This chapter addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. It provides Dr. Sachs’s honest and open remarks along with interspersed additions from the authors to introduce the field and its accompanying issues. In explaining his career trajectory, Dr. Sachs recalls earning his undergraduate degree in psychology and then applying to graduate programs in applied behavioral analysis. Dr. Sachs’s somewhat zigzagged trajectory in the field demonstrates the important sport and exercise psychology principle that explains the benefits of focusing on the process rather than the outcome when setting goals. Dr. Sachs added that the United States leads the way in research and writing with regard to sport and exercise psychology, while other countries may be more advanced in the application of that knowledge at the professional levels.

This chapter addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. The topic of decision making has been covered in psychology, economics, and motor learning but addressed very sparsely in sport, exercise, and performance psychology. Rational decision making requires defining the problem, identifying criteria, weighing those criteria, generating alternative solutions, and ultimately computing the optimal decision. The chapter introduces the literature on decision making and provides examples of factors that influence the choices people make. The decision to act, move, or what move to make is decided in the response selection stage, and the final stage is when one’s brain and muscles are organized to make the actual move. The key to improve the decision-making over time is to increase personal awareness of own limitations and keep learning and collecting information from reliable sources.

This chapter addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. This chapter covers the three primary positions held by people with a sport and exercise psychology degree; namely, education, research, and consulting, by providing the professionals’ thoughts directly. It addresses certification requirements and students are encouraged to join organizations, attend regional and national conferences, and engage professors regarding research opportunities. In fact, some were studying in one field before engaging with a faculty member in sport psychology that excited their interests and led them toward a new career. This is something all students should be aware of as it is easy to develop tunnel vision toward one job, to find that their true talents may be better suited for a different field of study. Many opportunities exist for students to know more about a field through professional organizations. To become a certified consultant through Applied Sport Psychology (AASP) organization, individuals must complete coursework and a mentored experience.

This chapter addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. The idea that people are born with certain abilities and traits which predispose them for success in any given area explains the nature approach. This perspective proposes a limit to one’s athletic-, exercise-, or performance-related prowess based on available genes. These studies cite differences in endurance capacity, muscle performance, hemodynamics, as well as metabolism, anthropometry, and body composition. The case for nurture was made most notably by Dr. Ericsson through his discussion of deliberate practice. Similarly, he cites Roe’s research, which found many eminent scientists to have intelligence quotient (IQs) below the average of other PhDs, claiming one’s success in any field of study is likely in part due to capacity but also hard work.

This chapter addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. This chapter addresses the theories of arousal and performance, in addition to coping styles and strategies used to handle life’s minor and major stressors. It briefly addresses the social facilitation theory, drive theory, inverted-U theory, and individual zone of optimal functioning (IZOF) theory. From a transactional perspective, people believe that coping is a dynamic process, involving interactions with internal and external factors. They believe that the coping strategies can change depending on the context. In addition to understanding the consistency or inconsistency in coping strategy preference, it is also important to understand how these strategies are categorized. The most common categorizations include problem-focused, emotion-focused, and avoidant. Problem-focused strategies include problem solving, planning, information-seeking, increasing effort, communicating, changing technique, and changing behavior. Emotion-focused strategies include relaxation, acceptance, wishful thinking, positive self-talk, visualization, and humor. Avoidance strategies are blaming others, denial, behavioral avoidance, making excuses, and doing nothing.

This chapter addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. Self-efficacy is said to influence whether people are optimistic or pessimistic, the goals they select, and their willingness to persist in the face of failure. Bandura’s Self-efficacy Theory presumes that efficacy beliefs are influenced by four possible variables, which he termed as performance accomplishments, vicarious experiences, verbal persuasion and physiological states. A meta-analysis of sport-specific studies found a positive, moderate relationship between self-efficacy beliefs and sport performance. Vealey conceptualized a sport-confidence model, which explained sport-confidence as the belief or degree of certainty individuals possess regarding their chances of success overall in sport and in any particular moment. Fear of failure has been discussed as a personality disposition leading individuals to focus on the perceived connection between failure and aversive consequences.

This chapter addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. This chapter focuses on the interactional theories and a model of behavior change in an attempt at explaining possible influences impelling action, persistence, or quitting. Self-Determination Theory (SDT) explains motivation in relation to a person’s desire to fulfill his or her basic needs. According to the SDT, motivational levels fall somewhere on a continuum from amotivation to intrinsic motivation. Obviously Darius’s experience demonstrates a reversal of motivation. Understanding SDT can help coaches and others in leadership roles to create motivational climates. Scanlan et al’s Sport Commitment Model provides reasons for persistence. This model was designed after collecting data on athlete’s reasons for continuing with their sport. Involvement opportunities were the most powerful predictor of commitment to a program, followed by personal investment and enjoyment. Motivation is likely one of the most critical variables in determining one’s behaviors and ultimate success because it impels them to act or sit still.

This chapter addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. The chapter focuses on self-efficacy, confidence, or fear of failure topics by suggesting specific changes individuals can implement to positively alter their levels for the same. Psychological skills training (PST) involves consistent practice of psychological skills to improve performance, attitude, approach, and/or personal satisfaction. The chapter provides options for individuals to attempt, practice, and gauge the results on their own. Dr. Terry Orlick explains confidence as being a trust or belief in our potential, capacity to overcome obstacles, preparation, focus, and choices. He recommends thinking in a positive way, acting as if we can do it, engaging in high-quality training and preparation, and thinking about personal successes and positive aspects of any performance.

This chapter addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. The Association for Applied Sport Psychology (AASP) based its ethical guidelines on the American Psychological Association’s (APA) ethical code. The code of ethics reinforces the importance of working only within one’s limits based on training, and engaging in continuing educational experiences to sustain and build on existing knowledge. For consultants working in nontraditional settings, additional ethical dilemmas may stem from their proximity to an entire team, presence at events, or discussions in open areas. Making ethical decisions ultimately comes down to proper training, awareness, and good decision making. Researchers must resolve ethical conflicts. To address and prevent any ethical breaches, universities have created internal review boards (IRB) composed of university faculty.