David Gilbourne

Research methods in sport and exercise psychology: quantitative and qualitative issues

Contemporary aspects of research methods in sport and exercise psychology are discussed in this wide-ranging review. After an introduction centred on trends in sport and exercise psychology methods, the review is organized around the major themes of quantitative and qualitative research. Our aim is to highlight areas that may be problematic or controversial (e.g. stepwise statistical procedures), underused (e.g. discriminant analysis), increasingly used (e.g. meta-analysis, structural equation modelling, qualitative content analysis) and emergent (e.g. realist tales of writing). Perspectives range from the technical and speculative to the controversial and critical. While deliberately not providing a ‘cookbook’ approach to research methods, we hope to provide enough material to help researchers to appreciate the diversity of potential methods and to adopt a more critical perspective in their own research consumption and production.

Science and football: a review of applied research in the football codes

Abstract Over the last two decades there has been a growth in research directly related to football. Although most of this research is focused on soccer (association football), there has been a steady increase in publications related to the other football codes. There is evidence of more systematic training and selection influencing the anthropometric profiles of players who compete at the highest level. Fitness is being optimized to cope with match demands while accommodating the need for specific requirements of positional roles. There is evidence of work rate being higher in contemporary football games than in previous decades, with consequences for training and dietary practices. Notation analysis of actions during matches is now used regularly to provide detailed objective feedback on performance to players and coaches. Training regimens are designed for game-specific purposes where possible. Sports psychologists working in a football context have a more eclectic body of knowledge to draw from. In the professional soccer clubs, the rewards associated with a successful investment in youth academies have helped to focus attention on talent identification and development models. It is a challenge to those specializing in science and football to contribute to the success of such schemes.

Reflecting on reflection: exploring the practice of sports coaching graduates

Recent research has commented on the prevalence and usefulness of reflective practice in specific sports coaching domains. The present paper explores how 6 coaching science graduates from Knowles et al’s study deployed reflective processes within their coaching practice outside the confines of a supported reflective based curriculum. A reflective interview guide was used based on Gibbs’ model and staged reflective practice. 21 raw data themes elicited discussion relating to defining models of reflection, barriers of reflection, issues regarding written techniques and reflection with others. Results suggest the in‐built reflective rigour present in the undergraduate programme is at variance with the post graduation reality of sports coach employment. This differentiation is discussed with reference to short term contracts and a lack of professional accountability with recommendations made for future coach education programmes.

Organizational Structures and Working Practices in Elite European Professional Football Clubs: Understanding the Relationship between Youth and Professional Domains

Abstract Professional football clubs are service enterprises engaged in the business of performance, entertainment and financial profit. Developing young players may reap both sporting and financial rewards to clubs, players and football agents. This paper explores the organizational structure and working practices of professional football clubs concerning young player development. Semi-structured interviews were conducted with heads of youth development within elite clubs (n =26) across five European countries. The study reveals the presence of organizational homogenization within formal youth structures across Europe. Developing players for first team, players personal development and financial profit were predominant aims of all youth programmes. Operational differences included roles, responsibility, youth to professional transitions and the dominant presence of a club orientation towards player development (n=22). Lack of proximity and formal communication between youth and professional environments, regardless of structure, led to staff dissatisfaction and appeared to hinder the coherent progression of young players into the professional environment.

Developing support mechanisms for elite young players in a professional soccer academy: creative reflections in action research.

Developing soccer players are introduced to the notions of professionalism through the soccer Academy system. The range of personal and interpersonal challenges that elite youth soccer players encounter suggests a need for the provision of appropriate support mechanisms within Academy training programmes. The present paper draws from the authors’ prolonged research association with elite youth development programmes in soccer. More specifically, the paper utilises elements of a longitudinal collaborative action research exercise, which explored the role of the Heads of Education and Welfare (HoEW) within English soccer Academies. The theme of ‘supporting development’ is illustrated through the example of one HoEWs approach to player support. The authors’ observations and experiences, which draw on ethnographic principles, are presented utilising the traditions of autobiographical writing (Swan, 1998) and the guidelines associated with creative non‐fiction (Sparkes, 2000). Such representations enable the authors, the practitioner (and the reader) to witness the manifestation of holistic player support (Reilly, Williams and Richardson, 2003).

From theory to practice: The integration of goal perspective theory and life development approaches within an injury-specific goal-setting program

Abstract The psychology of sport injury rehabilitation is an awa of increasing research and practical interest (Heil, 1993: Pugman, 1993). However. there has been little exploration of how contemporary motivation theory might provide a theoretical basis for sport psychology interventions within the sports injury context. The present paper suggests that goal perspective theory and life development intervention (LDI) provide a conceptual base from which an injury-specific goal-setting program could be designed. The notion that goal-setting can empower the injured athlete with skills that encourage a stronger task orientation. create an enhanced sense of control during a life crisis, and improve lifestyle management is discussed. Opportunities for these skills to be used across different rehabilitation phases and through changing rehabilitation contexts are also explored. Finally. guidelines for the implementation of a rehabilitation-specific, task-oriented goal-setting program are suggested.

Sports Participation, Sports Injury and Altered Images of Self: An autobiographical narrative of a lifelong legacy

The present paper offers a subjective account of sports participation and sports injury and explores these two factors from a personal, interpersonal and lifelong perspective. Reflections on these experiences draw from sport and non-sporting memories and chart the impact of a short career in professional soccer. Conclusions explore how the reflexive writing process has contributed to the authors understanding of past events and explain how he has arrived at fresh interpretations of critical life moments. Finally, thoughts on how the events of the past resonate within the lived experiences of the present are also considered.

A practitioner-focused approach to the provision of psychological support in soccer: adopting action research themes and processes.

In this review, we explore a practitioner-focused approach to the provision of psychological support in soccer. Support is depicted to be a collaborative exercise and is associated with action research themes and processes. Various procedures and perspectives that are associated with action research are outlined. The ideas presented suggest that many soccer-based practitioners (coaches, managers and physiotherapists) have the capacity to influence how sport psychology practice might be experienced by players. The sport scientist is depicted here as someone who acts as a critical friend to those practitioners who are interested in developing aspects of their own working practice. Having established these ideas, the review provides an illustration of how a combination of action research themes and qualitative research techniques has been used to influence and support heads of education and welfare in UK soccer academies across the north-west of England.