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Sport Psychology: Past, Present, Future | |
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History of Sport Psychology | |
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History of Sport Psychology in Eastern Europe | |
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Future Directions in North American Applied Sport Psychology | |
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Learning, Motivation, and Social Interaction | |
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Motor Skill Learning for Effective Coaching and Performance | |
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Motor Learning Defined | |
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Phases of Motor Skill Learning | |
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Practice Considerations | |
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Teaching Several Skills: Blocked versus Random Practice | |
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Teaching Several Variations of a Skill: Variable Practice | |
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Whole versus Part Practice | |
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Feedback: Its Functions and Use in Skill Learning and Performance | |
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Diagnosing and Correcting Errors | |
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A Positive Approach to Coaching Effectiveness and Performance Enhancement | |
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The ABCs of Behavior Control | |
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Positive and Aversive Approaches to Influencing Behavior | |
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Positive Reinforcement: Getting Good Things to Happen | |
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Performance Feedback | |
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Motivational Processes and the Facilitation of Quality Engagement in Sport | |
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Believing That One Can: The Construct of Self-Efficacy | |
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Achievement Goals: The Importance of How We Judge Our Competence | |
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Doing It for the Joy: The Determinants of Intrinsic Motivation and Self-Determination | |
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The Self-Fulfilling Prophecy Theory: When Coaches' Expectations Become Reality | |
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The Expectation-Performance Process | |
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Sport Applications | |
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Behavioral Recommendations for Coaches | |
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Leadership Effectiveness and Decision Making in Coaches | |
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What is Leadership? | |
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Leadership Theories and Implications | |
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Authentic Leadership | |
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Multidimensional Models of Leadership in Sport | |
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Decision Making in Coaches | |
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Evaluating Leadership | |
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Leading Ethically | |
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Developing Leadership within the Team | |
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Developing Morale within the Team | |
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The Sport Team as an Effective Group | |
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The Nature of Sport Groups | |
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Group Cohesion | |
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Developing a Team Concept: Correlates of Cohesion | |
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Team Building | |
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Communicating Effectively | |
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Communication Defined | |
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Communication in Sport | |
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Communication and Groups | |
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The Sport Psychologist as a Skilled Helper | |
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Mental Training for Performance Enhancement | |
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Psychological Characteristics of Peak Performance | |
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Overview of Peak Performance | |
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Psychological Characteristics During Peak Experiences in Sport | |
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Flow and Peak Performance | |
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The Individualized Zone of Optimal Functioning | |
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Psychological Attributes and Skills of Successful and Less Successful Athletes | |
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A Profile of Mental Toughness | |
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Team, Coach, Family, and Organizational Influences on Peak Performance | |
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Conclusion: What It Takes to "Make It" | |
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Increasing Awareness for Sport Performance | |
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The Importance of Awareness in Athletics | |
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Awareness as it Relates to Skill Development | |
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Techniques for Developing Awareness | |
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Appendix: Guidelines for Keeping a Sport Journal | |
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Goal Setting for Peak Performance | |
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Goal-Setting Research and Theory | |
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Examining Athletes' and Coaches' Uses of Goal Setting | |
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Goal-Setting Guidelines | |
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A Goal-Setting System for Coaches | |
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Common Problems in Setting Goals | |
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Arousal-Performance Relationships | |
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The Nature of Arousal | |
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Defining Arousal and Related Constructs | |
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The Relationship between Arousal and Motor Performance | |
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Estimating the Relationship between an Athlete's Optimal Arousal and Performance | |
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Relaxation and Energizing Techniques for Regulation of Arousal | |
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Muscle-to-Mind Relaxation Skills and Strategies | |
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Mind-to-Muscle Relaxation Techniques | |
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Skills and Strategies for Learning How to Increase Activation and Energy | |
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Seeing Is Believing: Understanding and Using Imagery in Sport | |
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What Is Imagery? | |
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Does Imagery Work to Enhance Athletes' Performance? | |
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How Does Imagery Enhance Athletes' Performance? | |
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How Do You Set Up an Imagery Training Program? | |
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Imagery Cookbook for Coaches and Practitioners | |
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Case Studies | |
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Appendix A Sample Imagery Script for Competition Preparation | |
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Appendix B Sport Imagery Evaluation | |
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Cognitive Techniques for Building Confidence and Enhancing Performance | |
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Key Definitions: Confidence, Mental Toughness, Optimism, Self-Efficacy | |
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Common Misconceptions about Confidence | |
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Prerequisites for Gaining Confidence | |
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Self-Talk | |
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Identifying Self-Talk | |
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Techniques for Controlling Self-Talk | |
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Concentration and Strategies for Controlling It | |
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Attention Control Training Principles | |
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Increasing Awareness of Types of Attention | |
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External Factors: Strategies to Minimize External Distractions | |
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Internal Factors: Strategies to Stay Centered | |
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Implementing Training Programs | |
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Integrating and Implementing a Psychological Skills Training Program | |
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Are Psychological Interventions Effective in Improving Sport Performance? | |
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Who Will Benefit from Psychological Skills Training? | |
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Who Should Conduct the Psychological Skills Training Program? | |
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When Should You Implement a Psychological Skills Training Program? | |
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When Should Athletes Practice Psychological Skills? | |
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How Much Time Should Be Spent in Mental Training? | |
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Setting Up a Mental Skills Training Program | |
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Determining What Skills to Include | |
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Evaluation of Program Effectiveness | |
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Practical Pointers for Teaching Mental Skills | |
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Ethical Considerations for the Coach and Sport Psychology Consultant | |
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Potential Problem Areas | |
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Conducting Psychologically Oriented Coach-Training Programs: A Social-Cognitive Approach | |
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Developing Coach-Training Programs | |
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Implementing Sport Psychology Workshops for Coaches | |
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A Final Word | |
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Summary of Coaching Guidelines | |
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Coach Self-Report Form | |
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Gender and Cultural Considerations | |
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Overview and Framework | |
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The Cultural Context of Sport | |
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Gender and Sexuality | |
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Race, Ethnicity, and Social Class | |
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Cultural Competence in Sport Psychology | |
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Enhancing Health and Well-Being | |
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When to Refer Athletes for Counseling or Psychotherapy | |
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Counseling and Sport Psychology | |
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Differentiating Performance Enhancement From More Problematic Personal Issues | |
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How to start the Referral Process | |
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When Referrals Don't Go Smoothly | |
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More Specific Athlete-Related Issues | |
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Professional Development Tasks for Practitioners and Students | |
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Drug Abuse in Sport: Causes and Cures | |
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Review of Drugs Banned in Sport | |
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Rationale for an Antidrug Policy in Sport | |
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How Widespread Is Drug Abuse in Sport? | |
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Likely Causes of Drug Abuse in Sport | |
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Strategies for Controlling Drug Abuse | |
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Burnout in Sport: Understanding the Process-From Early Warning Signs to Individualized Intervention | |
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Introduction | |
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Burnout, Dropout, Overtraining, and Staleness | |
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Signs, Symptoms, and Consequences of Burnout | |
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Theories and Models of Burnout in Sport | |
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Examining Burnout in Sport | |
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Monitoring Burnout | |
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Interventions | |
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Case Study | |
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Injury Risk and Rehabilitation: Psychological Considerations | |
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Factors That Predispose Athletes to Injury | |
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Interventions to Reduce Injury Vulnerability | |
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Athletes' Reactions to Injury | |
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Reacting to Injured Athletes | |
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Teaching Specific Psychological Rehabilitation Strategies | |
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Career Transition among Athletes: Is There Life after Sports? | |
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History and Background | |
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Theoretical Perspectives on Career Transition | |
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Conceptual Model of Career Transition | |
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Stage 1: Causes of Career Termination | |
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Stage 2: Factors Related to Adaptation to Career Transition | |
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Stage 3: Available Resources for Adaptation to Career Transition | |
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Stage 4: Quality of Career Transition | |
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Stage 5: Intervention for Career Transition | |
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Exercise Psychology | |
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Exercise and Mental Health | |
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Plausible Mediators or Mechanisms | |
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Physical Activity Behavior Change | |
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Author Index | |
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Subject Index | |