Michael B. Johnson

Adaptation to physically and emotionally demanding conditions: the role of deliberate practice

The current study elucidated the reasons for athletic performance differences between individuals who (1) engage in similar workloads, and (2) develop in similar environments. 8 elite and 11 sub‐elite swimmers, with confirming data provided by 17 of their parents and 6 of their coaches, participated in this investigation. Findings revealed that (1) a variety of different practice regimens can result in attaining expertise, and (2) highly analogous developmental experiences may not differentiate between elite and sub‐elite performers. Results provide support for a 4‐factor model of expert athletic development: high effort, supportive environment, facilitative coping strategies, and physical and psychological predispositions. Each is likely required to achieve elite athletic performance, and all must be present in such a manner that they are systematically and idiosyncratically functional.

The Role of Collective Efficacy in Adventure Racing Teams

This study examines the relationship between collective efficacy and performance in a single competition of adventure racing. Adventure racing is a team-based sport that requires the multidisciplinary tasks of trekking, mountain biking, canoeing, and climbing to navigate through a preplanned racecourse. Seventeen teams competing in an adventure race completed measures of prior performance, preparation effort, and a collective efficacy assessing perceptions of their teams functioning in six performance areas. Three in-race measures of collective efficacy and environmental factors-conditions are taken at various checkpoints. A correlational analysis indicates a positive relationship between preparation effort and initial perceptions of collective efficacy. A repeated measures analysis reveals the dynamic nature of collective efficacy and the reciprocal relationship between efficacy and performance. The results are consistent with D. L. Feltz and C. D. Lirggs (1998) examination of collegiate teams and A. Banduras (2000) contention that collective efficacy fosters a sense of motivational investment and an increased sense of staying power.

A comparison of the developmental experiences of elite and sub-elite swimmers: similar developmental histories can lead to differences in performance level

The current study fills a void in the literature that investigates the factors required for elite athlete development. Previous studies have (a) illustrated psychological and physiological differences between elites and non-elites; or (b) described the psychological and physiological developmental experiences of elite performers. The current study augments these research bases by obtaining the recollections of 15 highly accomplished swimmers (i.e. seven elite and eight sub-elite) and compares their developmental experiences. Qualitative results are presented within Blooms (1985) stages of talent development (i.e. The Early, Middle and Late Years) and Hendry and Kloeps (2002) lifespan model of developmental challenges (i.e. Self-Efficacy, Social Resources, Structural Resources, Skills and Biological Dispositions) in order to present these athletes’ idiosyncratic experiences in an organised manner. Similarities and differences among these athletes and between performance groups are presented, some of which are incongruent with current theories that address the developmental requirements of elite athletes. A discussion regarding the implications of these findings, and future research concerns, are then proffered.

Hard Work Beats Talent Until Talent Decides to Work Hard: Coaches' Perspectives Regarding Differentiating Elite and Non-Elite Swimmers

Research addressing elite athletes tends to either identify differences between high-level and low-level performers or the developmental histories of elite athletes. The current study culls input from six individuals who simultaneously coach both elite (e.g., World Record holders) and non-elite (e.g., regional-level) swimmers, and have done so for an extended period of time, thereby filling a void in the literature by providing their opinions and perceptions regarding how athletic performance differences develop. Responses by participants to the open-ended question, “What do you feel contributes to a swimmer achieving top performances (e.g., World Records) vs. excellent performances (e.g., a Top-8 finish at NCAAs)?” were analyzed. Emergent categories (i.e., intrapersonal, interpersonal, lifestyle, training, environment, and a systemic interaction among these) are presented and an interpretation is offered. Additionally, a critique of the methods implemented herein is offered and future research directions are proposed.

Becoming a Sport Psychologist Employed by a University Athletic Department

The primary purpose of the current article is to supply those who wish to attain employment as a sport psychologist within a university athletic department (SPAD) with relevant information. The content herein describes one clinician’s path to becoming a SPAD, from undergraduate education to current-day work. The author often receives requests (between six and ten a year) from aspiring sport psychologists for information on how he attained his position. The current article begins with a concise presentation of the author’s background. This is followed by a brief overview of his current work. What follows are succinct recommendations for those who seek similar positions, including thoughts on (a) training, (b) the idiosyncratic personality-work environment fit, and (c) developing efficacious interpersonal relationships with those responsible for hiring such positions.