Aspiration, Inspiration and Illustration: Initiating Debate on Reflective Practice Writing

The present article contemplates the future of reflective practice in the domain of applied sport psychology and, in so doing, seeks to engender further critical debate and comment. More specifically, the discussion to follow revisits the topic of ’reflective-levels’ and builds a case for ’critical reflection’ as an aspiration for those engaged in pedagogy or applied sport psychology training regimens. Assumptions and commentators associated with critical social science (e.g., Habermas, 1974; Carr & Kemmis, 1986), action research (e.g., Carr & Kemmis, 1986; Leitch & Day, 2000), and critical reflection (e.g., Morgan, 2007) suggest a number of foundation points from which critical reflection might be better understood. Finally, writing about ones- self via the processes of critical reflection and through reflective practice more generally are briefly considered in cautionary terms (Bleakley, 2000; du Preez, 2008). Auto-ethnography in sport (Gilbourne, 2002; Stone, 2009) is finally proposed as one potential source of illustration and inspiration for reflective practitioners in terms of both content and style

Integrating the promotion of physical activity within a smoking cessation programme: Findings from collaborative action research in UK Stop Smoking Services

Background: Within the framework of collaborative action research, the aim was to explore the feasibility of developing and embedding physical activity promotion as a smoking cessation aid within UK 6/7-week National Health Service (NHS) Stop Smoking Services. Methods: In Phase 1 three initial cycles of collaborative action research (observation, reflection, planning, implementation and re-evaluation), in an urban Stop Smoking Service, led to the development of an integrated intervention in which physical activity was promoted as a cessation aid, with the support of a theoretically based self-help guide, and self monitoring using pedometers. In Phase 2 advisors underwent training and offered the intervention, and changes in physical activity promoting behaviour and beliefs were monitored. Also, changes in clients’ stage of readiness to use physical activity as a cessation aid, physical activity beliefs and behaviour and physical activity levels were assessed, among those who attended the clinic at 4-week post-quit. Qualitative data were collected, in the form of clinic observation, informal interviews with advisors and field notes. Results: The integrated intervention emerged through cycles of collaboration as something quite different to previous practice. Based on field notes, there were many positive elements associated with the integrated intervention in Phase 2. Self-reported advisors’ physical activity promoting behaviour increased as a result of training and adapting to the intervention. There was a significant advancement in clients’ stage of readiness to use physical activity as a smoking cessation aid. Conclusions: Collaboration with advisors was key in ensuring that a feasible intervention was developed as an aid to smoking cessation. There is scope to further develop tailored support to increasing physical activity and smoking cessation, mediated through changes in perceptions about the benefits of, and confidence to do physical activity

Reflecting back and forwards: The ebb and flow 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

Elite Refereeing in Professional Soccer: A Case Study of Mental Skills Support

Refereeing a high-profile soccer game requires a unique blend of sports-specific knowledge, physical abilities, and mental skills. While mental skills instruction has been seen as an integral element of performance enhancement in elite sport, the application of sport psychology intervention for referees and match officials is far less prominent. This case study briefly describes the levels of stress associated with refereeing elite soccer matches and the impact of stress on officiating performance and subsequent self-confidence of soccer referees. The work then outlines the program of mental skills intervention that was delivered to an elite soccer referee working within the Scottish professional soccer leagues. The program of mental skills embraced five stages: (1) Education; (2) Assessment/ profiling; (3) Mental skill learning; (4) Application of mental skills in context; and (5) Evaluation, and this article centers on the way in which each of these stages was carried out. The case study describes how the mental skills instruction program was associated with improved refereeing performance, and provides some tentative advice for sport psychology practitioners who may wish to provide consultancy services within the domain of sports officiating

How can team synchronisation tendencies be developed combining Constraint-led and Step-Game approaches? An action-research study implemented over a competitive volleyball season.

Combining Constraint-led (ecological) and Step-Game (constructivist) approaches through an Action-Research (AR) design conducted throughout a competitive volleyball season, this study aimed to: (i) analyse the impact of increased tactical complexity on lateral and longitudinal collective synchronisation tendencies during defensive and offensive counterattack-subphases, and (ii) examine how opposition attacking contexts (i.e., playing in full-system or in-system) might influence synchronisation tendencies throughout each counterattack-subphase. Performance of a youth team, comprised of fifteen players, was studied across three AR-cycles. The team's competitive performance was analysed through three competitive matches (one per cycle). Team synchronisation tendencies were evaluated using the cluster-phase method and a 3 (matches) x 2 (counterattack-subphases) x 2 (opposition attacking contexts) x 2 (court directions) repeated-measures ANOVA were used to calculate the differences in cluster-amplitude mean values. Results showed that increments in tactical complexity (second AR-cycle) were followed by decreases in collective synchronisation tendencies, which were (re)achieved during the third AR-cycle, possibly due to the ecological-constructivist coaching intervention. Our findings imply that coaches could design representative and specific-didactical learning environments, predicated on a team's tactical needs and strategical ideas from a game-plan, framing player intentionality. Results also support the use of questioning strategies to narrow players' attentional focus, stimulating perceptual attunement to relevant constraints emerging in performance. Finally, the insider AR-design provided valuable contextualised insights on coaching interventions for developing collective coordinative structures

Increasing tactical complexity to enhance the synchronisation of collective behaviours: An action-research study throughout a competitive volleyball season

© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. An Action-Research (AR) design was implemented throughout a competitive season in which Constraint-led and Step-Game approaches were combined. This intervention study investigated the impact of increased performance complexity on emergence of counterattacking synchronisation tendencies in team players (laterally and longitudinally on court) at different set moments. Fifteen youth volleyball team players were studied across three action-research cycles, with performance in one competitive match analysed per cycle. Team synchronisation tendencies were assessed using the cluster phase method, with a 3 (matches) x 2 (set moments) x 2 (court direction) repeated-measures ANOVA statistical procedure to calculate differences in cluster amplitude mean values. Results revealed a reduction in team synchrony levels when tactical complexity of counterattacking play increased (second AR-cycle). Nevertheless, similar levels of team synchrony emerged between the first and third AR-cycles. Results also revealed the final moments of a set as a significant environmental constraint that shaped synchronisation tendencies. Evidence suggested that the (re)achievement of functional synchrony was realised through integration of Constraint-led and Step-Game approaches during practices designed to enhance tactical awareness in players. Finally, an insider action-research design provided relevant contextualised insights on the development of a team’s synchronisation tendencies

Profiling the Responses of Soccer Substitutes: A Review of Current Literature.

Depending upon competition regulations, the laws of soccer allow between three and an unlimited number of substitutions that can be made on either a permanent or rolling basis. Substitutes are typically introduced to minimise/offset the effects of fatigue, alter tactics, replace players deemed as underperforming or injured, and/or give playing time to youth players or to squad members returning from injury. While the match-day practices of substitutes include participation in the pre-match warm-up, and sporadic periods of rewarm-up activity, it is currently unclear as to whether these pre-entry preparations facilitate optimal match performance thereafter. Acknowledging the contextual factors that possibly influence substitutes' performance, this review summarises the presently available literature on soccer substitutes, and makes recommendations for future research. Literature searching and screening yielded 13 studies, which have typically focused on characterising: (1) the patterns, including timing, of substitutes' introduction; (2) indices of match-performance; and (3) the emotional experiences of soccer substitutes. The majority of substitutions occur after the first-half has ended (i.e. at half-time or during the second-half), with introduced players exceeding the second-half physical performances of those who started the match. Observations of progressive improvements in running performance as playing time increases, and findings that substitutes mostly experience negative emotions, highlight the potential inadequacies of pre-match preparations, and present future research opportunities. Additional work is therefore needed to confirm these findings and to determine the efficacy of current preparation strategies, thereby providing opportunities to assess then address substitutes' pre-pitch entry preparations, on-field performance and emotional responses

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

Méthodologie en psychologie du sport : procédures statistiques, analyse discriminante, méta-analyses, modélisation par équation structurelle, analyse qualitative du contenu et écriture des récits réalistes