Applied Sport Psychology Personal Growth to Peak

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 EIGHTH EDITION

A P P L I E D S P O R T P SYC H O L O GY

PERSONAL GROWTH TO PEAK PERFORMANCE

Jean M. Williams, Editor

University of Arizona, Emeritus

Vikki Krane, Editor

Bowling Green State University
APPLIED SPORT PSYCHOLOGY: PERSONAL GROWTH TO PEAK PERFORMANCE

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 D E D I C AT I O N

We dedicate this eighth edition of Applied Sport offer some quotes from colleagues who paid tribute
Psychology: Personal Growth to Peak Performance to to Ken after his passing:
Ken Ravizza, who died July 9, 2018. Ken has been a
“. . . he received a Ph.D. in sport philosophy
contributor to the book since the first edition 35 years with an emphasis on existential philosophy/
ago with his chapter, “Increasing Awareness for phenomenology. . . This training may have had a
Sport Performance.” Ken was not only a pioneer profound effect on how Ken approached his sport
in the field of applied sport psychology, but also a psychology consulting. He wanted performers to
true giant who will be remembered as one of our be in the moment and focus on what they needed
greatest practitioners. He was a much sought-after to do.”
consultant, having worked with numerous inter- —Penny McCullagh
collegiate athletic departments (e.g., Cal State
Fullerton, UCLA, Texas, Nebraska, Harvard), “His kindness, his wisdom, his sense of humor
Olympic teams (e.g., U.S. baseball, water polo, and his honesty were an amazing combination.
Ken was probably the original mindfulness prac-
softball, figure skating), and professional teams
titioner . . . the whole concept of BREATHE was
(e.g., Anaheim Angels, New York Jets, Chicago part of his daily orientation with athletes and
Cubs, Tampa Bay Rays). Ken’s expertise in moti- teams (BE HERE, BE PRESENT, FOLLOW
vation, managing stress, developing mental skills, YOUR BREATH).”
and team building also was requested by business —Gloria Balague
groups, health care and school staffs, cancer pat-
ents, police officers, and physicians. Ken’s extensive “Ken was absolutely the best in our field at being
and successful consulting activities are particularly innovative with coaches and athletes. He could
remarkable considering that they occurred while give just enough without overstating the message.”
he maintained a 40-year career as a distinguished —Rich Gordon
professor at Cal State Fullerton, where he taught
“Ken had a special gift of reaching out and con-
classes, mentored graduate students, and devel-
necting with people on a genuine, authentic, inter-
oped one of the best applied sport psychology pro- personal level . . . Ken intrinsically took interest
grams in the country. Not surprisingly, Ken was in you as a person and wanted to learn as much
also a dynamic, sought-after speaker. We fondly as he could about your unique journey/story.
remember his presentations at AASP conferences He was the most compassionate, warm, sincere,
where you knew you had to arrive early because, heartfelt caring person I have ever known. A great
when Ken presented, the audience would end up listener who understood the importance of context
“standing room only!” in consulting, Ken was simply the best at bringing
What made Ken so special and such an out- out the best in others.”
standing professional? To answer that question, we —Dave Yukelson

v
 BRIEF CONTENTS

Preface xiii 7 The Sport Team as an Effective Group 122

Contributors xx Mark Eys, Wilfrid Laurier University;
Shauna M. Burke, Western University;
1 Sport Psychology: Past, Present, Future 1 Blair Evans, The Pennsylvania State University
Jean M. Williams, University of Arizona, Emeritus;
Vikki Krane, Bowling Green State University; 8 Communicating Effectively 139
Mallory E. Mann, Pacific Lutheran University David P. Yukelson, The Pennsylvania State
University

PART ONE—LEARNING,
MOTIVATION, AND SOCIAL PART TWO—MENTAL
INTERACTION TRAINING FOR PERFORMANCE
ENHANCEMENT
2 Motor Skill Learning for Effective
Coaching and Performance 19 9 Psychological Characteristics of Peak
Cheryl A. Coker, Plymouth State University Performance 159
Vikki Krane, Bowling Green State University;
3 A Positive Approach to Coaching Effectiveness Jean M. Williams, University of Arizona;
and Performance Enhancement 40 Scott A. Graupensperger, The Pennsylvania
Ronald E. Smith, University of Washington State University

4 The Motivational Climate, Motivation, and 10 Increasing Awareness for Sport Performance 176
Implications for Empowering Athletes and the Kenneth Ravizza, California State University
Promotion of the Quality of Sport Engagement 57 at Fullerton; Angela Fifer, Breakthrough
Joan L. Duda, The University of Birmingham, Performance Consulting; Eric Bean,
UK; Darren C. Treasure, University of Bath, UK Get a Strong Mind

5 The Self-Fulfilling Prophecy Theory: When 11 Goal-Setting for Peak Performance 189
Coaches’ Expectations Become Reality 77 Daniel Gould, Michigan State University
Thelma S. Horn, Miami University; Jocelyn H.
Newton, University of Wisconsin-La Crosse; 12 Understanding and Managing Stress
Curt L. Lox, University of North Florida in Sport 210
Lee Baldock, University of South Wales, UK;
6 Leadership in Sport: The Critical Importance of Sheldon Hanton, Cardiff Metropolitan University,
Coach and Athlete Leadership 100 UK; Stephen D. Mellalieu, Cardiff Metropolitan
Julia S. Ammary, Lehigh University; University, UK; Jean M. Williams, University of
Jeff Janssen, Janssen Sports Leadership Center Arizona, Emeritus

vi
 Brief Contents vii

13 Using Imagery as a Mental Training Tool

in Sport 244 PART FOUR—ENHANCING
Robin S. Vealey, Miami University; Samuel T. HEALTH AND WELL-BEING
Forlenza, Shippensburg University

14 Cognitive Techniques for Building Confidence 20 When to Refer Athletes to Other Helping
and Enhancing Performance 278 Professionals 433
Jean M. Williams, University of Arizona, David Tod, Liverpool John Moores University,
Emeritus; Colleen M. Hacker, Pacific Lutheran England; Hayley E. McEwan, University of the
University West of Scotland, Scotland; Mark B. Andersen,
Halmstad University, Sweden
15 Concentration and Strategies for
Controlling It 314 21 Doping in Sport: Causes and Cures 451
Jean M. Williams, University of Arizona, Emeritus; Mark H. Anshel, Middle Tennessee State
Jennifer Bhalla, Pacific University University, Emeritus; Jean M. Williams,
University of Arizona, Emeritus
16 Mindfulness in Sport 334
Joe Mannion, Pepperdine University 22 Athlete Burnout: An Individual and
Organizational Phenomenon 475
J. D. DeFreese, University of North Carolina
at Chapel Hill; Thomas D. Raedeke,
PART THREE—IMPLEMENTING East Carolina University; Alan L. Smith,
TRAINING PROGRAMS Michigan State University

23 Injury Risk and Rehabilitation: Psychological

17 Integrating and Implementing a Psychological Considerations 492
Skills Training Program 357
Jean M. Williams, University of Arizona, Emeritus;
Robert S. Weinberg, Miami University; Jean M. Carrie B. Scherzer, Mount Royal University
Williams, University of Arizona, Emeritus
24 Athletes’ Careers and Transitions 519
18 A Social-Cognitive Approach to Conducting
Natalia B. Stambulova, Halmstad University,
Evidence Based Coach-Training Programs 386
Sweden
Frank L. Smoll, University of Washington;
Ronald E. Smith, University of Washington 25 Exercise and Physical Activity Participation:
An Identity-Centered Approach 542
19 Gender, Diversity, and Cultural Competence 409
Diane E. Whaley, University of Virginia;
Diane L. Gill, PhD, University of North Carolina Duke Biber, University of West Georgia
at Greensboro; Cindra S. Kamphoff, PhD,
Minnesota State University, Mankato Index 563
 CONTENTS

Preface xiii Teaching Several Skills: Blocked versus

Contributors xx Random Practice 26
Teaching Several Variations of a Skill:
Variable Practice 29
1 Sport Psychology: Past, Present, Future 1 Intervention Strategies 31
Jean M. Williams, University of Arizona, Case Study 34
Emeritus; Vikki Krane, Bowling Green State
Situation #1 Sample Response 34
University; Mallory E. Mann, Pacific Lutheran
University
3 A Positive Approach to Coaching Effectiveness
History of Sport Psychology 2
and Performance Enhancement 40
1965–1979: Birth of Sport Psychology and
Ronald E. Smith, University of Washington
Supporting Organizations 4
The 1980s: Increased Research, Professional Operant Conditioning: The ABCs
Growth, and Acceptance 6 of Behavior Control 41
1990–2019: Progress in Research, Application, Positive and Aversive Approaches to Influencing
and Professional Issues 9 Behavior 42
Future Directions in North American Applied Aversive Punishment: The Pain of It All 43
Sport Psychology 11 Response Cost: This’ll Cost You 44
Positive Reinforcement: Getting Good Things
to Happen 45
Performance Feedback: Providing Information
PART ONE—LEARNING, Needed to Improve Performance 49
MOTIVATION, AND SOCIAL
INTERACTION 4 The Motivational Climate, Motivation,
and Implications for Empowering Athletes
and the Promotion of the Quality of Sport
2 Motor Skill Learning for Effective
Engagement 57
Coaching and Performance 19
Joan L. Duda, The University of Birmingham,
Cheryl A. Coker, Plymouth State University
UK; Darren C. Treasure, University of Bath, UK
Motor Learning Defined 19
Achievement Goals: The Importance of How We
Phases of Motor Skill Learning 20 Judge Our Competence 59
The Cognitive Phase 20 Doing It for the Joy: The Determinants of Intrinsic
The Associative Phase 21 Motivation and Self-Determination 65
The Autonomous Phase 23 Pulling It Together: Toward More Empowering
Whole versus Part Practice 24 Sport Engagement 70

viii
 Contents ix

5 The Self-Fulfilling Prophecy Theory:

When Coaches’ Expectations Become PART TWO—MENTAL
Reality 77 TRAINING FOR PERFORMANCE
Thelma S. Horn, Miami University; ENHANCEMENT
Jocelyn H. Newton, University of
Wisconsin-La Crosse; Curt L. Lox, 9 Psychological Characteristics of Peak
University of North Florida Performance 159
The Expectation–Performance Process 78 Vikki Krane, Bowling Green State University;
Sport Applications 86 Jean M. Williams, University of Arizona; Scott A.
Graupensperger, The Pennsylvania State University
6 Leadership in Sport: The Critical Overview of Peak Performance 160
Importance of Coach and Athlete Psychological Characteristics During Peak
Leadership 100 Experiences in Sport 160
Julia S. Ammary, Lehigh University; Flow and Clutch States 161
Jeff Janssen, Janssen Sports Leadership The Individualized Zone of Optimal
Center Functioning 162
Psychological Attributes and Skills of Successful
7 The Sport Team as an Effective and Less Successful Athletes 164
Group 122 A Profile of Mental Toughness 167
Mark Eys, Wilfrid Laurier University; Team, Coach, Family, and Organizational
Shauna M. Burke, Western University; Influences on Peak Performance 168
Blair Evans, The Pennsylvania State Conclusion: What It Takes to “Make It” 169
University
The Nature of Sport Groups 123 10 Increasing Awareness for Sport
Performance 176
Group Cohesion 123
Kenneth Ravizza, California State University at
Team Building 130
Fullerton; Angela Fifer, Breakthrough Performance
Consulting; Eric Bean, Get a Strong Mind
8 Communicating Effectively 139
The Importance of Awareness in Athletics 177
David P. Yukelson, The Pennsylvania
State University Awareness as It Relates to Skill Development 178
Techniques for Developing Awareness 183
Communication Defined 140
Communication in Sport 141
11 Goal-Setting for Peak Performance 189
Communication and Groups 143
Daniel Gould, Michigan State University
Goal-Setting Research and Theory 189
Examining Athletes’ and Coaches’ Uses of
Goal-Setting 192
x Contents

Goal-Setting and Technology 193 14 Cognitive Techniques for Building

Goal-Setting Guidelines 195 Confidence and Enhancing Performance 278
A Goal-Setting System for Coaches 200 Jean M. Williams, University of Arizona,
Common Problems in Setting Goals 201 Emeritus; Colleen M. Hacker, Pacific Lutheran
University
12 Understanding and Managing Stress Key Definitions: Confidence, Mental Toughness,
in Sport 210 Optimism, Self-Efficacy 279
Lee Baldock, University of South Wales, Common Misconceptions about Confidence 281
UK; Sheldon Hanton, Cardiff Metropolitan Prerequisites for Gaining Confidence 282
University, UK; Stephen D. Mellalieu, Self-Talk 285
Cardiff Metropolitan University, UK; Identifying Self-Talk 291
Jean M. Williams, University of Arizona, Techniques for Controlling Self-Talk 292
Emeritus
Cognitive-Behavioral Stress Management in Sport 15 Concentration and Strategies for
Psychology 211 Controlling It 314
Causes of and Responses to Stress 211 Jean M. Williams, University of Arizona,
Measurement of Stress-Related Symptoms 214 Emeritus; Jennifer Bhalla, Pacific University
Explaining the Relationship of Stress
Foundations for Attention Control Training 315
to Performance 215
Increasing Awareness of Types of Attention 320
Implications for Stress Management
Interventions 220 External Factors: Strategies to Minimize External
Distractions 323
Internal Factors: Strategies to Stay
13 Using Imagery as a Mental Training Focused 325
Tool in Sport 244
Robin S. Vealey, Miami University;
Samuel T. Forlenza, Shippensburg 16 Mindfulness in Sport 334
University Joe Mannion, Pepperdine University

What Is Imagery? 244 Eastern Roots and Western Branches:

Mindfulness and Culture 336
Evidence that Imagery Works to Enhance
Athletes’ Performance 247 Mindfulness in Sport Psychology 337
How Does Imagery Enhance Athletes’ Research Support for Mindfulness
Performance? 250 Interventions 338
How Do You Set Up an Imagery Training Formal Mindfulness-Based Modalities
Program? 256 in Sport 339
Imagery Cookbook for Coaches Doing Mindfulness with Athletes 341
and Practitioners 260 Interpersonal Mindfulness 344
Case Studies 266 A Word of Caution 346
 Contents xi

19 Gender, Diversity, and Cultural

PART THREE—IMPLEMENTING Competence 409
TRAINING PROGRAMS Diane L. Gill, PhD, University of North Carolina
at Greensboro; Cindra S. Kamphoff, PhD,
17 Integrating and Implementing a Minnesota State University, Mankato
Psychological Skills Training Program 357 Overview and Framework 409
Robert S. Weinberg, Miami University; Jean M. The Cultural Context of Sport 411
Williams, University of Arizona, Emeritus Gender and Sexuality 415
Are Psychological Interventions Effective in Race and Ethnicity 417
Improving Sport Performance? 358 Cultural Competence and Social Justice in Sport
Who Will Benefit from Psychological Skills Psychology 420
Training? 359
Who Should Conduct the Psychological Skills
Training Program? 360 PART FOUR—ENHANCING
Components of Successful SPC Relationships and HEALTH AND WELL-BEING
Programs 361
When Should You Implement a Psychological
Skills Training Program? 362 20 When to Refer Athletes to Other
When Should Athletes Practice Psychological Helping Professionals 433
Skills? 363 David Tod, Liverpool John Moores University,
How Much Time Should Be Spent in Mental England; Hayley E. McEwan, University of the
Training? 363 West of Scotland, Scotland; Mark B. Andersen,
Setting Up a Mental Skills Training Program 364 Halmstad University, Sweden
Determining What Skills to Include 370 The False Dichotomy of Performance
Evaluation of Program Effectiveness 372 Enhancement Versus Problematic
Practical Pointers for Teaching Mental Skills 373 Personal Issues 434
Ethical Considerations for the Sport Psychology How to Start the Referral Process 436
Consultant 378 When Referrals Don’t Go Smoothly 438
Potential Problem Areas 379 Some Specific Athlete-Related Issues 439
Professional Development Tasks for Sport
Psychology Consultants and Students 444
18 A Social-Cognitive Approach to Conducting
Evidence Based Coach-Training Programs 386
Frank L. Smoll, University of Washington; 21 Doping in Sport: Causes and Cures 451
Ronald E. Smith, University of Washington Mark H. Anshel, Middle Tennessee State
University, Emeritus; Jean M. Williams,
Developing Coach-Training Programs 387
University of Arizona, Emeritus
Implementing Sport Psychology Workshops
for Coaches 395 Rationale for an Antidoping Policy in Sport 452
A Final Word 401 Review of Substances/Methods Banned in Sport 452
xii Contents

How Widespread Is Doping in Sport? 457 Athletes’ Reactions to Injury 498

Likely Causes of Doping in Sport 460 Teaching Specific Psychological Rehabilitation
Strategies for Controlling Doping 462 Strategies 507

22 Athlete Burnout: An Individual and 24 Athletes’ Careers and Transitions 519

Organizational Phenomenon 475 Natalia B. Stambulova, Halmstad University,
J. D. DeFreese, University of North Carolina Sweden
at Chapel Hill; Thomas D. Raedeke, Evolution and Current Structure of Athlete Career
East Carolina University; Alan L. Smith, Approaches in Sport Psychology 520
Michigan State University Career Development Frameworks
and Research 523
What Is Athlete Burnout? 475
Career Transition Frameworks and Research
How Prevalent Is Athlete Burnout? 476
Summary 527
Why Does Burnout Occur? A Review of
Insights from Cultural Praxis 531
Theoretically Informed Burnout Antecedents 477
Career Assistance Professional Philosophy and
Integrating the Burnout Knowledge Base: How the
Interventions 532
Individual and Organization Fit 481
Preventing Athlete Burnout: Individual and
Organizational Intervention Strategies 481 25 Exercise and Physical Activity
Participation: An Identity-Centered
Approach 542
23 Injury Risk and Rehabilitation:
Diane E. Whaley, University of Virginia;
Psychological Considerations 492
Duke Biber, University of West Georgia
Jean M. Williams, University of Arizona,
Emeritus; Carrie B. Scherzer, Mount Royal Psychological Benefits of Physical Activity 542
University The Case for an Identity-Centered Approach 546
Case Studies: Applying Theory to Practice 551
Factors That Predispose Athletes to Injury 492
Interventions to Reduce Injury Vulnerability 497 Index 563
 P R E FAC E

Coaches and athletes have turned to applied sport New to This Edition
psychology to gain a competitive edge—to learn,
among other things, ways to manage competitive The same important topics, focus, and organiza-
stress, control concentration, improve confidence, tional structure have been retained for this eighth
increase communication skills, and promote team edition, but the revision reflects the latest research,
harmony. practice, and anecdotal examples in applied sport
The first edition of Applied Sport Psychology: psychology. In this edition, we have added a new
Personal Growth to Peak Performance, which was chapter on mindfulness. We also have taken new
published in 1986, was one of the first books writ- approaches to several of the topics. The coverage
ten specifically to introduce coaches and sport of building confidence and controlling concentra-
psychology consultants to psychological theories tion has been updated and extended. The chapter
and techniques that could be used to enhance on doping, previously referred to as drug abuse,
the performance and personal growth of sport integrates new conceptualizations on this topic. The
participants from youth sport to elite levels. The chapter on athletes’ career transitions reflects more
book focused primarily on three dimensions: contemporary theoretical approaches to under-
(a) techniques for developing and refining psycho- standing shifts in athletes’ focus and experiences
logical skills to enhance performance and personal during sport careers, as well as strategies to assist
growth; (b) suggestions for establishing a learning athletes going through transition periods. A new
and social environment that would enhance the approach also has been taken in the coverage of
effectiveness of coaches and maximize the skill exercise psychology, reflecting an identity approach
and personal growth of athletes; and (c) special to understanding exercise behaviors.
issues such as staleness and burnout, psychology All of the chapters have updated reference lists
of injury and injury rehabilitation, and retirement and integrate the most recent research into the dis-
from athletics. cussion of each topic. Also, throughout all of the
Later editions had the same focus but were chapters, new exercises and case studies have been
expanded to cover more topics and to add a phys- added to help students think more critically about
ical activity focus. New chapters were added on applied sport psychology and to apply the content
motivation, training youth sport coaches, improving to real-world situations. Current examples have
communication, referring athletes for professional been added to all chapters, as well as additional dis-
counseling, drug abuse in sport, cultural compe- cussion of practical applications reflecting today’s
tence, and exercise psychology. The last chapter coaches and athletes.
reflected the growing importance to applied sport Connect provides additional resources for in­
psychology of understanding the psychological ben- structors and has been updated coinciding with the
efits and risks of exercise and the psychological and eighth edition of the book. Visit Connect to find helpful
behavioral principles for enhancing exercise adop- materials such as a test bank of questions, PowerPoint
tion and adherence. presentations, student learning experiences. The

xiii
xiv Preface

student learning experiences can assist instructors graduate course, the instructor may want to sup-
in bringing the content to life and applying it to real- plement it with readings from the research stud-
life situations. ies cited by the contributors.

Written Specifically for Sport Comprehensive Coverage of Topics

Psychologists and Coaches
No other text in applied sport psychology encom-
Approximately 400 books have been published on passes the comprehensive approach taken here. The
mental skills for peak performance, but most of first chapter discusses the past, present, and future
these books continue to be written primarily for the of sport psychology. The remainder of the book is
sport participant. Their coverage is not comprehen- divided into four parts.
sive enough for the sport psychology consultant or Part One covers learning, feedback, motiva-
coach who needs to understand the rationale behind tion, leadership, and social interactions that result
the psychological constructs and must know how in group cohesion and the development of effective
to make application across a wide variety of situa- groups and communication. For clarity and sim-
tions and sport participants. Books written for sport plicity, some of these chapters have been written in
psychology consultants and coaches are typically the vernacular of the coach. These chapters are not
general textbooks that attempt to cover the entire only useful for coaches, however. Sport psychology
field of sport psychology. Thus, their coverage of consultants frequently find it necessary to work with
applied issues—and particularly psychological inter- coaches in areas such as improving communication
ventions for enhancing sport performance, personal skills, building team rapport, and fostering more
growth, and exercise participation—is superficial effective leadership behaviors. Also, the same prin-
compared to the in-depth coverage this text pro- ciples of learning, motivation, and social interaction
vides. Other applied textbooks do not have the that help to increase a coach’s effectiveness apply
comprehensive coverage of this book, the expertise to the sport psychology consultant teaching mental
of the diverse contributors, or as clear a presenta- skills and interacting with athletes. Accordingly,
tion of the theories and research that provide the the knowledge and insight gained from reading the
foundation for application. chapters in Part Two are as appropriate for current
and prospective sport psychology consultants as
Based on the Latest Research they are for coaches.
and Practice Part Two of the book discusses mental train-
ing for enhancing performance. This section begins
The knowledge and experiential base in applied with a chapter on the psychological characteristics
sport psychology, particularly for science-based of peak performance; other chapters discuss identi-
interventions, has greatly expanded since the ini- fying ideal performance states, setting and achieving
tial publication of this book. Each new edition goals, managing stress and energy levels, training
has reflected the latest research and cutting-edge in imagery, identifying optimal concentration and
practice in applied sport psychology. Although learning how to control it, building confidence, and
the primary focus of the eighth edition contin- teaching mindfulness. Part Three deals with imple-
ues to be on application, each chapter provides menting training programs. The first chapter pro-
theoretical and research foundations when appro- vides suggestions for integrating and implementing
priate. When using the book as a textbook for a a psychological skills training program. The second
 Preface xv

chapter provides guidance on how to conduct sport Integrated Organization and

psychology training programs with coaches. The
Writing Style
final chapter provides guidance and suggestions for
achieving cultural competence. The book has the major advantage of drawing on
Part Four focuses on enhancing health and the diverse expertise and perspectives of 44 con-
wellness. It contains chapters that address when tributors, but it avoids the common disadvantage
sport competitors should be referred to other help- of disparate coverage and diverse writing styles
ing professionals, causes and interventions for frequently found in edited textbooks. The content
doping in sport, the occurrence and prevention of and sequencing of chapters have been carefully
burnout, injury risk and rehabilitation, transitions coordinated to ensure comprehensive coverage
in sport careers, and the psychological benefits of and progressive development of concepts while
exercise, as well as interventions to increase exer- eliminating undesirable overlap and inconsis-
cise adoption and adherence. No sport psychology tency in terminology. Writing focus, styles, and
book has dealt with all of these issues, even though organization have been standardized as much as
they are crucial to sport performance, personal possible. In addition, many of the chapters in this
development, and the enhancement of sport and edition have been rewritten for even greater clarity
exercise participation and benefits. and succinctness. Each chapter cites appropriate
The appropriateness of these chapters for research and theory, applies this work to the world
certain courses will depend on the students’ back- of sport and/or exercise, and provides examples
grounds and interests. The book was planned to and intervention exercises whenever appropriate.
provide complete coverage of psychological theo- Each chapter also begins with an introduction that
ries, techniques, and issues relevant to enhancing highlights the content of the chapter and ends with
personal growth, sport performance, and exercise a conclusion or summary of the major psycholog-
participation. Instructors may select those chap- ical constructs and skills and study questions for
ters that are appropriate for their courses. For students.
example, Chapters 2 and 3 concern motor skills
learning and principles of reinforcement and feed-
back; this material might be redundant if students Application Examples and
already have a thorough background in motor Teaching Resources
learning. Chapter 23, on sport transitions, may
interest only individuals who work with athletes The numerous examples given throughout the book
facing transition. greatly facilitate the translation of psychological
theory and constructs into everyday practice. Many
of the examples involve well-known professional
Written by Leading Experts in and amateur sportspeople. The examples cut across
Sport Psychology a wide variety of sports and provide important anec-
dotal evidence that can be used to motivate individ-
The contributors to this volume are leading scholars uals to develop psychological and behavioral skills
and practitioners in sport and exercise psychology. for their sport and exercise participation. These
They work with physically active people from youth real-life examples are frequently supplemented with
sport to Olympic and professional levels, and many hypothetical examples, exercises, and case studies
have illustrious backgrounds as elite athletes or created by the contributors to clarify appropriate
coaches. applications.