Artur Poczwardowski

Evaluative Criteria and Consequences Associated with Failure and Success for Elite Athletes and Performing Artists

Fears of failure and success are widely regarded as salient threats to performance in a variety of domains yet scientific understanding of these constructs is still in its infancy. Sixteen elite athletes and performing artists participated in in-depth interviews to shed light on the nature of the cognitive-motivational-relational appraisals associated with these fears. Results revealed distinct criteria for evaluations of failure and success, as well as the perceived consequences of failure and success. It was concluded that the criteria used to evaluate failure and success are sufficiently distinct to suggest that perceptions of failure and success should not be thought of as a bipolar phenomenon. The consequences of failure and success were used to form multidimensional models of fear of failure and fear of success.

Successful transitions to the Olympic Training Center, Colorado Springs: a mixed-method exploration with six resident-athletes.

Researchers examine athletic career transition in a quest to optimize performance achievements and the well-being of athletes (Alfermann & Stambulova, 2007). This exploratory study examined the internal and external resources that contributed to a successful transition to the Olympic Training Center in Colorado Springs (CSOTC). Six athletes (four males and two females; M age = 23.5 when entering CSOTC) participated in individual interviews (dominant feature of the mixed-method design) and responded to a battery of psychometric tests (less dominant feature). The composite (qualitative and quantitative) findings included three meta-themes: optimism, sport-life balance, and transition- and performance-enhancing resourcefulness.

Models of performance excellence: Four approaches to sport psychology consulting

ABSTRACT The models of practice of four sport psychology consultants (Jon Metzler, Mark Aoyagi, Alex Cohen, and Artur Poczwardowski) are presented. While each model is distinct, collectively they illustrate the benefits of theoretically-grounded foundations to practice. The practitioners represented derive their models from multiple disciplines associated with sport psychology. Pure Performance emphasizes precise definitions of key terms and components while utilizing deliberate practice to develop authentic skills. Mental FITness is based on focus, inspiration, and trust to conceptualize and facilitate performance excellence. The P.A.C.E. model incorporates Perception, Activation, Concentration, and Execution and applies these elements to Performance Readiness Planning. The “5 Rs” model comprises Respond, Release, Replay, Recharge, and Refocus. The models are presented here for the purpose of demonstrating the breadth with which performance excellence can be conceptualized and facilitated. Implications for practitioners include examples of how theory guides the development of service delivery programs.

Deconstructing sport and performance psychology consultant: Expert, person, performer, and self-regulator†

Sport and performance psychology (SPP) consultants play a critical role in successful service delivery. This article inspects the consultant as an expert, person, and performer, which the three aspects are further linked through a self-regulatory (meta-cognitive) function (i.e. consultant as a self-regulator). It will be proposed that not only self-regulation is an important tool in promoting effectiveness of service delivery, but also adds to the consultant’s growth in becoming a more fulfilled human while pursuing excellence in SPP consulting. In particular, the value of self-reflection, deliberate self-regulation, and professional interactions (e.g. supervision, collegial consultations) will be underscored. Theory-driven, empirically grounded, and professional practice founded implications for consultancy, graduate teaching, and applied research will be offered.

Optimal development of young male volleyball players through transformational coach leadership

Abstract Leadership styles of coaches affect athletes’ sport and social skills. Recently, transformational leadership gained recognition as a beneficial, motivational and inspirational coaching style. Our study attempts to extend the understanding of transformational leadership in Polish youth sport through investigation of whether a transformational coach can lead a team effectively, while simultaneously contributing to athletes’ well-being and high performance. A male volleyball coach and twelve male volleyball players (15‒16 years old) participated in a study consisting of semi-structured interviews and participant observations. The results showed that characteristics of a transformational coach had an influence on athletes’ intrinsic motivation and involvement in training, and they served as means of satisfying the needs for autonomy, competence, and relatedness.