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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 | |