Lael Gershgoren

Emotions–decision-making in sport: Theoretical conceptualization and experimental evidence

We review current evidence on the linkage between emotion and decision-making (DM) in sports, and the appraisal, emotions, and cognitions linkage under temporal and societal pressure. The conceptual framework proposes that perceptions and actions are stored and retrieved from the same representation structure, and thus stimuli are either negatively or positively appraised and evoke emotions, which in turn activate cognitive processes linked to DM. The emotion–cognition congruence concept relies on the notion that neural network in long-term memory is activated when events occur, and influences the capacity of the cognitive system to make the decision for response execution. The quality of this process is considered by us as the underlying mechanism of functioning in or out of the individual or team zone of optimal functioning. We also claim that basic regulations stabilize the action system under conditions which vary in perceived pressure. Using mental routines stabilize the emotional level required to perform the task. Process regulations are used for capturing environmental cues to direct attention selectively, and make the response-selection and DM for action execution. The interface between the two coping regulations influences the quality of both the DM and consequent performance. This concept is applied to individual and team processes alike.

Non-numerical data as data: a positivistic perspective

In this paper, we describe our positive experiences integrating quantitative and qualitative inquiry in sport and exercise psychology. Asked to reflect among other topics, on the weakness and limitations of qualitative methods from a positivist standpoint, we found ourselves first, criticising our own quantitative methods, though questions were also raised in terms of a few qualitative research strategies found in the sport science literature. We conclude by stating that no method is free of limitations and constrains, be it quantitative or qualitative. Rather than researchers accusing one another of conducting weak research, we propose that it is better to look openly and honestly at each other’s research and collectively seek ways to enhance our research endeavours, perhaps through a combination of methodological approaches. Further, we would like to see editors and reviewers support mixed designs and respect explorative, interpretative, inductive and deductive methods of inquiry as legitimate when answering questions in the sport and exercise domain, dependent on the research question.

Sport psychology group consultation using social networking web sites.

A social networking Web site, Facebook, was used to deliver long-term sport psychology consultation services to student-athletes (i.e., soccer players) in 30- to 60-min weekly sessions. Additional short-term team building, group cohesion, communication, anger management, injury rehabilitation, mental toughness, commitment, and leadership workshops were provided. Cohesion and overall relationships between both the student-athletes and the sport psychology consultants benefited from this process. Social networking Web sites offer a practical way of providing sport psychology consulting services that does not require use of major resources.

Conclusions and Recommendations: Toward a Comprehensive Framework of Evidenced-Based Practice with Performers

In the search of laws, which govern human behavior, Skinner (1969) wrote “Science is, of course, more than a set of attitudes. It is a search for order, for uniformities, for lawful relations among the events in nature. It begins, as we begin, by observing single episodes, but it quickly passes on to the general rule, to scientific law. If we could not find some uniformity in the world, our conduct would remain haphazard and ineffective” (p. 13). Our intent in this concluding chapter is to summarize chapters in the book by identifying several salient themes that impact behavioral sport psychology assessment, intervention, and research. In doing so, we present a framework of evidence-based practice and associated recommendations that expand upon many of the suggestions offered by chapter authors.

A scientist-practitioner approach to an on-field assessment of mental skills in collegiate soccer student-athletes

ABSTRACT Sport psychology practitioners frequently utilize questionnaires to evaluate sport psychology services, yet questionnaires may not be valued as highly by the coaches and/or athletes themselves. Therefore, an alternative, more reliable, and ecologically valid method of assessing mental skills is needed for sport psychology practitioners. As such, the purpose of this article is to illustrate how an authentic field-based mental skills program assessment was used in the off-season for collegiate soccer teams. Following discussions between the sport psychology practitioners and coaching staff, pre- and post-test activities were developed and implemented on an outdoor soccer field, which was determined to be a more authentic “real-world” environment. Activities evaluated situational and tactical awareness, on-field communication, shooting self-efficacy, and performance under pressure and fatigue. The field assessment experience provided a good method for the sport psychology practitioners to observe improvements in mental skills, and the student-athletes and coaches reported that the activities and debrief demonstrated the involvement of mental skills in every aspect of their soccer performance.