practices
first laboratory for experimental psychology of sport psychology have existed in various
was founded in 1879 in Leipzig (Germany) by cultures for centuries. Scholars have started
Wilhelm Wundt and one of his assistant providing evidence about concepts and appli-
researchers, Robert Werner Schulte, who cations of sport psychology in Ancient Greece,
established the first sport psychology labora- India and China (e.g., Acharya, 2011; Zervas,
tory in Berlin (Germany) in 1920. At about the 2001; Zhang, 2013), which today are at the
same time, scholars opened sport psychology center of psychological research, for example,
laboratories in other countries, for example in the fundamental philosophical or meta-theo-
the US Coleman Griffith opened a laboratory at retical concepts of eudaimonia in Ancient
the University of Illinois in 1925. And even Greece and mindfulness in the Buddhist tradi-
before this, in 1913, Pierre de Coubertin, the tion. In the years to come we might learn more

xiv
 I N T RO D U C T I O N

about the conceptualization of these and other Therefore, a central aim of the ISSP is to
constructs and the related implications for develop projects like the present book in the
human physicality and movement in past civi- series on International Perspectives on Key
lizations. Traditions related to the maximiza- Issues in Sport and Exercise Psychology, bring-
tion of motor performance and the promotion ing together authors from different countries
of health and psychological well-being through to delineate the existing state of the art of
movement can be found across various sport and exercise psychology and to facilitate
cultures, and each of these traditions has deep the process of communication among
roots in the historical evolution of each culture. researchers and practitioners across the
Nevertheless, on an individual level, we still world. This enables scholars not only to
know too little about traditions and practices extend international dialogue and research
in cultures other than our own. Despite the and synthesize diverse perspectives but also
vast progress in technology and transport and to develop new scientific approaches fueled
the impressive development of sport psychol- by the richness of cultural diversity. Thus, for
ogy research in many countries, we have yet to this book, we encouraged authors to collabo-
develop the collective knowledge that we need rate with scholars in different institutions and
in the globalization era. We have only just countries. Although this was occasionally
begun to explore cultural variations, not only challenging, collaborations were accom-
into traditions and practices relevant to plished for the large part of this book. We see
psychological preparation for sport contests, an essential benefit of this collaboration at a
but also into the definition of the very concepts symbolic level. The contribution of 144
which are at the core of sport psychology authors from 24 countries to the present
research and practice, like the diverse meaning collective volume elevates the image of the
of psychological well-being and happiness collective international effort for the promo-
across cultures (e.g., Fowers, 2012; Joshanloo, tion of sport and exercise psychology across
2012; Lu, Gilmour & Kao, 2001). Hence, on a the world, but it is not to downplay the kudos
global level we have still to develop a collective due to individuals and their countries for their
understanding of the variety of pathways unique contribution to the development of
across cultures that lead to different end states, sport psychology. We are more than grateful
such as the different conceptualizations of to all outstanding scholars who accepted our
psychological well-being of international invitation to contribute to this book.
athletes and exercise participants.

THE STRUCTURE OF THIS BOOK

This book is an introduction to sport and exer- This book consists of nine parts, shown
cise psychology. Its main aim is to help readers schematically in Figure ii. This figure illus-
understand the challenges, the fundamental trates how sport and exercise psychology
concepts and how to apply the theory of consultants interact with individuals and
modern sport and exercise psychology. Each teams, and how social factors influence the
chapter focuses on “what is important to behaviour of participants in sport and exercise
know” and “how to do it”. Although each chap- settings. The major goal of sport and exercise
ter has been written by experts with an impres- psychology consultants is to help participants
sive record of research and contribution to to achieve optimal outcomes in sport and exer-
theory development on their topic, each cise settings. These outcomes include motor
contributor has presented research and theo- skill learning and performance enhancement,
ries concisely and coherently. promotion of exercise, health and psychologi-

xv
AT H A N A S I O S G . PA PA I O A N N O U A N D D I E T E R H A C K F O R T

cal well-being, and coping with clinical issues characteristics and needs, explaining how
in sports, but they are also related to the wider physical, motor and psychological develop-
life of participants, such as developing charac- ment occurs from early childhood to late
ter and social skills that enable them to have adolescence and how sport and physical activ-
successful lives and careers. Thus, sport and ity experiences can be developmentally appro-
exercise psychology consultants need to have priate for participants. Based on this
knowledge about participants and teams, the knowledge, Jean Côté , David J. Hancock and
social environment, how to achieve the Bruce Abernethy move one step further to
required outcomes and, indeed, how to provide important information about how
develop themselves as professionals. Accord- talent development in sport can be realized
ingly, each of the shapes in Figure ii corre- through developmentally-appropriate activi-
sponds to a particular part of the book, and in ties led by coaches and various types of
each shape are the topics connected with the parents’ support.
message conveyed in that part of the book. Talent and psychological attributes such as
The chapters of the first part focus on the self-esteem determine achievement and
most important characteristics and needs of adherence in sport and physical activity
individuals in sport and physical activity settings. Coaches and physical education
settings that should be taken into consider- teachers know that most psychological attri-
ation by practitioners, parents and consultants butes are nurtured, yet they often classify
who wish to offer them appropriate experi- participants according to these features. Of
ences. These ten chapters were managed by course, it is more fruitful to focus on the exact
Athanasios Papaioannou (Greece) and Cliff socio-psychological processes that shape indi-
Mallett (Australia). In the first chapter, Thelma viduals’ attributes. Extensive information
S. Horn and Joanne Butt address age-related about environmental influences in shaping

Sport and exercise psychology consultant

Motor learning
and action

Individual Performance
enhancement
Social
environment
and significant Character, life
others skills, career

Team Exercise, health,

well-being

Clinical issues

Figure ii Schematic representation of the structure of this book.

xvi
 I N T RO D U C T I O N

character is provided in later parts of this participate and improve their performance in
book. However, the first part includes our sport and physical activity settings. Vikki
current knowledge about how some important Krane and Caroline Symons present the social
psychological attributes of the person are barriers for participation and performance in
constructed. In their chapter, Kenneth Fox and sport for transgender, transsexual and inter-
Magnus Lindwall unfold why self-esteem is an sex people and provide instructions for these
indicator of positive health and why it deter- individuals to construct inclusive sport envi-
mines participation, performance and positive ronments. Diane Gill and Tatiana Ryba explain
experiences in sport and exercise, how it is why sport and exercise psychologists should
constructed and how significant others can develop cultural competence to address the
help individuals to build high self-esteem. The needs of athletes from different cultures and
role of perceptions of competence in participa- help practitioners, athletes and exercise partic-
tion and performance in sport is addressed by ipants to become aware of biases and stereo-
Glyn Roberts and Athanasios Papaioannou, types, reduce discriminations and develop
who explicate how socialization might influ- skills to interact effectively with individuals
ence individuals to endorse different defini- across cultures. Finally, Howard Hall, Gareth
tions of competence that result to divergent Jowett, and Andrew Hill illustrate how perfec-
types of achievement-related behaviour, tionism is construed within the framework of
emotions and cognitions in sport. Sport moti- major theories of personality, and argue that
vation is also the topic of Nikos Ntoumanis while perfectionism might induce achieve-
and Clifford Mallett who explain how coach- ment striving, it may also lead to emotional
ing might support or thwart sport participants’ distress.
psychological needs and subsequent motiva- Part 2 covers the social environmental
tion. Juri Hanin and Panteleimon Ekkekakis influences on participants’ sport and physical
elaborate the concept of emotion by separating activity experiences. The six chapters included
it into its various dimensions and types and in this part were managed by Athanasios Papa-
explaining not only how these influence ioannou (Greece) and Sophia Jowett (UK). The
performance and adherence in sport and exer- first three chapters focus on athletes’ relation-
cise but also why they are inherently connected ships with significant others and the effects of
with the notions of psychological well-being these relationships on sport involvement. In
and ill-being. their chapter, Ross Lorimer and Sophia Jowett
The last four chapters of Part 1 focus on provide an overview of the conceptualization
individuals who are often considered as not of the coach–athlete relationship and the
“typical” participants in sports. These chap- factors contributing to those successful rela-
ters address the needs, the psychological tionships. They offer recommendations for the
processes and the challenges that these indi- development of harmonious relationships
viduals face when they participate and perform between coaches and athletes. Sam Carr and
in sports. Jeff Martin, Francesca Vitali, and Daniel Weigand move the discussion to the
Laurel Whalen remind us that individuals parent–athlete relationships and provide guid-
with disabilities derive many physiological ance for those aiming to strengthen the attach-
and psychological benefits from participation ment bond in families and create a positive
in sport but face a multitude of personal, social parental climate for children in relation to
and environmental barriers unique to their their involvement in sport. Alan Smith and
condition. This chapter offers several recom- Fabienne d’Arripe-Longueville explain how
mendations stemming from sport psychology friendships and good peer relationships
research that will be of great help to those who contribute to learning and motivation in sport
wish to support individuals with disabilities to and provide implications for coaches that

xvii
AT H A N A S I O S G . PA PA I O A N N O U A N D D I E T E R H A C K F O R T

enable them to promote positive peer relation- Charmayne Hughes, Tamar Flash, and Malte
ships in sport and physical activity. The next Schilling extend and specify this issue by
three chapters of the second part address the elements and construction of motor control.
effects of audiences and media on athletes’ The center of attention is given to the connec-
and sport officials’ experiences. Bernd Strauss tions between basic elements and sensory
and Clare MacMahon explain how audience inputs, and how internal models account for
might affect sport performance and review the various processes of action planning and
findings of studies focusing on the home execution.
advantage effects. In a second chapter, Strauss Part 4, managed by Dieter Hackfort
and MacMahon illustrate how the crowd and (Germany), Gershon Tenenbaum (Israel and
other aspects of competitions such as posi- United States), and Tony Morris (Australia)
tioning of officials, reputation of the athletes, focuses on enhancing performance and
order that the athletes compete and color that encompasses 12 chapters, each covering a
athletes wear affect officials’ judgment and different issue. Joaquin Dosil, Gualberto
decision making. Finally, Elsa Kristiansen and Cremades, and Santiago Rivera deal with
Gill Lines explain how media affects young psychological skill training and the focus in
individuals’ sport-related attitudes and stereo- this chapter is on implementing psychological
types and how elite athletes cope with media skills to enhance performance, establishing
stress and they provide instructions that might effective goals, using relaxation techniques,
help athletes to develop an adaptive relation- practicing imagery, reflecting on mental
ship with journalists. processes, and positive self-talk. Robert Wein-
In Part 3, managed by Thomas Schack berg and Joanne Butt look at goal-setting and
(Germany) and Hiroshi Sekiya (Japan), essen- sport performance. Their specific aim is to
tial issues are covered as well as the most provide guidelines on how to develop and
up-to-date approaches on the functions of implement a goal-setting program with sports
motor action and understanding and promot- teams and individuals. Tirata Bhasavanija and
ing motor skills by outstanding experts in the Tony Morris take on mental techniques which
field. Kai Essig, Dirk Koester, Francesca Borgo, are predominantly used in elite sports like
and Christopher Janelle emphasize the role of imagery. They explain how imagery can be
attention from a neurocognitive perspective used for a diverse range of purposes, including
and refer to various sport situations that are in learning and practice of skills, preview and
different ways reliant on attentional width and review of performance, problem solving,
direction for effective information processing. developing psychological variables, support-
They report on research in which processes ing injury rehabilitation, and facilitating
have been deeply investigated by eye-tracking recovery from heavy training. Antonis Hatzi-
methods and highlight attentional problems georgiadis, Nikos Zourbanos, Alexander Latin-
and strategies for how to handle them. In the jak, and Yannis Theodorakis discuss self-talk
following chapter on modeling and feedback and positive thinking. The authors take the
David Anderson, Amanda Rymal, and Diane reader from definitions and conceptualization
Ste-Marie highlight two of the most common to taxonomies, tools for the assessment,
variables used by instructors to facilitate factors which shape and influence athletes’
motor skill learning. They explain the range of self-talk up to guidelines for implementing
factors known to mediate the effectiveness of effective self-talk interventions. Jayashree
these two most relevant variables for instruc- Acharya and Tony Morris look at techniques
tors. David Wright, Hiroshi Sekiya, and for “psyching up” and “psyching down”. These
Joohyun Rhee elaborate on the organization of terms refer to techniques that are used to
practice and Thomas Schack, Bettina Bläsing, increase arousal (psych up) or decrease arousal

xviii
 I N T RO D U C T I O N

(psych down). Psyching up techniques (e.g., and Thomas Schack tackle performance
breathing techniques) include use of arousing routines. The authors explain how routines
words and phrases, behaving in physically contribute to achievement and they provide
arousing ways, and imagining arousing situa- empirical evidence stressing the benefits that
tions in sport, arousing behavior of team- athletes can gain by the consistent use of
mates, as well as stimulating music played routines, and they also give a number of exam-
before or during performance. Psyching down ples of routines that can be used by athletes. In
techniques include bodily relaxation tech- the final chapter of Part 4, Gangyan Si, Traci
niques (muscle/somatic), mental relaxation Statler, and Dietmar Samulski (this was Diet-
techniques, and other techniques that are mar’s final contribution during his very inten-
based on psychological processes used to sive and busy life in and for sport psychology
manage thoughts and feelings. Boris Blumen- to his beloved professional field) report on
stein, Tsung-Min Hung, and Iris Orbach cover their experiences in different countries and
self-regulation and biofeedback. This chapter settings on the preparation of elite athletes for
provides the main knowledge about biofeed- major competitions. All of these chapters refer
back, the development of biofeedback and to theoretical aspects, research and empirical
biofeedback training, and two biofeedback evidence as well as to the application of
training models. In this part of the book, key psychological strategies and mental tech-
concepts are also discussed. Deborah Feltz and niques. They provide a broad scope of insight
Erman Öncü look at self-confidence and self- from various backgrounds, cultural settings,
efficacy. They look at the theory of self-efficacy and approaches.
in sport, including sources of self-efficacy Mark Eys (Canada) and Packianathan Chel-
information and consequences of high and ladurai (US) managed the six chapters of Part 5,
low self-efficacy beliefs are presented, and which is devoted to team issues. Although
methods to enhance beliefs of self-efficacy are each chapter focuses on a different topic, all of
described. Sheldon Hanton and Stephen Mella- them address the question of how a coach or a
lieu discuss coping with stress and anxiety physical education teacher can become an
and provide an outline which enables the effective leader who can maximize teams’
reader to understand the stress process and performance and individuals’ outcomes and
the major strategies deployed for successful well-being in sport and physical activity
coping with stress and anxiety. Daryl March- settings. Blair Evans, Mark Eys, Mark Bruner,
ant, Rouhollah Maher, and Jin Wang deal with and Jens Kleinert overview the processes that
the phenomenon of “choking,” focusing on a unite groups’ members and the resulting bene-
better understanding of the phenomenon and fits in sport and exercise settings. They portray
reports on strategies to reduce the likelihood team building strategies that were used in
of choking or beneficial solutions for athletes interventions to promote group cohesion.
that experience choking repeatedly. Gershon Michael Van Bussel and Melanie Gregg provide
Tenenbaum and Lael Gershgoren take on indi- a definition of norms in the prevailing sport
vidual and group decision making. In this culture and their impact on teams. They
chapter the reader is introduced to the basic explain how norms and rules are formed and
perceptual-cognitive processes which deter- changed and how they are used to sustain
mine the act of decision making, cognitive discipline and, interestingly, positive disci-
components underlying the decision-making pline in sport. Based on achievement goal
process, such as visual attention, selective theory and self-determination theory, Joan
attention, working and long-term memory, Duda, Athanasios Papaioannou, Paul Appleton,
mental representations, and knowledge base Eleanor Quested and Charalampos Krommidas
and structure. Ronnie Lidor, Dieter Hackfort, define motivational climate in sport, overview

xix