case study of sport psychology

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Case Studies in Sport and Exercise Psychology

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Members may access CSSEP online in the Member Area under Publications.

Case Studies in Sport and Exercise Psychology ( CSSEP ), jointly published by the Association for Applied Sport Psychology (AASP) and Human Kinetics, is an online, peer-reviewed journal and searchable library focused on providing practitioners, students, and instructors with case studies showing different approaches (strategies) and methods (tactics) relevant to sport and exercise psychology applied research and consultation, covering a wide variety of issues and topics that arise in the profession from around the world.

CSSEP is a forum for scientifically driven case studies, broadly defined. The journal is open to the use of diverse practical and methodological approaches, derived from the international community. Manuscripts considered for publication in CSSEP will present approaches and results from high quality empirical research and/ or systematic interventions. Each case study must demonstrate practical and academic rigour that goes beyond description of processes to interpretive qualities and relevance outside of a single context.

This unique collection of case studies is continually updated online and covers important emerging and established areas of sport and exercise psychology. Case studies will begin with reflections on the context and the key agents involved, with special attention paid to the author(s), their approach to practice, their philosophy, and a brief outline of the experiences that have helped to shape and evolve their particular approach (strategies). Then, once explaining, in detail, the case itself and the focal interventions (tactics) and outcomes, there will be a strong focus on reflection. The authors will be required to reflect on their experience, the effectiveness of their approach, things they would do differently, and major lessons learnt.

MANUSCRIPT SUBMISSIONS Visit https://journals.humankinetics.com/page/authors/cssep for more information.

EDITOR Richard Thelwell University of Portsmouth, UK [email protected] (term ends December 31, 2026)

JOURNAL AWARDS FOR CSSEP For both the Paper of the Year Award and Reviewer of the Year Award, the Associate Editor (AE) of the Case Studies in Sport and Exercise Psychology  ( CSSEP ) will propose two papers/reviewers.

Available awards include:

• Paper of the Year Award
• Reviewer of the Year Award

Learn More About CSSEP  Awards

Watch the video "Getting Published in JASP, JSPA, and CSSEP."

Latest Case Studies

Volume 8 (2024): Issue 1 (Jan 2024)

Journal Name: Case Studies in Sport and Exercise Psychology

A Case Study of a Senior High-Performance Leader Managing Psychological Effects During the COVID-19 Pandemic

Journal Name: Case Studies in Sport and Exercise Psychology Volume: 8 Issue: 1 Pages: 1-7

Using an Acceptance and Commitment Therapy Approach to Overcome Distractive Overthinking With a High School Baseball Player

Journal Name: Case Studies in Sport and Exercise Psychology Volume: 8 Issue: 1 Pages: 8-15

The Dad and the Lad: Who Is My Client?

Journal Name: Case Studies in Sport and Exercise Psychology Volume: 8 Issue: 1 Pages: 16-23

Life as a Sport Psych Nomad: Thierry Middleton in Conversation With Shameema Yousuf on Advocating for Change as a Sport Psychologist

Journal Name: Case Studies in Sport and Exercise Psychology Volume: 8 Issue: 1 Pages: 24-27

“Don’t Just Speak About It, Be About It”: Rebecca Busanich in Conversation With Shannon Baird on Choosing the Principled Path as a Practitioner

Journal Name: Case Studies in Sport and Exercise Psychology Volume: 8 Issue: 1 Pages: 28-30

Nichola Kentzer in Conversation With Göran Kenttä: Recipient of the 2022 Association for Applied Sport Psychology Distinguished Professional Practice Award

Journal Name: Case Studies in Sport and Exercise Psychology Volume: 8 Issue: 1 Pages: 31-36

Using Acceptance and Commitment Therapy to Develop Self-Confidence in a Neurodivergent Athlete

Journal Name: Case Studies in Sport and Exercise Psychology Volume: 8 Issue: 1 Pages: 37-46

“But I Am a Runner”: Trying to Be a Rogerian Person-Centered Practitioner With an Injured Athlete

Journal Name: Case Studies in Sport and Exercise Psychology Volume: 8 Issue: 1 Pages: 47-54

Association for Applied Sport Psychology 8365 Keystone Crossing, Suite 107 Indianapolis , IN 46240 USA

Phone: (317) 205-9225 Fax: (317) 205-9481 Email: [email protected]

• What is Applied Sport Psychology

Sport, Exercise, and Performance Psychology

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Journal scope statement

Sport, Exercise, and Performance Psychology ® is the official publication of APA Division 47 (Society for Sport, Exercise & Performance Psychology). The journal publishes papers in all areas of sport, exercise, and performance psychology for applied scientists and practitioners.

This journal is committed to publishing evidence that supports the application of psychological principles to facilitate peak sport performance, enhance physical activity participation, and achieve optimal human performance. Published papers include experimental studies, correlational studies, evaluation studies, and qualitative research. In addition, historical papers, critical reviews, case studies, brief reports, critical evaluations of policies and procedures, and position statements will be considered for publication.

The journal is divided into three sections.

• Sport Psychology addresses the interactions between psychology and sport performance, including the psychological aspects of optimal athletic performance, the psychological care and well-being of athletes, coaches, and sport organizations, and the connection between physical and psychological functioning.
• Exercise Psychology publishes research on the behavioral, social cognitive, and psychobiological antecedents and consequences of physical activity with a focus on the adoption and maintenance of physical activity and its effects on psychological well-being.
• Performance Psychology focuses on the psychology of human performance, in particular, professions that demand excellence in psychomotor performance (i.e., performing arts, surgery, firefighting, law enforcement, military operations, etc.). Also addressed are work environments in which teamwork and motivation are important to human performance.

Sport, Exercise, and Performance Psychology emphasizes original research manuscripts and their potential scientific impact that progresses our understanding of human behavior in sport, exercise, and performance.

Equity, diversity, and inclusion

Sport, Exercise, and Performance Psychology supports equity, diversity, and inclusion (EDI) in its practices. More information on these initiatives is available under EDI Efforts .

Open science

The APA Journals Program is committed to publishing transparent, rigorous research; improving reproducibility in science; and aiding research discovery. Open science practices vary per editor discretion. View the initiatives implemented by this journal .

Author and editor spotlights

Explore journal highlights : free article summaries, editor interviews and editorials, journal awards, mentorship opportunities, and more.

Prior to submission, please carefully read and follow the submission guidelines detailed below. Manuscripts that do not conform to the submission guidelines may be returned without review.

To submit to the editorial office of Mark Beauchamp, please submit manuscripts electronically through the Manuscript Submission portal Microsoft Word (.docx) or LaTex (.tex) as a zip file with an accompanied Portable Document Format (.pdf) of the manuscript file.

IMPORTANT note for quantitative studies: In manuscripts that have employed inference tests in the data analysis, it is essential that the authors report a priori power analysis or some other type of justification for the sample size used. This information is highly relevant to evaluating the quality of some studies and is a pre-requisite for sending a manuscript for review. If this information is relevant to your study but is not reported, your manuscript may be desk rejected and you will be asked to resubmit it as a new submission.

It is equally important that a well reasoned rationale be provided for the selected sample size for qualitative studies based on the nature (i.e., breadth and complexity) of the research questions as well as the anticipated diversity in the data.

Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7 th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual ). APA Style and Grammar Guidelines for the 7 th edition are available.

Submit Manuscript

Mark Beauchamp Professor of Exercise and Health Psychology School of Kinesiology The University of British Columbia, Vancouver Campus 122-6081 University Blvd, Vancouver BC, V6T 1Z1 Canada Email

General correspondence may be directed to the editor's office .

In addition to addresses and phone numbers, please supply email addresses and fax numbers, if available, for potential use by the editorial office and later by the production office.

Manuscripts

The page limit for submissions is 30 pages for quantitative submissions and 34 pages for qualitative submissions, multiple-study submissions, mixed methods, or systematic reviews. The page limit is inclusive of all parts of the manuscript, including the cover page, abstract, text, references, tables and figures.

Manuscripts must also include line numbers to aid in the review process.

Submissions that exceed the page limits will be returned to the author for shortening prior to the initiation of peer review, unless permission for longer submission has been obtained by the Editor.

All statistical tests should include effect sizes whenever possible.

Sport, Exercise, and Performance Psychology publishes direct replications. Submissions should include “A Replication of XX Study” in the subtitle of the manuscripts as well as the abstract.

• Registered Reports

Sport, Exercise, and Performance Psychology  is pleased to offer Registered Reports as a new submission option for hypothesis-driven research (in addition to traditional manuscript submissions). Registered Reports for intervention studies (including secondary analyses of data that authors have not previously accessed) and quantitative data syntheses (e.g., meta-analyses) are particularly welcome, but registered reports will also be considered for particularly innovative observational (non-experimental) research. Registered reports involve a two-stage review process.

In Stage 1, editors and reviewers initially consider a detailed study protocol before the research is undertaken, which is assessed based on the specificity and significance of the research question for current theory or applications, the strength of the scientific rationale, and the rigor of the proposed methodology. Following review, the article will then be accepted in principle, rejected, or an invitation offered to revise the manuscript for further Stage 1 consideration.

Following in-principle acceptance, authors will then proceed to conduct the study, adhering exactly to the peer-reviewed procedures articulated in their Stage 1 protocol. When the study is complete the authors will submit their finalized manuscript for expedited re-review (Stage 2). Pending quality checks and a sensible interpretation of the findings, the manuscript will be published regardless of the results. Specific instructions for Registered Reports submitted to the journal are available for both authors and reviewers:

• Sport, Exercise, and Performance Psychology Registered Reports Author Guidelines (PDF, 151KB)
• Sport, Exercise, and Performance Psychology Registered Reports Reviewer Guidelines (PDF, 164KB)

In addition to welcoming direct submissions via the Editorial Manager web portal,  Sport, Exercise, and Performance Psychology has also partnered with the Peer Community In Registered Reports (PCI RR) as an “interested” journal to facilitate the publication of Registered Reports for sport, exercise, and/or performance psychology studies.

This means that, via the PCI RR pathway, authors can submit Stage 1 manuscripts which will then be overseen by the PCI RR managing board and recommenders (equivalent to associate editors), and then subject to peer review (by reviewers assigned by the respective PCI RR recommender). Where authors consent, then after the completion of Stage 1 reviews via PCI RR, the editorial team at SEPP will be informed of recently recommended Stage 1 and Stage 2 PCI RR manuscripts (that include Stage 1 manuscripts where the authors elected to keep the Stage 1 recommendation and approved manuscript under a private embargo until Stage 2). In instances where manuscripts fall in line with the scope and mandates of SEPP, and after ensuring that all of the Stage 1 criteria have been met (as highlighted on the journal webpage), the editorial team at SEPP can offer in-principle acceptance or indicate to authors whether additional review would be required before a manuscript can be offered in-principle acceptance. As a commitment, where possible, we will look to inform authors (who are keen to submit via the PCI RR pathway) of our interest in submissions following Stage 1 acceptance rather than waiting until Stage 2. We also commit to never rejecting a Stage 2 submission that was recommended by PCI RR on the basis of the results of the study. For submission via the PCI RR pathway, researchers should follow the steps articulated on the PCI RR website.

Manuscript preparation

Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual ).

Review APA's Journal Manuscript Preparation Guidelines before submitting your article.

All papers submitted to the journal should be masked prior to entry into the review process. Specifically, please make every effort to see that the manuscript itself contains no clues to authors’ identities, including grant numbers, names of institutions providing IRB approval, self-citations, and links to online repositories for data, materials, code, or preregistrations (e.g., Create a View-only Link for a Project ). Authors should not use first person (I, my, we, our) when referring to a study conducted by the author(s) especially when doing so reveals the authors’ identities, e.g., "in our previous work, Smith et al., 2020 reported that…" Instead, references to the authors' work should be in third person, e.g., "Smith et al. (2020) reported that…."

Please ensure that the final version of the manuscript for production includes a byline and full author note for typesetting.

Double-space all copy. Other formatting instructions, as well as instructions on preparing tables, figures, references, metrics, and abstracts, appear in the Manual . Additional guidance on APA Style is available on the APA Style website .

Journal Article Reporting Standards

Authors are required to follow the APA Style Journal Article Reporting Standards (JARS) for quantitative , or  qualitative, meta-analysis, and mixed methods research . The standards offer ways to improve transparency in reporting to ensure that readers have the information necessary to evaluate the quality of the research and to facilitate collaboration and replication. The JARS:

• Recommend the division of hypotheses, analyses and conclusions into primary, secondary and exploratory groupings to allow for a full understanding of quantitative analyses presented in a manuscript and to enhance reproducibility;
• Offer modules for authors reporting on N-of-1 designs, replications, clinical trials, longitudinal studies and observational studies, as well as the analytic methods of structural equation modeling and Bayesian analysis;
• Include guidelines on reporting on registration (including making protocols public); participant characteristics, including demographic characteristics; inclusion and exclusion criteria; psychometric characteristics of outcome measures and other variables; and planned data diagnostics and analytic strategy.
• Provides guidelines for intervention description and replication. Authors of randomized trials are required to report on all intervention components that are delivered within a study, including interventions targeted at actors involved in implementation (e.g., coaches, parents, teachers, peers). We therefore ask that authors report on all items in the ‘Experimental Manipulations’ section of the ‘ Journal Article Reporting Standards for Studies With an Experimental Manipulation ’ for each intervention targeted at different actors.

Below are additional instructions regarding the preparation of display equations, computer code, and tables.

JARS-Qual offers guidance to researchers using qualitative methods such as narrative data, grounded theory, phenomenological, critical, discursive, performative, ethnographic, consensual qualitative, case study, psychobiography, and thematic analysis approaches.

The guidelines focus on transparency in methods reporting, recommending descriptions of how the researchers’ own perspectives affected the study, as well as the contexts in which the research and analysis took place.

For the reporting of randomized trials authors should follow CONSORT guidelines (Shultz et al, 2010) in the reporting of their manuscript, and include the applicable CONSORT flow diagram of participants through the trial and a CONSORT checklist as an online supplementary file. For reporting of randomized trials authors are recommended to consult the Template for Intervention Description and Replication (TiDIeR) checklist and guide (Hoffman et al, 2014) and provide a completed TIRieR checklist as an online supplementary file.

For the reporting of systematic reviews and meta-analyses, authors should follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRIMSA; Page et al, 2021) standards.

Display equations

We strongly encourage you to use MathType (third-party software) or Equation Editor 3.0 (built into pre-2007 versions of Word) to construct your equations, rather than the equation support that is built into Word 2007 and Word 2010. Equations composed with the built-in Word 2007/Word 2010 equation support are converted to low-resolution graphics when they enter the production process and must be rekeyed by the typesetter, which may introduce errors.

To construct your equations with MathType or Equation Editor 3.0:

• Go to the Text section of the Insert tab and select Object.
• Select MathType or Equation Editor 3.0 in the drop-down menu.

If you have an equation that has already been produced using Microsoft Word 2007 or 2010 and you have access to the full version of MathType 6.5 or later, you can convert this equation to MathType by clicking on MathType Insert Equation. Copy the equation from Microsoft Word and paste it into the MathType box. Verify that your equation is correct, click File, and then click Update. Your equation has now been inserted into your Word file as a MathType Equation.

Use Equation Editor 3.0 or MathType only for equations or for formulas that cannot be produced as Word text using the Times or Symbol font.

Computer code

Because altering computer code in any way (e.g., indents, line spacing, line breaks, page breaks) during the typesetting process could alter its meaning, we treat computer code differently from the rest of your article in our production process. To that end, we request separate files for computer code.

In online supplemental material

We request that runnable source code be included as supplemental material to the article. For more information, visit Supplementing Your Article With Online Material .

In the text of the article

If you would like to include code in the text of your published manuscript, please submit a separate file with your code exactly as you want it to appear, using Courier New font with a type size of 8 points. We will make an image of each segment of code in your article that exceeds 40 characters in length. (Shorter snippets of code that appear in text will be typeset in Courier New and run in with the rest of the text.) If an appendix contains a mix of code and explanatory text, please submit a file that contains the entire appendix, with the code keyed in 8-point Courier New.

Use Word's insert table function when you create tables. Using spaces or tabs in your table will create problems when the table is typeset and may result in errors.

Academic writing and English language editing services

Authors who feel that their manuscript may benefit from additional academic writing or language editing support prior to submission are encouraged to seek out such services at their host institutions, engage with colleagues and subject matter experts, and/or consider several vendors that offer discounts to APA authors .

Please note that APA does not endorse or take responsibility for the service providers listed. It is strictly a referral service.

Use of such service is not mandatory for publication in an APA journal. Use of one or more of these services does not guarantee selection for peer review, manuscript acceptance, or preference for publication in any APA journal.

Submitting supplemental materials

APA can place supplemental materials online, available via the published article in the PsycArticles ® database. Please see Supplementing Your Article With Online Material for more details.

Abstract and keywords

All manuscripts must include an abstract containing a maximum of 250 words typed on a separate page. After the abstract, please supply up to five keywords or brief phrases.

List references in alphabetical order. Each listed reference should be cited in text, and each text citation should be listed in the references section.

Examples of basic reference formats:

Journal article

McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review , 126 (1), 1–51. https://doi.org/10.1037/rev0000126

Authored book

Brown, L. S. (2018). Feminist therapy (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000092-000

Chapter in an edited book

Balsam, K. F., Martell, C. R., Jones. K. P., & Safren, S. A. (2019). Affirmative cognitive behavior therapy with sexual and gender minority people. In G. Y. Iwamasa & P. A. Hays (Eds.), Culturally responsive cognitive behavior therapy: Practice and supervision (2nd ed., pp. 287–314). American Psychological Association. https://doi.org/10.1037/0000119-012

All data, program code, and other methods must be appropriately cited in the text and listed in the reference section. Such materials should be recognized as original intellectual contributions and afforded recognition through citation.

Data citation

Alegria, M., Jackson, J. S., Kessler, R. C., & Takeuchi, D. (2016). Collaborative Psychiatric Epidemiology Surveys (CPES), 2001–2003 [Data set]. Inter-university Consortium for Political and Social Research. http://doi.org/10.3886/ICPSR20240.v8

Software/Code citation

Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1–48. https://www.jstatsoft.org/v36/i03/

Wickham, H. et al., (2019). Welcome to the tidyverse. Journal of Open Source Software, 4(43), 1686, https://doi.org/10.21105/joss.01686

All data, program code, and other methods must be cited in the text and listed in the reference section.

Preferred formats for graphics files are TIFF and JPG, and preferred format for vector-based files is EPS. Graphics downloaded or saved from web pages are not acceptable for publication. Multipanel figures (i.e., figures with parts labeled a, b, c, d, etc.) should be assembled into one file. When possible, please place symbol legends below the figure instead of to the side.

• All color line art and halftones: 300 DPI
• Black and white line tone and gray halftone images: 600 DPI

Line weights

• Color (RGB, CMYK) images: 2 pixels
• Grayscale images: 4 pixels
• Stroke weight: 0.5 points

APA offers authors the option to publish their figures online in color without the costs associated with print publication of color figures.

The same caption will appear on both the online (color) and print (black and white) versions. To ensure that the figure can be understood in both formats, authors should add alternative wording (e.g., “the red (dark gray) bars represent”) as needed.

For authors who prefer their figures to be published in color both in print and online, original color figures can be printed in color at the editor's and publisher's discretion provided the author agrees to pay:

• $900 for one figure
• An additional $600 for the second figure
• An additional $450 for each subsequent figure

Permissions

Authors of accepted papers must obtain and provide to the editor on final acceptance all necessary permissions to reproduce in print and electronic form any copyrighted work, including test materials (or portions thereof), photographs, and other graphic images (including those used as stimuli in experiments).

On advice of counsel, APA may decline to publish any image whose copyright status is unknown.

• Download Permissions Alert Form (PDF, 13KB)

Publication policies

APA policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications.

See also APA Journals ® Internet Posting Guidelines .

APA requires authors to reveal any possible conflict of interest in the conduct and reporting of research (e.g., financial interests in a test or procedure, funding by pharmaceutical companies for drug research).

• Download Full Disclosure of Interests Form (PDF, 41KB)

Authors must disclose any prior uses of data reported in the manuscript in the author note and in the cover letter, which should include a complete reference list of these articles as well as a description of the extent and nature of any overlap between the present submission and the previous work.

Authors must disclose all sources of financial support for the conduct of the research (e.g., "This research was supported by NIDA grant X"). If the funding source was involved in any other aspects of the research (e.g., study design, analysis, interpretation, writing), then clearly state the role. If the funding source had no other involvement other than financial support, then simply state that the funding source had no other role other than financial support. Also provide a conflict-of-interest statement disclosing any real or potential conflict(s) of interest, including financial, personal, or other relationships with other organizations or companies that may inappropriately impact or influence the research and interpretation of the findings. If there are no conflicts of interest, this should be clearly stated.

Posting of a manuscript to a preprint archive (like PsyArXiv) prior to submission is permitted for authors submitting manuscripts to Sport, Exercise, and Performance Psychology ; preprints should be disclosed in the cover letter, and links should be included in the disclosures and acknowledgments section of the author note.

Participants: Description and informed consent

The method section of each empirical report must contain a detailed description of the study participants, including (but not limited to) the following:

• nativity or immigration history
• clinical diagnoses and comorbidities (as appropriate)
• any other relevant demographics (e.g., sexual orientation)

In the discussion section of the manuscript, authors should discuss the diversity of their study samples and the generalizability of their findings.

The method section also must include a statement describing how informed consent was obtained from the participants (or their parents/guardians) and indicate that the study was conducted in compliance with an appropriate Internal Review Board.

Author contribution statements using CRediT

The  APA Publication Manual ( 7th ed. )  stipulates that “authorship encompasses…not only persons who do the writing but also those who have made substantial scientific contributions to a study.” In the spirit of transparency and openness, Sport, Exercise, and Performance Psychology has adopted the  Contributor Roles Taxonomy (CRediT)  to describe each author's individual contributions to the work. CRediT offers authors the opportunity to share an accurate and detailed description of their diverse contributions to a manuscript.

Submitting authors must identify the contributions of all authors at initial submission according to the CRediT taxonomy. If the manuscript is accepted for publication, the CRediT designations will be published as an author contributions statement in the author note of the final article. All authors should have reviewed and agreed to their individual contribution(s) before submission.

Authors can claim credit for more than one contributor role, and the same role can be attributed to more than one author. Not all roles will be applicable to a particular scholarly work.

Transparency and openness

APA endorses the Transparency and Openness Promotion (TOP) Guidelines developed by a community working group in conjunction with the Center for Open Science ( Nosek et al. 2015 ). Empirical research, including meta-analyses, submitted to Sport, Exercise, and Performance Psychology must at least meet the “disclosure” level for all eight aspects of research planning and reporting and the “requirement” level for citation, data transparency, as well as design and analysis transparency (reporting standards). Authors should include a subsection in the method section titled “Transparency and openness.” This subsection should detail the efforts the authors have made to comply with the TOP guidelines.

For example:

We report how we determined our sample size, all data exclusions (if any), all manipulations, and all measures in the study, and we follow JARS (Applebaum, et al., 2018). All data, analysis code, and research materials are available at [stable link to repository].

Data were analyzed using R, version 4.0.0 (R Core Team, 2020) and the package ggplot , version 3.2.1 (Wickham, 2016). This study’s design and its analysis were not pre-registered.

In the section on “Transparency and openness”, authors must state whether data and study materials are posted to a trusted repository and, how to access them.  Recommended repositories include APA’s repository on the Open Science Framework (OSF), or authors can access a full list of other recommended repositories . Trusted repositories adhere to policies that make data discoverable, accessible, usable, and preserved for the long term. Trusted repositories also assign unique and persistent identifiers. Specifically, at the end of the method section, specify whether and where the data and material will be available or note the legal or ethical reasons for not doing so. For submissions with quantitative or simulation analytic methods, state whether the study analysis code is posted to a trusted repository, and, if so, how to access it (or the legal or ethical reason why it is not available).

If authors cannot make their data available on a public site, they are required to follow current APA policy to make the materials and data used in a published study available in a timely manner to other researchers upon request.

Preregistration of studies and analysis plans

Preregistration of studies and specific hypotheses can be a useful tool for making strong theoretical claims. Likewise, preregistration of analysis plans can be useful for distinguishing confirmatory and exploratory analyses. Investigators are encouraged to preregister their studies and analysis plans prior to conducting the research. There are several preregistration forms (e.g., the APA Preregistration for Quantitative Research in Psychology template , the APA Qualitative Preregistration template , ClinicalTrials.gov , or other preregistration templates available via OSF ). Completed preregistration forms should be posted on a publicly accessible registry system (e.g., OSF , ClinicalTrials.gov , or other trial registries in the WHO Registry Network).

There are many available templates; for example, APA, the British Psychological Society, and the German Psychological Society partnered with the Leibniz Institute for Psychology and Center for Open Science to create Preregistration Standards for Quantitative Research in Psychology (Bosnjak et al., 2022).

We recognize that there may be good reasons to change the analysis plan after it has been preregistered, and thus encourage authors to do so when appropriate so long as all changes are clearly and transparently disclosed in the manuscript.

Articles must state whether or not any work was preregistered and, if so, where to access the preregistration. If any aspect of the study is preregistered, include the registry link in the method section.

• This study’s design was preregistered prospectively, before data were collected; see [STABLE LINK OR DOI].
• This study’s design and hypotheses were preregistered after data had been collected but before analyses were undertaken; see [STABLE LINK OR DOI].
• This study’s analysis plan was preregistered; see [STABLE LINK OR DOI].
• This study was not preregistered.

Open science badges

All authors publishing in Sport, Exercise, and Performance Psychology may apply for Open Science Badges. Introduced in 2013 by the Center for Open Science's Open Science Framework, these badges may be awarded to authors for making data or materials public or for preregistering their studies. Meant to encourage the sharing of data and materials, as well as pre-registration of studies and analysis plans, these badges are digital objects associated with journal articles and are available in five types: 

In addition, notations may be added to badges or open practices notes to indicate, for example, that an analysis plan was registered before the observation of outcomes (DE, Data Exist) or that there were strongly justified changes to an analysis plan (TC, Transparent Changes).

For all badges, items must be made available on an open-access repository with a persistent identifier — and in a format that is time-stamped, immutable, and permanent. For the preregistered badge, this is an institutional registration system (e.g., ClinicalTrials.gov, Open Science Framework, and so on).

Data and materials must be made available under an open license allowing others to copy, share, and use the data, with attribution and copyright as applicable. At submission, authors must confirm that criteria have been fulfilled in a signed badge disclosure form (PDF, 33KB) that must be submitted as supplemental material.

If all criteria are met as confirmed by the editor, the form will then be published with the article as supplemental material.

Authors should also note their eligibility for the badge(s) in the cover letter.

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Diane E. Mack, PhD Brock University, Canada

Andreas Stenling, PhD Umeå University, Sweden

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Denver Brown, PhD The University of Texas at San Antonio, United States

Francesca Cavallerio, PhD Anglia Ruskin University, United Kingdom

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Melissa Day, PhD University of Chichester, United Kingdom

David W. Eccles, PhD Florida State University, United States

Panteleimon Ekkekakis, PhD Michigan State State University, United States

Chris Englert, PhD University of Bern, Switzerland

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Robert C. Eklund, PhD Florida State University, United States

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Scherezade K. Mama, PhD University of Texas MD Anderson Cancer Center, United States

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Desmond McEwan, PhD The University of British Columbia, Canada

Kerry R. McGannon, PhD Laurentian University, Canada

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Lee Moore, PhD University of Bath, United Kingdom

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Kurtis Pankow, PhD Swansea University, United Kingdom

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Christopher Ring, PhD University of Birmingham, United Kingdom

Tatiana Ryba, PhD University of Jyvaskyla, Finland

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Alan L. Smith, PhD Michigan State University, United States

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Mariya Yukhymenko, PhD California State University–Fresno, United States

Philip M. Wilson, PhD Brock University, Canada

Dawn K. Wilson, PhD University of South Carolina, United States

Svenja A. Wolf, PhD Florida State University, United States

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Special issue of the APA journal Sport, Exercise, and Performance Psychology, Vol. 8, No. 1, February 2019. The articles showcase an array of psychophysiological applications for sport and exercise science and highlight the potential of psychophysiological research to shine light on theory and mechanisms in sport and exercise psychology.

Special issue of the APA journal Sport, Exercise, and Performance Psychology, Vol. 6, No. 3, August 2017. The papers reflect the growing emphasis on concussion as a heterogeneous injury that is multidimensional, involving multiple clinical profiles, symptoms, and impairment.

Special issue of the APA journal Sport, Exercise, and Performance Psychology, Vol. 5, No. 2, May 2016. Articles contribute to the professional knowledge base and understanding related to the needs and experiences of parents supporting their children in a variety of competitive sports and cultures, as well as through specific transitions and critical moments.

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Sport and Exercise Psychology: Practitioner Case Studies

ISBN: 978-1-118-68652-2

Wiley-Blackwell

Case Studies in Sport and Exercise Psychology Latest Publications

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Embedding Perceptual–Cognitive Training in the Athlete Environment: An Interdisciplinary Case Study Among Elite Female Goalkeepers Preparing for Tokyo 2020

Goalkeepers play a very specific and crucial role in water polo. They rely on advanced perceptual–cognitive (P–C) skills to make fast and accurate decisions. However, their daily training environment often lacks stimulation and representativeness of game demands. This was exacerbated by the COVID-19 pandemic, where noncontact practices became the “new normal.” In the Canadian Women’s National Team preparation for the 2020 Olympics, goalkeepers’ P–C training was made a priority. Led by the team’s mental performance consultant and experts from transdisciplinary fields, the initiative began with an evaluation of a broad range of P–C skills in goalkeepers. Leading up to the Olympics, a series of P–C activities (i.e., anticipatory training using video occlusion, eye–hand coordination, and visuomotor drills) were adopted based on ecological dynamics principles. Virtual reality technology and constraints-focused tools were used to enrich and diversify the goalkeepers’ daily trainings environment. This case study reports the evaluation of P–C skills, the context, and the way in which the P–C activities were implemented, as well as their holistic impact on goalkeepers. Reflections and limitations are also shared to encourage interdisciplinary efforts in sport psychology and increase awareness among mental performance consultants about the importance of psycho-perceptual-motor skill training for mental performance.

Brazilian Gymnastics in a Crucible: A Media Data Case Study of Serial Sexual Victimization of the Brazilian Men’s Gymnastics Team

Elite gymnastics sport culture is presently under global scrutiny. Largely ignited by the highly publicized case of serial sexual abuses in USA Gymnastics, multiple national gymnastics teams have disclosed stories of athlete abuse. Our author team utilized media data to investigate the serial sexual abuses that occurred on the Brazilian Men’s Gymnastics Team. Using media data to conceptualize athlete maltreatment is novel and facilitated our holistic interpretation of athlete maltreatment across multiple levels of athletes’ developmental systems. The authors traced the media coverage temporally and identified four overarching themes: (a) uncovering the case (subthemes—the Brazilian sport context; the Brazilian men’s gymnastics context; the club context), (b) before abuse was identified (subthemes—the coach–athlete dyad: before disclosure; the athlete: a lost childhood; social connectivity: isolation; the gymnastics system: mechanisms of abuse), (c) when abuse was recognized (subthemes—the coach–athlete dyad: athlete resistance; the athlete: identifying the impact; social connectivity: building connections; the gymnastics system: consequences of abuse), and (d) the legacy of abuse (subthemes—the coach–athlete dyad: ongoing abuses; the athlete: cyclical victimization; social connectivity: expanding connections; the gymnastics system: after abuse). Utilizing media data facilitated our culturally contextualized interpretation of athlete abuse to present tailored recommendations for practitioners.

Experiencing the Social Environment of a Canoe Kayak Club: A Case Study of a Special Olympics Program

For individuals with an intellectual disability, emerging adulthood (18–25 years) may be a disruptive time with an abrupt ending to programming and services after adolescence. This study critically explores the social environment and experiences of individuals involved in a Special Olympics paddling program for emerging adult athletes with an intellectual disability. Using an instrumental case study design, multiple qualitative methods were implemented including photography, videography, observations, and interviews. The participants included four athletes (one female and three male; three with autism spectrum disorder, one with mild intellectual disability), three fathers, a coach, a program coordinator, and an administrator. Analyses were guided by interpretivism and the quality parasport participation framework. The findings highlight how the limited staff training and preparation, the complexity of providing such a program, and parental hidden labor in their adult children’s sport involvement influence the social environment. Implications for coaching practices include the importance of communication strategies and coach education.

“A Blank Slate”: Preparing for Tokyo 2021 During COVID-19

This article presents a case study of an applied consultancy experience with WL, an Olympic athlete preparing for Tokyo 2021. WL sought psychological support after decreases in performance and well-being forced them to consider their future as an athlete. COVID-19 and the lockdown of the United Kingdom were highly influential to the consultancy process, providing WL with the opportunity to explore their identity in the absence of sport. WL framed their emergence from the lockdown as a “Blank Slate,” which was a critical moment allowing them to “find themselves on and off the mat.” The sport psychologist’s existential philosophy is presented and discussed in detail. Furthermore, reflections are provided by WL’s strength and conditioning coach about the referral process and by WL themself about the efficacy of the interventions. The importance of supporting both the person and the performer when working with aspiring Olympic athletes is also discussed.

Case Studies of Olympic Medalist Coach–Athlete Relationships: A Retrospective Analysis Prior to and During the Olympics

The Olympics is a unique and challenging performance setting that tests the strength of the coach–athlete relationship. The purpose of this study was to investigate the coach–athlete relationship prior to and during the Olympics with Olympic-medal-winning athletes and their coaches. Qualitative research methods were implemented where three Olympic medalist coach–athlete dyads participated in semistructured interviews. Data collection included three separate interviews (athlete, coach, and coach–athlete) for each dyad. Cross-case analysis identified three lower order themes related to creating an athlete-centered environment: (a) empowering effective decision making, (b) open and honest communication, and (c) mental cue-based instruction and feedback. In addition, three lower order themes related to developing a caring supportive relationship emerged: (a) developed trust, (b) commitment, and (c) gratitude. Results indicated that coaches and athletes perceived that their success at the Olympics Games was influenced by the strength of the coach–athlete relationship that was developed over multiple years prior to the Olympics.

Transitioning Concussion Care to Mental Health Care: A Case Study of an Elite Athlete

Athletes with recent concussion experience a constellation of physical (e.g., headache, nausea), cognitive (e.g., memory problems, difficulty concentrating), sleep, and emotional (e.g., anxiety, depressed mood) symptoms after injury. Mental health changes may also be a product of typical maturation in adolescents/young adults, making mood disruption difficult to disentangle from concussion sequelae. In this case study, we present the case of a high-achieving 18-year-old female rower whose concussion clinical trajectory exhibits this type of difficulty. Specifically, we provide a detailed chronological summary of the athlete’s visits with a multidisciplinary concussion team. We highlight in this case study (a) an individualized, biopsychosocial model of concussion care and (b) subtle aspects of her clinical presentation that led the clinical team to transition her treatment focus from concussion specific to formal mental health care.

Pavel Datsyuk: Learning, Development, and Becoming the “Magic Man”

Who is the “Magic Man” (https://youtu.be/5EgNF6X2MJs?t=78)? In 2017, Pavel Datsyuk was named as one of the 100 greatest National Hockey League players in ice hockey history. His Detroit Red Wings teammate Niklas Kronwall quipped, “Pav is the Magic Man for a reason. He does things out there with the puck that no one else can do.” This statement begs the questions: When, where, and how did Pavel learn those creative skills? To gain insight into how the “Magic Man,” Pavel Datsyuk, acquired such sophisticated yet unorthodox skills, we endeavored to investigate the preprofessional years of Pavel’s development. Utilizing a case study methodology and leaning on the theoretical framework of ecological dynamics, we sought to examine the ecological niche that helped shape Pavel’s learning in development. Our case study highlights the ecological nature of the development of expertise and the nonlinear impact ecological constraints had on the development of Pavel’s expertise.

Developing an Applied Profile for Assessing the Perceived Effectiveness of Athletes’ Psychological Strategies: A Case Study at the Australian Institute of Sport

Existing tools measuring athletes’ psychological strategies have various practical limitations including (a) not capturing the perceived effectiveness of psychological strategies in pursuing desirable outcomes; (b) overlooking stages of competitive involvement, such as before training or the night before competition; (c) and being predominantly paper-based. In the present case study, the author explains the process of developing an alternative assessment tool called the Profile of Psychological Strategies (ProPS). This new profile aims to measure athletes’ perceptions of which strategies they use, to pursue which desirable outcomes, and how effectively. The ProPS has its theoretical roots in Fletcher and Sarkar’s approach to developing psychological resilience and was developed based on an adapted version of Radhakrishna’s Sequence for Instrument Development. This case study can be useful both for sport experts looking for a practical and flexible way to measure athletes’ psychological strategies and for those aiming to develop their own applied assessment tool.

“Caught in the Headlights”: A Reflective Account of the Challenges Faced by a Neophyte Practitioner Working With a National Squad

This article provides a neophyte practitioner’s account of providing psychological support to a national team for the first time. The practitioner felt “caught in the headlights” due to his lack of preparation for the range of organizational issues he encountered. In this confessional tale, experiential knowledge gained by the practitioner is shared through the presentation of self-reflections from the 6-month period when he supported the squad. While the practitioner’s time with this national squad was limited, it gave him a sense of the micropolitical landscape of the sporting organization and illuminated some of the complexities and dilemmas that characterize applied sport psychology practice. These reflections are offered to guide other aspiring professionals during their initial training experiences.

An Existential Counseling Case Study: Navigating Several Critical Moments With a Professional Football Player

The current article presents a reflective case study following an applied service delivery experience with a 21-year-old professional footballer. The primary aim of the intervention was to support the client while facing several critical moments (breakdown in relationships, identity, and contract negotiations). This support involved creating a confidential space for her to discuss her values, beliefs, and identity while considering some of the tensions and dilemmas experienced while considering her future. Throughout this process, the first author adopted an existential counseling approach to practice and utilized the Four Dimensions of Existence and Emotional Compass as hermeneutic devices to analyze the client’s presenting challenges. The working relationship lasted for 3 months and spanned eight online sessions. Reflections on practitioner individuation and the value of adopting an existential approach to service delivery are provided.

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Guidelines for writing applied case studies in sport and exercise psychology

While there has been a significant expansion of continued professional development opportunities in recent years, there has often, historically, been a reluctance for sport and exercise psychologists to both share, and receive feedback on their professional practice (Cotterill, Weston and Breslin, 2016). The recent development of the new Case Studies in Sport and Exercise Psychology journal, a flagship journal of the Association for Applied Sport Psychology, supports an increasing appetite for this type of dissemination. Building upon these recent developments this paper draws on the experience of several experienced practitioners, who are also supervisors, assessors and journal editors in applied sport and exercise psychology. Guidelines for the preparation of applied case studies are offered as an aid for practitioners who are seeking to both publicise and share their work, and/or contribute to the literature and current knowledge in this area. We argue that the voices of practitioners represent an important component of any scientific literature, and we encourage practitioners to both share their work; reflect on the effectiveness of different approaches and techniques, and engage in the ongoing debate that characterizes scientific progress. In this way, we seek to help address the criticism that literature in sport and exercise psychology is too theoretically focused, and not representative of the ‘real-world’. We seek to help close the research-practice ‘gap’.

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This paper explores the continuing research-practice gap that exists within sport and exercise psychology. It explores the reasons why this gap exists, and, crucially, considers solutions to reduce the magnitude and impact of the gap between researchers and practitioners within the field. In this narrative review, we explore what the consequences might be for the future of the field of sport and exercise psychology if solutions are not developed that are advantageous to both arms of the profession. The paper concludes by exploring strategies for closing the research-practice gap, including a renewed emphasis on practical theories, and the development of theories of practice that are research-informed and practitioner-led. Sport psychology has an history of failing to address a notable and problematic 'gap' between research and practice

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Through the awareness-raising efforts of several high-profile current and former athletes, the issue of common mental disorders (CMD) in this population is gaining increasing attention from researchers and practitioners alike. Yet the prevalence is unclear and most likely, under-reported. Whilst the characteristics of the sporting environment may generate CMD within the athletic population, it also may exacerbate pre-existing conditions, and hence it is not surprising that sport psychology and sport science practitioners are anecdotally reporting increased incidences of athletes seeking support for CMDs. In a population where there are many barriers to reporting and seeking help for CMD, due in part to the culture of the high performance sporting environment, anecdotal reports suggest that those athletes asking for help are approaching personnel who they are most comfortable talking to. In some cases, this may be a sport scientist, the sport psychologist or sport psychology consultant. Among personnel in the sporting domain, there is a perception that the sport psychologist or sport psychology consultant is best placed to assist athletes seeking assistance for CMD. However, sport psychology as a profession is split by two competing philosophical perspectives; one of which suggests that sport psychologists should work exclusively with athletes on performance enhancement, and the other views the athlete more holistically and accepts that their welfare may directly impact on their performance. To add further complication, the development of the profession of sport psychology varies widely between countries, meaning that practice in this field is not always clearly defined. This article examines case studies that illustrate the blurred lines in applied sport psychology practice, highlighting challenges with the process of referral in the U.K. athletic population. The article concludes with suggestions for ensuring the field of applied sport psychology is continually evolving and reconfiguring to ensure that it continues to meet the demands of its clients.

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Psychophysiological response of athletes with spinal cord injurie has not been reported yet in scientific literature. The aim of this study is to examine the psychophysiological stress response of Paralympic athlete during competitive activities. We collected the following psychophysiological measurements: anxiety-trait, anxiety-state, locus of control, perceived psychological stress, stress-copying style, rate of perceived exertion, perceived muscle pain, body temperature, forced vital capacity, blood oxygen saturation, blood glucose and lactate concentrations, isometric hand strength, cortical arousal, heart rate variability, heart rate and velocities of a female Paralympic spinal cord injured athlete in a 11 h and 44 min ultraendurance mountain event. An ultraendurance mountain even produced an increase in the sympathetic autonomous modulation, heart rate, lactate, muscular pain and rated of perceived exertion and a decrease in cortical arousal, hand strength and respiratory muscle in a spinal cord injurie female athlete during. The Paralympic athletes presented a low psychological inflexibility, high life engagement, strong internal locus of control, a low trait and state anxiety and medium perceived psychological stress. These results are consistent with the expected response during a highly stressful situation and consistent with previous findings in athletes without spinal cord injurie.

Alessandro Alberto Rossi , Johnny Padulo , Luca P Ardigò

Researchers in sport often try to investigate relations between athletes' psychological skills and their sports results to predict top athletic achievements or unexpectedly poor performances. The Psychology Skills Inventory for Sports (Youth version), PSIS-Y, was developed to measure psychological characteristics of young athletes-differentiating well more talented and less talented young athletes. Nevertheless, previous studies revealed its inadequate , factorial validity. Thus, the aim of this study was to develop and investigate the psy-chometric proprieties of a brief version of the PSIS-Y (PSIS-Y-SF) in a sample of young Croatian athletes. Participants (n = 304; 188 females and 116 male) were recruited in clubs/ teams all over Croatia and all of them competed in the Croatian Championship in youth (n = 157) and junior category (n = 147). The PSIS-Y-SF was derived by ten expert psychologists with five of them who had past experiences of agonistic sport practice. Psychometric analysis included Confirmatory Factor Analysis (CFA), internal consistency analysis (Raykov's Maximal Reliability), and correlation between subscales. Moreover, Multivariate Analyses of Variance (MANOVA) was run to test statistical differences between the players' categories (male youth vs. male junior vs. female youth vs. female junior) in all of the subscales. Results of the CFA suggested the adequateness of the supposed six first-order factor solution for the PSIS-Y-SF. The Maximal Reliability statistics suggest a good internal consistency for all of the subscales and the MANOVA suggested differences between the player's categories. The PSIS-Y-SF resulted to be a valid and reliable tool for the assessment of sports psychological skills. Findings from the psychometric evaluation of PSIS-Y-SF PLOS ONE | https://doi.org/10.1371/journal.pone.

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Relación entre situaciones generadoras de estrés, burnout y afrontamiento en entrenadores deportivos

Alexandra Valadez , Teresa Torres

Resumen Este estudio investiga los índices de burnout en una muestra de entrenadores deportivos, así como su relación con los es-tilos de afrontamiento, situaciones generadoras de estrés y variables como sexo, edad y años de experiencia. Se trata de un estudio descriptivo correlacional en el que participaron 142 entrenadores deportivos. Se utilizó el Inventario de burnout adaptado al entrenador, el inventario Brief COPE-28 y una escala de situaciones generadoras de estrés. El 33.4% de las mujeres y el 20.9% de los hombres presentan niveles altos de burnout en más de dos dimensiones. En hombres y mujeres, hay una relación signiicativa entre las situaciones generadoras de estrés y agotamiento emocional y entre afrontamiento centrado en el problema y reducida realización personal. En el estudio se discute respecto a la importancia de centrar in-vestigaciones en situaciones generadoras de estrés y la forma de afrontarlo en los entrenadores deportivos. Palabras clave: Burnout, entrenador deportivo, afrontamiento, estrés. En el ámbito del deporte competitivo ya sea individual o colectivo, los entrenadores comúnmente se ven sometidos a estresores como parte de su labor y si estos no son afronta-dos de la manera adecuada y el estrés se perpetua de manera prolongada pueden desencadenar padecimientos asociados al estrés crónico, como el síndrome de burnout. Este síndro-me trae consecuencias en la salud biopsicosocial y desem-peño laboral en quien lo padece, pues sus efectos adversos se expresan mediante mecanismos emocionales, cognitivos, conductuales y siológicos (Vieco y Llanos, 2014). El burnout se empezó a estudiar por Freudenberger (1974), sin embargo fueron Maslach y Jackson (1981) quienes lo deenen como un síndrome tridimensional caracterizado por agotamiento emocional, despersonalización y reducida realización personal. En el caso particular del estudio del burnout en entrenadores deportivos, Caccese y Mayerberg (1984) fueron los primeros en estudiarlo. En años recientes ha incrementado el interés en este tema, principalmente por el vacío del conocimiento que prevalecía entorno a la experiencia del estrés, los recursos para hacerle frente y las variables desencadenantes del burnout en los entrenado-res. En este sentido se han hecho aportaciones entre las que destacan el estudio de los recursos de afrontamiento y las variables asociadas al síndrome; por otra parte, se ha puesto de maniiesto la relación de la respuesta al estrés y burnout con variables sociodemográcas y laborales de entrenado-res, tales como el sexo, la edad, la formación académica y el tiempo de la jornada laboral. Además, se ha identiicado que la subvaloración económica de su trabajo comparado con otros profesionales de la salud, los lleva a buscar otras fuentes de empleo que inciden en un incremento del des-gaste físico y psicológico al que se ven sometidos de mane-ra cotidiana (Altfeld, Scharan, Kleinert y Kellmann, 2018; De Mello, Alvarez, Samulski y Teoldo, 2016; Dixon y Tur-ner, 2018; Kilo y Hassmen, 2016; Pinto y Gaspar, 2016; Po-tts, Didymus y Kaiseler, 2018; Sánchez-Oliva, Sánchez-Mi-guel, Pulido, López y Cuevas, 2014). Por otra parte, los estudios reconocen que el entrena-dor deportivo juega un papel fundamental en cualquier nivel competitivo, no solo porque su labor permite que los deportistas alcancen el óptimo en su forma deportiva, sino porque su participación resulta fundamental para masi-car el deporte y generar estilos de vida saludables en la población. Sin embargo también coinciden en señalar que los entrenadores se someten a altos niveles de estrés en el desarrollo de sus funciones, y que este afecta la percepción que tienen los entrenadores de la calidad de su trabajo, y afecta de forma indirecta el desempeño de los deportistas (Castillo, González, Fabra, Mercé y Balaguer, 2012; elwe-ll, Wagsta, Chapman y Kenttä, 2016). Los estudios que Norris, Didymus y Kaiseler (2017) y Stynes, Pink y Aumand, (2017) han hecho respecto al estrés

Case studies in sport and exercise psychology

This case study is a reflective account of a consultation with a 30-year-old male professional golfer. The approach by the player was made on the evening prior to the final round of a European Tour event, needing a top-20 finish on the final day of the tournament year. Failure to achieve this objective would have resulted in forfeiting of his playing privileges on the PGA European Tour for the following season, with the associated loss of income and, in this case, genuine threats to his livelihood. The consultant used a number of interventions (e.g., best-performance imagery, external focus of attention, hypnosis, and music) and an approach established in humanistic, phenomenological, and transpersonal psychology. Effectiveness was determined by performance and the player's descriptions of his transcendental experience. The client provided social validation for the consultation approach and the intervention through his reflections. The intervention in this case appeared to elevate positive emotions and trigger a transcendental precursor to peak performance. While this type of intervention may provide immediate performance benefits for golfers experiencing low self-confidence, the case study also illustrates how consultants are often asked to support athletes under severe time constraints.

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Volume 8 (2024): Issue 1 (Jan 2024)

Case studies in sport and exercise psychology.

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