| |
| |
Introducing Sport Psychology and Sport History | |
| |
| |
An Introduction to Sport Psychology | |
| |
| |
Organization of this Book | |
| |
| |
What is Sport Psychology? | |
| |
| |
What Do Sport Psychologists Do? | |
| |
| |
Sport Psychology Professional Organizations | |
| |
| |
The International Organization | |
| |
| |
North American Organizations | |
| |
| |
Australian, British, and Canadian Organizations | |
| |
| |
Related Professional Organizations | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Professional Issues | |
| |
| |
Training for the Profession | |
| |
| |
Credentialing | |
| |
| |
Ethical Principles | |
| |
| |
Image of the Profession | |
| |
| |
Employment Opportunities | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Sport History From Antiquity Through the Enlightenment | |
| |
| |
The Ancient Near East and Asia | |
| |
| |
The Greeks | |
| |
| |
Homeric Greece | |
| |
| |
The Early Athenian Period | |
| |
| |
The Spartan Period | |
| |
| |
The Later Athenian Period | |
| |
| |
The Romans | |
| |
| |
The Middle Ages | |
| |
| |
The Byzantine Empire | |
| |
| |
Christianity | |
| |
| |
The Age of Chivalry | |
| |
| |
Renaissance and Enlightenment | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
History of Sport and Sport Psychology in the United States | |
| |
| |
Colonial America | |
| |
| |
From the Revolutionary War Through the Civil War | |
| |
| |
Technological Revolution, 1850-1900 | |
| |
| |
Eight Milestones in Recent U.S. Sport History | |
| |
| |
A Brief History of Physical Education | |
| |
| |
A Brief History of Psychology | |
| |
| |
A Brief History of Sport Psychology | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Behavioral Principles and Applications | |
| |
| |
Behavioral Principles | |
| |
| |
Classical Conditioning | |
| |
| |
Operant Learning | |
| |
| |
Basic Principles | |
| |
| |
Behavioral Coaching Techniques | |
| |
| |
Public Recording | |
| |
| |
Changing Coaching Behaviors | |
| |
| |
Conditioned Reinforcement | |
| |
| |
Premack Principle | |
| |
| |
Response Cost | |
| |
| |
Training Variables | |
| |
| |
Learned Helplessness | |
| |
| |
Cognitive Learning | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Anxiety and Arousal | |
| |
| |
Determinants of Anxiety and Arousal | |
| |
| |
Neurophysiological Mechanisms | |
| |
| |
Psychological Mechanisms | |
| |
| |
Effects of Anxiety on Competitive Performance | |
| |
| |
Effects of Arousal on Competitive Performance: The Inverted-U Hypothesis | |
| |
| |
The Measurement of Anxiety and Arousal | |
| |
| |
Physiological Measures | |
| |
| |
Psychological Measures | |
| |
| |
Advantages and Disadvantages of Psychological and Physiological Measures | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Anxiety Reduction: Classical Conditioning and Operat Learning Applications | |
| |
| |
Classical Conditioning Techniques | |
| |
| |
Extinction | |
| |
| |
Counterconditioning | |
| |
| |
Operant Learning Techniques | |
| |
| |
Reinforced Practice | |
| |
| |
Biofeedback Training | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Anxiety Reduction: Cognitive Learning Techniques | |
| |
| |
Imagery | |
| |
| |
Visuomotor Behavioral Rehearsal | |
| |
| |
Stress Inoculation Training | |
| |
| |
Cognitive Control | |
| |
| |
Hypnosis | |
| |
| |
Yoga, Zen, and Transcendental Meditation | |
| |
| |
Psych-Up Strategies | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Social Psychological Dimensions | |
| |
| |
Motivation: Attribution Theory and Need Achievement | |
| |
| |
What is Motivation? | |
| |
| |
Attribution Theory | |
| |
| |
The Cognitive Model | |
| |
| |
Social Cognitive Models | |
| |
| |
The Functional Model | |
| |
| |
Future Directions in Attribution Research | |
| |
| |
Need for Achievement | |
| |
| |
Murray's Contribution | |
| |
| |
The McClelland--Atkinson Model | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Motivation: Locus of Control and Self Theory | |
| |
| |
Locus of Control | |
| |
| |
Rotter's I-E Scale | |
| |
| |
Levenson's Multidimensional Approach | |
| |
| |
Locus-of-Control Measurement With Youth | |
| |
| |
Current Status of the Locus-of-Construct | |
| |
| |
Self Theory | |
| |
| |
The Self | |
| |
| |
The Self-Concept | |
| |
| |
Self-Actualization | |
| |
| |
Status of Research on Self Theory | |
| |
| |
Some Final Thoughts on Motivation | |
| |
| |
Sport Self-Confidence | |
| |
| |
Sport Motivation | |
| |
| |
Setting Performance Goals in Sport | |
| |
| |
Explanatory Style | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Social Psychology of Sport: Leadership and Group Cohesion | |
| |
| |
Leadership | |
| |
| |
Theories of Leadership | |
| |
| |
Chelladurai's Multidimensional Model of Sport Leadership | |
| |
| |
Player Leadership | |
| |
| |
Evaluation of Leadership Research | |
| |
| |
Group Cohesion | |
| |
| |
Models of Team Cohesion | |
| |
| |
Factors Affecting Team Cohesion | |
| |
| |
Measures of Team Cohesion | |
| |
| |
Two Final Notes | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Social Psychology of Sport: Audience Effects | |
| |
| |
Social Facilitation | |
| |
| |
Other Drive Theories | |
| |
| |
An Evaluation of Drive Theory | |
| |
| |
Alternative Nondrive Models | |
| |
| |
Interactive Audience Effects on Sport Performance | |
| |
| |
The Home Advantage | |
| |
| |
Basking in reflected Glory | |
| |
| |
Choking Under Pressure | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Aggression: Dimensions and Theories | |
| |
| |
Aggression Defined | |
| |
| |
Dimensions of Aggression | |
| |
| |
Provoked and Unprovoked Aggression | |
| |
| |
Direct and Indirect Aggression | |
| |
| |
Physical and Verbal Aggression | |
| |
| |
Adaptive and Maladaptive Aggression | |
| |
| |
Hostile Aggression, Instrumental Aggression, and Sport Assertiveness | |
| |
| |
Aggression and Violence: One and the Same? | |
| |
| |
Biological Theories of Aggression | |
| |
| |
Psychosocial Theories of Aggression | |
| |
| |
Cathartic Approaches | |
| |
| |
Social Learning Approach | |
| |
| |
Catharsis or Social Learning? | |
| |
| |
Sociological Explanations of Aggression in Sport | |
| |
| |
Contagion Theory | |
| |
| |
Convergence Theory | |
| |
| |
Emergent Norm Theory | |
| |
| |
Value-Added Theory | |
| |
| |
The Measurement of Aggression | |
| |
| |
Factors Promoting Aggression | |
| |
| |
Physical Factors | |
| |
| |
Psychological Factors | |
| |
| |
Sociological Considerations | |
| |
| |
Critical Sport-Related Variables Affecting Aggression | |
| |
| |
Point Spread | |
| |
| |
Home/Away Factor | |
| |
| |
Outcome | |
| |
| |
League Standing | |
| |
| |
Period of Play | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Aggression: Violence in Selected Sport Populations | |
| |
| |
Boxing | |
| |
| |
Football | |
| |
| |
Hockey | |
| |
| |
Smith's Violence Typology | |
| |
| |
Violence Among Female Athletes | |
| |
| |
Violence Against Females by Male Athletes | |
| |
| |
Violence Against Sports Officials | |
| |
| |
Recommendations for Curbing Violence in Sport | |
| |
| |
Management | |
| |
| |
The Media | |
| |
| |
Game Officials | |
| |
| |
Coaches | |
| |
| |
Players | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Personality, Assessment, and Special Athletic Populations | |
| |
| |
Personality and Psychological Assessment | |
| |
| |
Personality Defined | |
| |
| |
Theories of Personality | |
| |
| |
Biological Models | |
| |
| |
The Psychodynamic Model | |
| |
| |
The Humanistic Model | |
| |
| |
The Behavioral Model | |
| |
| |
Trait Theory | |
| |
| |
The Interactional Model | |
| |
| |
Problems in Sport Personality Research | |
| |
| |
Conceptual Problems | |
| |
| |
Methodological Problems | |
| |
| |
Interpretive Problems | |
| |
| |
Psychological Assessment | |
| |
| |
What is a Test? | |
| |
| |
Validity, Reliability, and Norms | |
| |
| |
Validity | |
| |
| |
Reliability | |
| |
| |
Norms | |
| |
| |
Sources of Error in Testing | |
| |
| |
Faking Good | |
| |
| |
Faking Bad | |
| |
| |
Test Ethics and Sport Psychology | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Psychological Assessment in Sport Psychology | |
| |
| |
Tests of Enduring Personality Traits | |
| |
| |
Minnesota Multiphasic Personality Inventory | |
| |
| |
Sixteen Personality Factor Questionnaire | |
| |
| |
Eysenck Personality Inventory (EPI)/Eysenck Personality Questionnaire | |
| |
| |
State Measures Used in Sport Psychology | |
| |
| |
Profile of Mood States (POMS) | |
| |
| |
State-Trait Anxiety Inventory | |
| |
| |
Sport-Specific Tests | |
| |
| |
Athletic Motivation Inventory | |
| |
| |
Sport Competition Anxiety Test (SCAT) | |
| |
| |
Competitive State Anxiety Inventory (CSAI) | |
| |
| |
Competitive State Anxiety Inventory-2 (CSAI-2) | |
| |
| |
Test of Attentional and Interpersonal Style (TAIS) | |
| |
| |
Other Sport-Specific Measures | |
| |
| |
A Final Note | |
| |
| |
Attitude Measurement in Sport | |
| |
| |
Likert Scales | |
| |
| |
Semantic Differential Scales | |
| |
| |
Thurstone Scaling | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Special Populations: Minority and High-Risk-Sport Athletes | |
| |
| |
The Minority Athlete | |
| |
| |
The African-American Athlete | |
| |
| |
The Success of African-American Athletes | |
| |
| |
The Hispanic Athlete | |
| |
| |
The Asian-American Athlete | |
| |
| |
The Native American Athlete | |
| |
| |
The High-Risk-Sport Participant | |
| |
| |
Sport Parachuting/Skydiving | |
| |
| |
Hang Gliding | |
| |
| |
Rock Climbing | |
| |
| |
Scuba Diving | |
| |
| |
Correlates of High-Risk-Sport Participation | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Special Populations: Elite, Disabled, Injured, or Drug-Abusing Athletes | |
| |
| |
The Elite Athlete | |
| |
| |
Kroll's Personality Performance Pyramid | |
| |
| |
Research on Exceptional Performance | |
| |
| |
The Athlete With Disabilities | |
| |
| |
The Injured Athlete | |
| |
| |
The Athlete Who Uses or Abuses Drugs | |
| |
| |
Prohibited Classes of Substances | |
| |
| |
Prohibited Methods of Administering Drugs | |
| |
| |
Classes of Drugs Subject to Restrictions | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
The Female Sport Experience: Historical Roots and Physiological Concerns | |
| |
| |
A Brief History | |
| |
| |
Ancient Greece | |
| |
| |
The Modern Olympics | |
| |
| |
Title IX Legislation | |
| |
| |
Contemporary Forces in Women's Athletics | |
| |
| |
The Physiological Dimension in Women's Athletics | |
| |
| |
Menstrual Functioning | |
| |
| |
Other Problems | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
The Female Sport Experience: Sport Socialization, Psychological Variables, and Other Issues | |
| |
| |
Socialization Into Sport | |
| |
| |
Role Conflict | |
| |
| |
The Family | |
| |
| |
Acceptability of Various Sports | |
| |
| |
Why Women Compete | |
| |
| |
Psychological Variables | |
| |
| |
Attribution Theory | |
| |
| |
Fear of Success | |
| |
| |
Psychological Androgyny | |
| |
| |
Other Issues Involving Women in Sport | |
| |
| |
The Media | |
| |
| |
Homophobia | |
| |
| |
Eating Disorders | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Youth Sport: Motives for Participating and Withdrawing | |
| |
| |
A Brief History | |
| |
| |
Little League Baseball | |
| |
| |
Concerns About Youth Fitness | |
| |
| |
Motives for Participating in Sport | |
| |
| |
Having Fun | |
| |
| |
Skill Improvement | |
| |
| |
Fitness Benefits | |
| |
| |
Team Atmosphere | |
| |
| |
Other Reasons | |
| |
| |
A Final Note | |
| |
| |
Motives for Withdrawing from Participation | |
| |
| |
Primary Concerns | |
| |
| |
Secondary Concerns | |
| |
| |
AFA Recommendations for Making Youth Sport More Enjoyable | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Youth Sport: Stress and Other Issues | |
| |
| |
Stress and Youth Sport | |
| |
| |
Competition: Product or Process? | |
| |
| |
Competitive Stress | |
| |
| |
Measures of Stress | |
| |
| |
Cognitive Aspects of Competitive Stress | |
| |
| |
Perceived Ability | |
| |
| |
Success Expectancy | |
| |
| |
Expectancy of Negative Evaluation | |
| |
| |
Expectancy of Negative Affect | |
| |
| |
Antecedents of Competitive Stress | |
| |
| |
Parent--Child Interactions | |
| |
| |
Interactions With Other Adults and Peers | |
| |
| |
History of Success and Failure | |
| |
| |
Elite Performance in Youth Athletes | |
| |
| |
Violence in Youth Sports | |
| |
| |
Health Risks Associated With Youth Sport | |
| |
| |
Recommendations for Improving Youth Sport | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Coaching and Exercise | |
| |
| |
The Coach: Roles, Communication, and Psychological Variables | |
| |
| |
Roles of the Coach | |
| |
| |
What Makes a Good Coach? | |
| |
| |
Advantages and Disadvantages of Coaching | |
| |
| |
Communication and Coaching | |
| |
| |
The Coach and the Sport Psychologist | |
| |
| |
The Coach's Personality | |
| |
| |
The Authoritarian Personality | |
| |
| |
The Machiavellian Personality | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Youth, Female, and Black Coaches; Coaching Burnout | |
| |
| |
Coaching and Youth Sport | |
| |
| |
The Coaching Behavior Assessment System (CBAS) | |
| |
| |
Other Approaches to Improving Youth Coaching | |
| |
| |
The Female Coach | |
| |
| |
The Female Interscholastic/Intercollegiate Coach | |
| |
| |
Reasons for the Decline in the Number of Female Coaches | |
| |
| |
A Final Note | |
| |
| |
The African-American Coach | |
| |
| |
Coaching Burnout | |
| |
| |
Smith's Cognitive-Affective Model of Athletic Burnout | |
| |
| |
Causes of Burnout | |
| |
| |
Effects of Burnout | |
| |
| |
Preventing Burnout | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Exercise Psychology: Physical Fitness, Adherence, and the Cognitive and Affective Benefits of Exercise | |
| |
| |
Physical Fitness | |
| |
| |
Physical Fitness Defined | |
| |
| |
Physical Benefits | |
| |
| |
Psychological Benefits | |
| |
| |
Exercise Adherence | |
| |
| |
Predictors of Exercise Adherence | |
| |
| |
Why People Drop Out of Exercise Programs | |
| |
| |
Improving Exercise Adherence | |
| |
| |
Cognitive and Affective Consequences of Exercise | |
| |
| |
Cognitive Effects | |
| |
| |
Effects on Mood | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
Exercise Psychology: Running Addictions and Exercise for Senior Citizens | |
| |
| |
The Runner's Addictions | |
| |
| |
Positive Addiction | |
| |
| |
Negative Addiction | |
| |
| |
Mood and Running | |
| |
| |
Runner's High | |
| |
| |
Marathon Runners | |
| |
| |
Ultramarathoners/Ultrarunners | |
| |
| |
Exercise and Competition for Senior Citizens | |
| |
| |
Fitness Issues for Seniors | |
| |
| |
The Competitive Senior | |
| |
| |
A Final Note | |
| |
| |
Summary | |
| |
| |
Key Terms | |
| |
| |
Suggested Readings | |
| |
| |
References | |
| |
| |
Author Index | |
| |
| |
Subject Index | |