Brendan Cropley

Experience in sport and its relationship with competitive anxiety

Abstract The purpose of this study was to investigate the influence of experience upon the interpretation of anxiety‐related symptoms in elite performers. Initially, a preliminary inductive generalization (Patton, 2002), consisting of a focus group interview (n = 3) and individual interviews (n = 6), was conducted in order to explore the conceptual understanding of experience. Data was then inductively analyzed to generate information to guide the examination of the experience‐anxiety relationship. For the main study, based on key themes identified in the inductive generalization, individual elite athletes (n = 6) were then interviewed to investigate how specific critical incidents influenced their interpretation of anxiety‐related symptoms. Deductive analysis highlighted differences between the effects of positive and negative incidents on subsequent appraisals of cognitive and somatic symptoms associated with anxiety. Reflective practice was also identified as being important in generating knowledge concerning the interpretation and control of anxiety‐related symptoms

Reflective practice, experience, and the interpretation of anxiety symptoms

Abstract We offer an examination of the processes athletes undertake following a sporting experience in order to learn how to interpret their anxiety-related symptoms as facilitative to performance. Six experienced, elite athletes were interviewed regarding the reflective practices adopted following both positive and negative critical incidents with a view to generating knowledge about their competitive anxiety symptoms. Composite sequence analysis procedures were employed to allow data to be considered as meaningful sequences for both the positive and negative incidents. Findings showed distinctions between the effects of positive and negative incidents on the reflective and learning processes and how this influenced the further appraisal of competitive anxiety symptoms. Support is provided for the use of reflective practice as a framework for experiential learning within sport.

Reflecting back and forwards: an evaluation of peer-reviewed reflective practice research in sport

Researchers in sport have claimed that reflective practice is important for competent practice. Evidence supporting this claim is sparse, highly theoretical and located within a variety of domains. The aim of this study was to assimilate and analyse the last 12 years of reflective practice literature within the sport domain in order to identify new areas of inquiry, emerging trends with regard to findings or methodology, and to identify implications for future research and practice. A sample of 68 papers published between 2001 and 2012 was examined, and investigated for the research locations, data collection methods utilised, and the professions and communities involved. The paper concludes with some suggestions for future research.

Learning through reflection: values, conflicts, and role interactions of a youth sport coach

This paper examines the use of reflective practices in the personal learning journey of a part-time, volunteer, youth sport coach. Using autoethnographic and reflective texts, the paper explores the centrality of values in coaching practice, the tensions and conflicts created by them and their denial, and the consequent impact on the coach’s behaviour and emotions. The use of reflection in a practice setting to gain a deeper understanding of those values and conflicts is discussed. The paper concludes with an assessment of the potential benefits of, and obstacles to, effective and critical reflective practices for the youth sport coach and offers some recommendations for further research.

Performance profiling in sports coaching: a review

Performance profiles have been developed to provide a collection of information about sports performances. The developments in the area include presentation methods for profiles and ways of interpreting performance indicator values within profiles. However, performance profiles need to be considered in the context of sports coaching. This paper presents a review of performance profiling techniques within the coaching process. The information needs of coaches attempting to manage this inherently complex process need to be served by performance analysis and performance profiles fulfil part of this role. The types of information used within coaching are reviewed before performance profiling techniques are critically examined with respect to coaching information needs. The review leads to the listing of a set of criteria for performance profiling techniques within sports coaching.

Reflective learning in sport: A case study of a senior level triathlete

This paper attempts to highlight the influence of integrating reflective practice into the training programme of an elite athlete and thus outline the pertinence of reflective practice in the development of athletic performance. A case study with an elite senior level triathlete is presented in order to examine how a structured approach to reflective practice can be incorporated as a method of advancing evaluative skills and increasing levels of self‐awareness. Findings from this case study support the notion that reflective practice can be used to holistically aid athletic performance. Evidence was found for an increase in self‐awareness and evaluative skills, and supports the notion that reflective practice should be considered as a component for athlete development. Consequently, applied sport psychologists must develop their own understanding of reflective practice and the way that it can be integrated into the support services they offer.

The Value of Reflective Practice in Professional Development: An Applied Sport Psychology Review

The Value of Reflective Practice in Professional Development: An Applied Sport Psychology Review The purpose of this review is to situate the concept of reflective practice within the professional training and development of applied sport psychology (ASP) practitioners. In particular, to consider the progression of the field of ASP into professional status and examine the potential value of reflective practice as a mechanism to assist practitioners develop their effectiveness. The review initially outlines recent developments in professional training and development within ASP in order to frame the current environment in which neophyte consultants are trained and professional practitioners work before progressing to consider reflective practice, its definitions and relationship with experiential learning and professional practice. The use of reflective practice within sport psychology is then considered, with the final section of the review focusing on potential limitations of the available sport psychology literature and thus the rationale for further investigation.

Bridging the gap – but mind you don't fall. Primary physical education teachers' perceptions of the transition process to secondary school

Currently there is a large variation in the quality of childrens experiences, both across and within primary schools and concerns regarding the quality of physical education (PE) teaching. Significantly, a failure to engage children at this critical time in appropriate high quality PE provision, prior to the transition to secondary education, is likely to result in inadequate development of basic movement competence and motivation to be physically active. Critical to this is the collaboration between primary and secondary PE teachers and ensuring that programmes of study for PE are progressive and provide continuity to promote future lifelong physical fitness. A mixed method design was used employing both focus groups and interviews with primary PE teachers to assess their perceptions of the transition process to secondary school and its impacts on childrens physical education. Findings would suggest that primary PE teachers receive little support from their secondary counterparts and are often viewed upon as insignificant in providing initial physical education experiences to young children.

The flipped university: exploring student progression in football coaching and development

Purpose The purpose of this paper is to evaluate the impact of a foundation degree programme, delivered via a flipped university approach, on student learning, development and employability in the sector of football coaching and development. Design/methodology/approach A mixed-method design was adopted, whereby current (n=106) and graduate (n=41) students from the programme completed an online course evaluation questionnaire and then follow-up interviews were conducted with 12 of the initial sample to explore the impact of the programme in more detail. Findings Participants reported significant benefits of the flipped university approach on their career development, improvement in their inter- and intra-personal skills (e.g. communication, reflection, confidence) and the acquisition of industry relevant knowledge. Recommendations include a greater provision of tailored study support for individuals and broadening the coaching portfolio of students to help address the diversification in Football Community Trust remits. Research limitations/implications This study has indicated that new approaches to student learning and development are better suited to preparing young people for the industry in which they seek to gain employment post-education. Sampling a wider range of student perspectives qualitatively would have provided a more thorough insight into their experiences. However, this provides an avenue for future research that seeks to explore the mechanisms through which such approaches to learning facilitate development. Originality/value The novel flipped university concept is one that should be considered as a way of better educating and preparing students for employment in the sports industry. It is an approach that could be explored by a wide range of sectors as an alternative to both campus-based higher education and degree apprenticeships.

Barriers to delivering extracurricular school sport and physical activity in Wales: a qualitative study of 5x60 officers' views and perspectives.

BACKGROUND In light of recent reports, schools must be realistic in that physical activity recommendations cannot be met through curriculum PE alone. However, extracurricular PE and school sport has the potential to further promote physical activity in adolescents. Consequently, the Welsh Government, UK, proposed through its Climbing Higher strategy (2006) for secondary school children to achieve 60 minutes of physical activity a day. This was implemented through Sport Wales and the 5×60 scheme. METHOD This study aimed to examine the experiences of the 5×60 officers responsible for implementing the program, with a view to gain an understanding of the barriers associated with increasing participation in physical activity. Officers from 14 unitary authorities across Wales were interviewed using a socioecological approach that considered the impact of: personal behaviors, physical environment, social environment, and policy. RESULTS Participants reported a number of challenges affecting the delivery of the program, including: availability of facilities, lack of support from senior management, time, and conflict with PE staff. CONCLUSION This study suggests that current methods used by personnel to facilitate extracurricular school sport may not be the most appropriate, and future direction should consider the place and contribution of physical activity to young peoples lives.