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| To the Instructor | |
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| To the Student | |
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| Acknowledgments | |
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| Beginning Your Journey | |
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| Welcome to Sport and Exercise Psychology | |
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| Defining Sport and Exercise Psychology | |
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| Specializing in Sport Psychology | |
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| Distinguishing Between Two Specialties | |
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| Reviewing the History of Sport and Exercise Psychology | |
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| Focusing on Sport and Exercise Psychology Around the World | |
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| Bridging Science and Practice | |
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| Choosing From Many Sport and Exercise Psychology Orientations | |
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| Understanding Present and Future Trends | |
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| Learning About Participants | |
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| Personality and Sport | |
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| Defining Personality | |
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| Understanding Personality Structure | |
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| Studying Personality from Five Viewpoints | |
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| Measuring Personality | |
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| Using Psychological Measures | |
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| Focusing on Personality Research | |
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| Examining Cognitive Strategies and Success | |
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| Identifying Your Role in Understanding Personality | |
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| Motivation | |
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| Defining Motivation | |
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| Reviewing Three Approaches to Motivation | |
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| Building Motivation With Five Guidelines | |
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| Developing a Realistic View of Motivation | |
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| Understanding Achievement Motivation and Competitiveness | |
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| Identifying Four Theories of Achievement Motivation | |
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| Developing Achievement Motivation and Competitiveness | |
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| Using Achievement Motivation in Professional Practice | |
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| Arousal, Stress, and Anxiety | |
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| Defining Arousal and Anxiety | |
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| Measuring Arousal and Anxiety | |
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| Defining Stress and Understanding the Stress Process | |
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| Identifying Sources of Stress and Anxiety | |
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| Connecting Arousal and Anxiety to Performance | |
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| Applying Knowledge to Professional Practice | |
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| Understanding Sport and Exercise Environments | |
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| Competition and Cooperation | |
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| Defining Competition and Cooperation | |
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| Viewing Competition As a Process | |
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| Reviewing Studies of Competition and Cooperation | |
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| Determining Whether Competition Is Good or Bad | |
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| Enhancing Cooperation | |
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| Feedback, Reinforcement, and Intrinsic Motivation | |
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| Principles of Reinforcement | |
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| Approaches to Influencing Behavior | |
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| Guidelines for Using Positive Reinforcement | |
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| Guidelines to Using Punishment | |
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| Behavior Modification in Sport | |
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| Intrinsic Motivation and Extrinsic Rewards | |
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| Cognitive Evaluation Theory | |
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| How Extrinsic Rewards Affect Intrinsic Motivation in Sport | |
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| Strategies for Increasing Intrinsic Motivation | |
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| Flow-A Special Case of Intrinsic Motivation | |
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| Focusing on Group Processes | |
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| Group and Team Dynamics | |
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| Recognizing the Difference Between Groups and Teams | |
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| Identifying Three Theories of Group Development | |
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| Understanding Group Structure | |
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| Creating an Effective Team Climate | |
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| Maximizing Individual Performance in Team Sports | |
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| Group Cohesion | |
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| Definition of Cohesion | |
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| Conceptual Model of Cohesion | |
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| Tools for Measuring Cohesion | |
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| Relationship Between Cohesion and Performance | |
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| Other Factors Associated With Cohesion | |
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| Strategies for Enhancing Cohesion | |
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| Guidelines for Building Team Cohesion | |
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| Leadership | |
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| Definition of Leadership | |
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| Approaches to Studying Leadership | |
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| Sport-Oriented Interactional Approaches to Leadership | |
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| Research on the Multidimensional Model of Sport Leadership | |
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| Four Components of Effective Leadership | |
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| Communication | |
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| Understanding the Communication Process | |
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| Sending Messages Effectively | |
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| Receiving Messages Effectively | |
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| Recognizing Breakdowns in Communication | |
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| Improving Communication | |
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| Dealing With Confrontation | |
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| Delivering Constructive Criticism | |
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| Improving Performance | |
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| Introduction to Psychological Skills Training | |
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| What Psychological Skills Training Entails | |
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| Why PST Is Important | |
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| Why Sport and Exercise Participants Neglect PST | |
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| Myths About PST | |
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| PST Knowledge Base | |
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| PST Effectiveness | |
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| Three Phases of PST Programs | |
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| Self-Regulation: The Ultimate Goal of PST | |
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| Who Should Conduct PST Programs | |
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| When to Implement a PST Program | |
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| PST Program Development | |
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| Common Problems in Implementing PST Programs | |
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| Arousal Regulation | |
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| Increasing Self-Awareness of Arousal | |
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| Using Anxiety Reduction Techniques | |
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| Exploring the Matching Hypothesis | |
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| Coping With Adversity | |
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| Using Arousal-Inducing Techniques | |
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| Imagery | |
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| What Imagery Is | |
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| Evidence of Imagery's Effectiveness | |
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| Imagery in Sport: Where, What, When, and Why | |
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| Factors Affecting the Effectiveness of Imagery | |
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| How Imagery Works | |
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| Uses of Imagery | |
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| Keys to Effective Imagery | |
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| How to Develop an Imagery Training Program | |
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| When to Use Imagery | |
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| Self-Confidence | |
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| Defining Self-Confidence | |
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| Understanding How Expectations Influence Performance | |
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| Examining Self-Efficacy Theory | |
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| Assessing Self-Confidence | |
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| Building Self-Confidence | |
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| Goal Setting | |
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| Definition of Goals | |
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| Effectiveness of Goal Setting | |
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| Principles of Goal Setting | |
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| Development of Group Goals | |
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| Design of a Goal-Setting System | |
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| Common Problems in Goal Setting | |
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| Concentration | |
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| Defining Concentration | |
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| Explaining Attentional Focus: Three Processes | |
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| Connecting Concentration to Optimal Performance | |
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| Identifying Types of Attentional Focus | |
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| Recognizing Attentional Problems | |
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| Using Self-Talk to Enhance Concentration | |
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| Assessing Attentional Skills | |
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| Improving Concentration | |
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| Enhancing Health and Well-Being | |
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| Exercise and Psychological Well-Being | |
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| Reducing Anxiety and Depression With Exercise | |
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| Enhancing Mood With Exercise | |
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| Understanding Exercise's Effect on Psychological Well-Being | |
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| Changing Personality and Cognitive Functioning With Exercise | |
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| Enhancing Quality of Life With Exercise | |
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| Examining the Runner's High | |
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| Using Exercise As an Adjunct to Therapy | |
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| Exercise Behavior and Adherence | |
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| Reasons to Exercise | |
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| Reasons for Not Exercising | |
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| Problem of Exercise Adherence | |
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| Theories and Models of Exercise Behavior | |
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| Determinants of Exercise Adherence | |
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| Settings for Exercise Interventions | |
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| Strategies for Enhancing Adherence to Exercise | |
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| Guidelines for Improving Exercise Adherence | |
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| Athletic Injuries and Psychology | |
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| Psychological Factors in Athletic Injuries | |
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| How Injuries Happen | |
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| Relationship Between Stress and Injury | |
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| Psychological Reactions to Exercise and Athletic Injuries | |
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| Role of Sport Psychology in Injury Rehabilitation | |
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| Addictive and Unhealthy Behaviors | |
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| Eating Disorders | |
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| Substance Abuse | |
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| Addiction to Exercise | |
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| Compulsive Gambling: An Odds-On Favorite for Trouble | |
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| Burnout and Overtraining | |
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| Definitions of Overtraining, Staleness, and Burnout | |
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| Frequency of Overtraining, Staleness, and Burnout | |
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| Models of Burnout | |
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| Factors Leading to Athlete Overtraining and Burnout | |
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| Symptoms of Overtraining and Burnout | |
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| Ways to Measure Burnout | |
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| Burnout in Sport Professionals | |
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| Treatment and Prevention of Burnout | |
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| Facilitating Psychological Development Through Sport | |
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| Children and Sport Psychology | |
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| Importance of Studying the Psychology of Young Athletes | |
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| Children's Reasons for Participation and Nonparticipation | |
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| Role of Friends in Youth Sport | |
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| Stress and Burnout in Children's Competitive Sport | |
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| Effective Coaching Practices for Young Athletes | |
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| Role of Parents | |
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| Aggression in Sport | |
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| Defining Aggression | |
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| Understanding the Causes of Aggression | |
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| Examining Aggression in Sport: Special Considerations | |
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| Applying Knowledge to Professional Practice | |
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| Character Development and Good Sporting Behavior | |
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| Defining Character, Fair Play, and Good Sporting Behavior | |
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| Developing Character and Good Sporting Behavior: Three Approaches | |
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| Examining Moral Development Research | |
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| Understanding Connection Between Moral Reasoning and Moral Behavior | |
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| Studying Connection Between Character Development and Physical Activity | |
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| Guiding Practice in Character Development | |
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| Continuing Your Journey | |
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| References | |
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| Index | |
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| About the Authors | |