Abstracts

Abstracts will be placed on this page once they have been accepted.

Please return to this page in the future to see more Abstracts as they are added.

Pocket Sport Psychology

Michelle D. Pain (Parkdale Amber P/L)

At the 1st Victorian Sport Psychology Conference (January 2008), types of resources available for sport psychologists and their clients were discussed (including videos and DVDs, podcasts, websites etc). The creation and production of ‘new technology’ (eg podcasts, websites) by Australian sport psychologists seemed to be low - there are only a few titles listed in iTunes and they seem to be mostly UK- or US-based - so a niche in the market might exist for an enterprising Aussie! What has been developed is a way to deliver a short message to athletes and coaches (using their own portable equipment) that orients them to the correct thoughts and behaviours leading to better performances, that can be accessed pre- or post-game (or even during competition if use of technology is allowed). I’ve developed something I think will be of interest to sport psychologists and their clients, and intend to demonstrate it (and sell it on CD) at the conference. BYO $20. For a head start, go to http://www.pocketsportpsychology.com/ which has the demo of the Confidence track, or in a different format (if you have problems viewing a movie on your computer owing to security restrictions), you can go to the You Tube website at  http://www.youtube.com/watch?v=mM4suBiqIPM to see the demo. As it happens (thanks to the eagle eye of a colleague), the sport psychology content happens to fit nicely with the Victorian Secondary School curriculum in Unit 4 PhysEd, and the General and Health material must surely fall within Psychology and/or Health and Human Development.

The Psychology of Coaching Racquet Sports to Deaf Children

Janet A Young & Anne Brown (Victoria University)

The presentation reviews a coaching program that was conducted with a group of Australian deaf children. Eighteen Victoria University third-year Physical Education students enrolled in a 12-week adapted coaching unit to teach a range of racquet sports – including badminton, table tennis, bat tennis and tennis – to a group of 18 deaf children (5 boys and 13 girls aged 9-13 years) who attended a School for Deaf Children in an outer suburb of Melbourne. The program was conducted at the school that has one multi-use court and adjoining brick wall, considerable open grassed spaces and an indoor gymnasium and dance studio. The Victoria University students worked on a one-on-one basis with an assigned deaf child during the 90 minute weekly sessions. The series of sessions revealed a number of factors, and specifically the critical importance of the coach’s mindset, that the Victoria University students considered important to ensure a fun, safe and productive coaching session. Practical implications for coaching racquet sports to deaf children are highlighted.

Role of the Coach in Developing Australian Female Professional Tennis Talent

Janet A Young & Alan J Pearce (Victoria University)

This study examined the role of the coach in identifying and developing Australian female tennis talent. Ten professional coaches currently working with 10 top SonyEricsson Women’s Tennis Association ranked Australian female tennis players responded to a questionnaire that was adapted from Cote’s (1999) and Wolfenden and Holt’s (2005) interview protocols. The questionnaire contained quantitative and qualitative questions asking participants to recall how their background in coaching,  describe their current roles, and changes in these roles over the years, in working with Australia’s top talent and make recommendations to parents who want to help their daughter develop her talent in tennis. Data was quantitatively and qualitatively analysed, using descriptive statistics and a series of inductive content analyses respectively. The analyses revealed coaches played significant, yet changing, roles in a player’s career over an extended period of time. In further findings, coaches provided a range of recommendations – relating to parenting skills, coaching arrangements and a player’s support team – to parents wanting to support their daughter’s tennis talent. Practical implications for coaches are highlighted together with future research directions to target Australian male professional tennis players. 

Understanding Tennis Flow: An Integration of Reversal Theory and Csikszentmihalyi’s Flow Construct Perspectives

Janet A Young (Victoria University) & Michelle D Pain (Parkdale Amber P/L)

This study investigated flow experiences of Australian professional female tennis players from two theoretical approaches, Csikszentmihalyi (1975) flow construct and reversal theory (Apter, 1982). In a study of 31 Australian professional tennis players, dual theoretical approaches were adopted to evaluate the usefulness and relevance of both approaches. Participants were asked to recall an exceptional performance and respond to the Flow State Scale, Experience Questionnaire and Paratelic Dominance Scale. Data was both qualitatively and quantitatively analysed. The data analyses revealed a high degree of correspondence between players’ narratives of exceptional performances with descriptions, and conditions, of flow posited by the two theoretical approaches. The implications of these findings support the development of a model that integrates the variables underpinning both theoretical approaches (felt arousal, hedonic tone, challenges and skills). The proposed model is examined and future research directions are highlighted for researchers interested in extending the knowledge base of flow in sport.

Boot Camps - Are they kicking ass?

Jacqui Triffitt (Hill Street Psychology / TIS, Hobart)

Boot camps have become a popular alternative to traditional gym-based exercise programmes. So what do they offer? This paper outlines the components of a Tasmanian-based programme and explores the benefits of this approach as a way of building physical and mental fitness in an interactive environment.

Active Girls - Investigating Physical Activity in Young Women Across Transition Periods
Emma Hall, Melinda Craike, & Caroline Symons (Victoria University)

This study examined the physical activity participation patterns of Victorian metropolitan teenage girls across transition periods, namely during Year 7, and Year 11. The ultimate aim of the project is to identify factors contributing to low physical activity participation levels, and implement interventions to address these factors. Ten focus groups were conducted with students from a range of schools, along with ten interviews with Physical Education coordinators at these same schools. The focus groups and interviews were semi-structured, aiming to elicit detailed information about past, current, and likely future participation in physical activity. The interviews were analysed through the use of NVivo software to identify themes, and themes were grouped under the areas of individual, social, and environmental factors. This information formed the basis of a physical activity questionnaire which was administered as Part 2 of the project, which is still in progress.

How does motivation relate to the experience of flow?
Jan Lewis (CQ University, Queensland)

Previous academic studies of the Sport Motivation Scale and Flow State Scales have used only one of these scales with their respondents. This study sets out to use both scales on the same respondents and therefore to discover if these scales are correlated and if so, how they are correlated. This one shot study was undertaken using licensed participants in motorcycle road racing in Australia as the survey group and the written questionnaire was returned by 370 racers. Result analysis showed statistically significant correlations between Flow State Scale-2 and Sport Motivation Scale indicating that a racer who is intrinsically motivated would be highly more likely to experience flow than an amotivated athlete. With flow producing very pleasing effects on the motorcycle racer, these flow effects may help racers to remain engaged and returning to the sport.

Women in Elite-Level Sport Leadership: Barriers, Pathways, & strategies

Lenora Sundstrom (HMRP/CARES—Victoria University)

Despite increased female participation in sport, there remains an under-representation of women in sport leadership positions, particularly at the elite level. Through previous research, a variety of barriers that have inhibited women’s progression to elite-level roles have been identified. The aim of the present study was to explore how women overcome societal, organisational, and familial barriers to obtain employment as elite-level coaches, officials, and administrators. Semi-structured, in-depth interviews were conducted with 33 women coaches, officials, and administrators from the sports of athletics, basketball, football (soccer), and swimming. Preliminary results both confirm the existence of barriers identified previously and a number of strategies used by women to overcome these barriers. Women who reach elite-level positions often view ‘barriers’ as challenges or setbacks rather than defeats. In addition, a ‘facilitator’ often encourages and assists these women to progress from community-level sport leadership roles to higher-level representative positions, followed by sub-elite and eventually elite-level positions. Having identified some of the pathways and strategies used by women in elite-level sport leadership positions, this information will be made available to organisations promoting the advancement of women in sport leadership, such as professional development and mentoring programs, and community and state sport organisations.

Routine is important: Identifying components of pre-performance routines that minimise choking effects

Christopher Mesagno & Thomas Mullane-Grant

(School of Human Movement and Sport Sciences, University of Ballarat)

Competitive anxiety can become overwhelming for some athletes, which may lead to choking under pressure (i.e., choking). Choking is defined as a critical deterioration in the execution of habitual processes as a result of an elevation in anxiety levels under perceived pressure, leading to substandard performance. Interventions have been proposed to overcome choking, however, only one study, to date, has investigated the efficacy of a pre-performance routine (PPR) as an intervention to decrease choking effects. Although the study indicated that performance improvements occur under pressure when using the PPR, using a single case design does not allow researchers to explanatory effects regarding the most beneficial aspects of the routine under pressure. Thus, the purpose of the current study was to investigate which aspect of a PPR was most effective to minimise choking effects. Participants included 50 experienced Australian Rules football players, who performed 20 kicks at a target in a low- and high-pressure situation. Participants were assigned into one of five groups with four intervention groups (i.e., temporal consistency, deep breath, cue word, and extensive PPR) participating in PPR intervention training prior to the high-pressure phase. The pressure control group did not receive intervention training prior to the high-pressure phase (which consisted of a performance contingent monetary incentive and a small audience). Results indicated that state anxiety significantly increased during the high-pressure, in comparison to the low-pressure, phase, providing support that the pressure manipulation was effective. Similarly, mean performance scores increased for all intervention groups, whereas the pressure control group decreased mean performance score. Results indicate using one aspect of a PPR improves performance, however, employing an extensive PPR was certainly the most effective method to improve performance under pressure. Thus, using a predetermined and extensive PPR clearly decreases the likelihood of choking effects in part because psychologically and physiological preparation decreases potential distractibility and focuses attention on task relevant cues prior to performance.

The Effect of Imagery on Performance and Confidence Levels of Ballroom Dancers

Clare Z. Rowe & Patsy Tremayne (University of Western Sydney)

In recent years there has been a certain degree of scientific interest and popular ‘hype’ when it comes to the ability to master control of our imaginations in order to manage our behaviour effectively. The use of imagery has been extensively employed by clinical and sport psychologists for many years in order to manipulate and control behavioural, cognitive and emotional outcomes. Based on memory mechanisms, the human mind has the ability to evoke events that have passed or create the image of events to come. However what is of particular interest to sport psychologists, coaches and athletes is not the general phenomenon of imagery, but the systematic and harnessed practice of imagery as a mental training tool. Of particular interest is expanding documented use of imagery from general dance (C. Hanrahan, Tetreau, & Sarrazin, 1995) into the realm of ballroom dancing. Like other forms of dancing, the use of imagery is an integral and accepted part of a dancers’ training program. Coaches employ imagery where they see necessary to elaborate on instructions, extract students’ creativity and enhance overall artistic skill and performance. Yet, imagery is often not used in a systematic manner, and no empirical research studies to date have utilised the genre of ballroom dancing to investigate the impact of imagery. This study employed a single subject multiple baseline design with two ballroom dance couples and studied the effect of an imagery-training program in increasing performance and confidence levels. The results supported previous research indicating that imagery is a valuable tool, which in combination with physical practice can be better than physical practice alone.

Dose Response of Mental Learning on the Development of a Motor Skill

Peter Kremer1, Dominic G. McNeil2, Michael Spittle2, & Cassandra Shinners2

(Deakin University 1, University of Ballarat 2)

The advantages of mental practice (MP) have been extensively supported by research, with results generally demonstrating that mental practice improves motor skill performance more than no practice. While sport psychologists have argued for the effectiveness of mental practice, little is known about how much practice is needed and whether there is an optimal dose of mental practice for these practice effects. The aim of this study was to investigate the effects of different amounts of mental practice on the performance of a motor skill. Participants were 209 students, aged 18 to 44 years (M = 20.5, SD = 2.9), who completed a pre- and post-test of non-preferred hand dart throwing. In the practice phase, participants completed either 25 (MP25), 50 (MP50), or 100 (MP100) trials of the darts task or 50 trials of a catching task (No Practice; NP). All conditions improved from pre- to posttest, however, the extent of these changes varied. The magnitude of these improvements increased monotonically with dose; scores at posttest increased by +9.0 (i.e., 4.0% increase from pretest score), +18.2 (7.9%), +19.0 (8.0%) and +27.2 (12.0%) for the NP (i.e., MP0), MP25, MP50 and MP100 conditions respectively. Mental practice effects did not vary according the expertise/experience of participants or mental practice dose. These findings support the positive effect of mental practice over no practice, and further, the nature of mental practice may be different for each individual so that a low mental practice dose may be sufficient for a simple motor skill. The practical implications for the use of mental practice will be discussed within the presentation.

Sport psychology and Australian football

Colin P. Davey (Deakin University)

Some of the problems I have encountered with 10 of the 12 original V.F.L. teams will be discussed (including some that won the premiership), mentioning how the field has changed in 30 years. I will also present what I believe to be the psychological make up of the champion footballer and the training that I think is required for a successful sport psychologist.

Sport Psychology and the Victorian Institute of Sport (VIS): “You Can’t Handle the Truth”

Steven Bannon (VIS)

(Note: This presentation will NOT be filmed)

The Victorian Institute of Sport recently undertook a review of sport psychology servicing within the Victorian Institute of Sport (VIS).  The review came during a significant period of change for the organisation and in preparation for the impending Olympic cycle.  The investigation took place over October and November 2008, as part of a Masters final student placement in work and organisational psychology, Ms Carly Moss (Trainee Psychologist, University of South Australia). The purpose of this review was to: Identify the pathways in which athletes and coaches access sport psychology services; Explore coach’s perspectives and experiences of sport psychology servicing within, and external to, the VIS; Examine internal service provision and program expenditure; Solicit the opinions and impressions of external service providers; and, Consider alternate modes of service delivery within associated sporting Institutes and academies. Semi-structured interviews were conducted with a majority of the VIS Tier 1 sports’ head coaches and program managers, as well as VIS senior management (CEO, Performance Manager, Business Manager, Performance Services Manager), Athlete Career and Education (ACE) staff and a select sample of external services providers.  External service providers were identified during the course of interviews, in conjunction with invoice frequency data from the previous financial year.  Service providers were invited to take part by invitation from the VIS CEO and then follow up contact was initiated by the researcher. The presentation will address the major issues identified in the review such as professionalism, accountability as well as recommendations for practitioners