Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Publisher: American Psychological Association
Languages: English
Types: Article
Subjects: 158, 796
Practitioners place the importance of engaging in evidence-based practice at the forefront of issues regarding the provision of applied sport psychology. Accordingly, the present study sought to contextualize the process of theory–research–practice. Specifically, 4 attentional-based techniques established within the sport psychology literature were depicted as applied scenarios and presented as a survey task. Experienced United Kingdom–based practitioners (n = 14) and individuals currently undergoing training (n = 14) were recruited to ascertain their theoretical and mechanistic knowledge and whether the techniques were being used in the applied environment. Results suggested that application of the techniques, in addition to theoretical and mechanistic knowledge, may decrease from trainee to experienced practitioner. The study highlights the need for an increase in research designed to be effective in the applied setting and that addresses the needs of sport psychology practitioners if our discipline is to advance and remain evidence based.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Abernethy, B., Maxwell, J. P., Jackson, R. C., & Masters, R. S. W. (2007). Skill in sport. In F. T. Durso (Ed.), Handbook of applied cognition (2nd ed.). (pp. 333-359). Chichester, UK: Wiley. doi:10.1002/9780470713181.ch13
    • Beek, P. J. (2000). Toward a theory of implicit learning in the perceptual-motor domain. International Journal of Sport Psychology, 31, 547-554.
    • Berry, D. C., & Broadbent, D. E. (1984). On the relationship between task performance and associated verbalizable knowledge. Quarterly Journal of Experimental Psychology, 36, 209-231.
    • Bennett, S. J. (2000). Implicit learning: Should it be used in practice? International Journal of Sport Psychology, 31, 542-546.
    • Burton, D., & Raedeke, T. D. (2008). Sport psychology for coaches. Champaign, IL: Human Kinetics.
    • Carlstedt, R. A. (2013). Evidence-based applied sport psychology: A practitioner's manual. NY: Springer.
    • Carson, H. J., & Collins, D. (2011). Refining and regaining skills in fixation/diversification stage performers: The five-A model. International Review of Sport and Exercise Psychology, 4, 146-167. doi:10.1080/1750984X.2011.613682
    • Collins, D. (2008, December). Strange Bedfellows: Why sport AND exercise psychology? Invited keynote at the inaugural British Psychological Society DSEP Conference, London.
    • Collins, D. & Kamin, S. (2012). The performance coach. In S. Murphy (Ed.), Handbook of sport and performance psychology (pp.692-706). Oxford: Oxford University Press.
    • Cotterill, S. T. (2011). Experiences of developing pre-performance routines with elite cricket players. Journal of Sport Psychology in Action, 2, 81-91. doi:10.1080/21520704.2011.584245
    • Cropley, B., Hanton, S., Miles, A., & Niven, A. (2010). Exploring the relationship between effective and reflective practice in applied sport psychology. The Sport Psychologist, 24, 521-541.
    • Dozois, D. J. A., Mikail, S. F., Alden, L. E., Bieling, P. J., Buorgon, G., Clark, D. A., Drapeau, M., Gallson, D., Greenberg, L., & Hunsley, J. (2014). The CPA presidential task force on evidence-based practice of psychological treatments. Canadian Psychology, 55, 153-160. doi:10.1037/a0035767
    • Drapeau, M., & Hunsley, J. (2014). Where's the science? Introduction to a special issue of Canadian psychology on science in psychology. Canadian Psychology, 55, 145-152. doi:10.1037/a0037321
    • Dryden, W. (1989). The therapeutic alliance as an integrating framework. In W. Dryden (Ed). Key issues for counselling in action. London: Sage.
    • Dugdale, J. R., & Eklund, R. C. (2002). Do not pay attention to the umpires: Thought suppression and task-relevant focusing strategies. Journal of Sport & Exercise Psychology, 24, 306-319.
    • Einhorn, H. J. (1974). Expert judgment: Some necessary conditions and an example. Journal of Applied Psychology, 59, 562-571.
    • Elliott, R. & Wexler, M. M. (1994). Measuring the impact of sessions in process-experiential therapy of depression: The session impacts scale. Journal of Counseling Psychology, 41, 166-174.
    • Frey, M., Laguna, P. L., & Ravizza, K. (2003). Collegiate athletes' mental skill use and perceptions of success: An exploration of the practice and competition settings. Journal of Applied Sport Psychology, 15, 115-128. doi:10.1080/10413200390213821
    • Gallwey, T. W. (1997). The inner game of tennis: The classic guide to the mental side of peak performance. London: Random House Trade.
    • Gardner, F. L. (2009). Efficacy, mechanisms of change and the scientific development of sport psychology. Journal of Clinical Sport Psychology, 3, 139-155.
    • Gardner, F. L., & Moore, Z. E. (2006). Clinical sport psychology. Champaign, IL: Human Kinetics.
    • Gilbert, W., Gallimore, R., & Trudel, P. (2009) A learning community approach to coach development in youth sport. Journal of Coaching Education, 2, 1-21.
    • Gilbert, W. D. & Trudel, P. (2005). Learning to coach through experience: conditions that influence reflection. Physical Educator, 62, 32-43.
    • Gratton, C., & Jones, I. (2003). Research methods for sport studies. London: Routledge.
    • Gray, J. A. M. (2001). Evidence-based health care: How to make health policy and management decisions (2nd ed.). New York: Churchill Livingstone.
    • Grecic, D., & Collins, D. (2013). The epistemological chain: Practical applications in sports. Quest, 65, 151-168. doi:10.1080/00336297.2013.773525
    • Institute of Medicine. (2010). Redesigning continuing education in the health professions. Washington, DC: The National Academies Press.
    • Jeannerod, M. (1999). To act or not to act: Perspectives on the representative of actions. Quarterly Journal of Experimental Psychology, 52, 1-29.
    • Jenkins, S. (2008). Zen buddhism, sport psychology and golf. International Journal of Sports Science & Coaching, 3, 215-236. doi:10.1260/174795408785024180
    • Kaslow, N. J., Graves, C. C., & Smith, C. O. (2012). Specialization in psychology and health care reform. Journal of Clinical Psychology in Medical Settings, 19, 12-21. doi:10.1007/s10880-011-9273-0
    • Kinrade, N. P., Jackson, R. C., & Ashford, K. J. (2010). Dispositional reinvestment and skill failure in cognitive and motor tasks. Psychology of Sport and Exercise, 11, 312-319. doi:10.1016/j.psychsport.2010.02.005
    • Klein, P. (2011). Epistemology. In E. Craig (Ed.), Routledge encyclopedia of philosophy. London: Routledge.
    • Lam, W. K., Maxwell, J. P., & Masters, R. S. W. (2010). Probing the allocation of attention in implicit (motor) learning. Journal of Sports Sciences, 28, 1543-1554. doi:10.1080/02640414.2010.517543
    • Liao, C., & Masters, R. S. W. (2001). Analogy learning: a means to implicit motor learning. Journal of Sports Sciences, 19, 307-319. doi:10.1080/02640410152006081
    • Lilienfeld, S. O., Ritschel, L. A., Lynn, S. J., Brown, A. P., Cautin, R. L., & Latzman, R. D. (2013). The research-practice gap: Bridging the schism between eating disorder researchers and practitioners. International Journal of Eating Disorders, 46, 386-394. doi:10.1002/eat.22090
    • Luper, S. (2004). Essential knowledge: Readings in epistemology. New York, NY: Pearson Longman.
    • MacPherson, A. C., Collins, D., & Obhi, S. S. (2009). The importance of temporal structure and rhythm for the optimum performance of motor skills: A new focus for practitioners of sport psychology. Journal of Applied Sport Psychology, 21(Supp.1), S48-S61. doi:10.1080/10413200802595930
    • Mallinckrodt, B. (1993). Session impact, working alliance, and treatment outcome in brief counseling. Journal of Counseling Psychology, 40, 25-32.
    • Martindale, A., & Collins, D. (2005). Professional judgment and decision making: The role of intention for impact. The Sport Psychologist, 19, 303-317.
    • Martindale, A., & Collins, D. (2010). But why does what works work? A response to Fifer, Henschen, Gould, and Ravizza. The Sport Psychologist, 24, 113-116.
    • Martindale, A., & Collins, D. (2013). The development of professional judgment and decision making expertise in applied sport psychology. The Sport Psychologist, 26, 390-398.
    • Masters, R. S. W. (1992). Knowledge, nerves and know-how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology, 83, 343-358. doi:10.1111/j.2044-8295.1992.tb02446.x
    • Moore, Z. E. (2007). Critical thinking and the evidence-based practice of sport psychology. Journal of Clinical Sport Psychology, 1, 9-22.
    • Moran, A. (2009). Cognitive psychology in sport: Progress and prospects. Psychology of Sport and Exercise, 10, 420-426. doi:10.1016/j.psychsport.2009.02.010
    • Neimeyer, G. J., Taylor, J. M., & Rozensky, R. (2012). The diminishing durability of knowledge in professional psychology: A Delphi poll of specialties and proficiencies. Professional Psychology: Research and Practice, 43, 364-371. doi:10.1037/a0028698
    • Neimeyer, G. J., Taylor, J. M., Rozensky, R. H., & Cox, D. R. (2014). The diminishing durability of knowledge in professional psychology: A second look at specializations. Professional Psychology: Research and Practice, 45, 92-98. doi:10.1037/a0036176
    • Pagoto, S. L., Spring, B., Coups, E. J., Mulvaney, S., Coutu, M., & Ozakinci, G. (2007). Barriers and facilitators of evidence-based practice perceived by behavioral science health professionals. Journal of Clinical Psychology, 63, 695-705. doi:10.1002/jclp.20376
    • Posner, M. I., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology, 58, 1-23.
    • Roberts, M. C. (2006). Essential tension: Specialization with broad and general training in psychology. American Psychologist, 61, 862-870. doi:10.1037/0003-066X.61.8.862
    • Rushall, B. S., Hall, M., Roux, L., Sasseville, J., & Rushall, A. C. (1988). Effects of three types of thought content instructions on skiing performance. The Sport Psychologist, 2, 283-297.
    • Silva, J. M., III, Conroy, D. E., & Zizzi, S. J. (1999). Critical issues confronting the advancement of applied sport psychology. Journal of Applied Sport Psychology, 11, 298-320. doi:10.1080/10413209908404206
    • Singer, R. N. (2000). Performance and human factors: Considerations about cognition and attention for self-paced and externally-paced events. In T. Reilly & J. Greeves (Eds.), Advances in sport, leisure and ergonomics (pp. 211-230). London: Routledge.
    • Singer, R. N., Lidor, R., & Cauraugh, J. H. (1993). To be aware or not aware? What to think about while learning and performing a motor skill. The Sport Psychologist, 7, 19-30.
    • Smith, R. E., & Smoll, F. L. (2011). Cognitive-behavioral coach training: A translational approach to theory, research and intervention. In J. K. Luiselli & D. D. Reed (Eds.), Behavioral sport psychology: Evidence-based approaches to performance enhancement (pp. 227-248). London: Springer.
    • Stewart R. E., & Chambless, D. (2007). Does psychotherapy determine treatment decisions in private practice? Journal of Clinical Psychology, 63, 267-283. doi:10.1002/jclp.20347
    • Stewart, R. E., Stirman, S. W., & Chambless, D. L. (2012). A qualitative investigation of practicing psychologists' attitudes toward research informed practice: Implications for dissemination strategies. Professional Psychology: Research and Practice, 43, 100- 109. doi:10.1037/a0025694
    • Vincent, W. J., & Weir, J. P. (2012). Statistics in kinesiology (4th ed.). Champaign, IL: Human Kinetics.
    • Weinberg, R. S. (2008). Does imagery work? Effects on performance and mental skills. Journal of Imagery Research in Sport and Physical Activity, 3, 1-20. doi:10.2202/1932-0191.1025
    • Wilson, K., & Batterham, A. (1999). Stability of questionnaire items in sport and exercise psychology: Bootstrap limits of agreement. Journal of Sports Sciences, 17, 725-734. doi:10.1080/026404199365588
    • Winter, S., & Collins, D. (2013) Does priming really put the gloss on performance? Journal of Sport & Exercise Psychology, 35, 299-307.
    • Winter, S., & Collins, D. (2014). Why do we do, what we do? Journal of Applied Sport Psychology. doi:10.1080/10413200.2014.941511
    • Winter, S., MacPherson, A. C., & Collins, D. (2014). “To think, or not to think, that is the question” Sport, Exercise, and Performance Psychology, 3, 102-115. doi:10.1037/spy0000007
    • Wise, E. H., Sturm, C. A., Nutt, R. L., Rodolfa, E., Schaffer, J. B., & Webb, C. (2010). Lifelong learning for psychologists: Current status and a vision for the future. Professional Psychology: Research and Practice, 41, 288-297. doi:10.1037/a0020424
    • Wrisberg, C. A., Simpson, D., Loberg, L. A., Withycombe, J. L., & Reed, A. (2009). NCAA division-I student-athletes' receptivity to mental skills training by sport psychology consultants. The Sport Psychologist, 23, 470-486.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article