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BPS DSEP position statement: Psychological skills training in youth sport

Sam Thrower, Jamie Barker, Adam Bruton, Pete Coffee, Jennifer Cumming, Chris Harwood, Karen Howells, Camilla Knight Orcid Logo, Paul McCarthy, Stephen Mellalieu

Sport & Exercise Psychology Review, Volume: 19, Issue: 1, Pages: 4 - 20

Swansea University Author: Camilla Knight Orcid Logo

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DOI (Published version): 10.53841/bpssepr.2024.19.1.4

Abstract

Young athletes have become an increasingly important client group for sport psychology practitioners and a population whose physical, cognitive, emotional, and social development should be carefully considered by a practitioner when delivering their services (Visek et al., 2009). The aim of this Bri...

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Published in: Sport & Exercise Psychology Review
ISSN: 1745-4980 2396-961X
Published: British Psychological Society 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa66568
first_indexed 2024-06-03T07:52:35Z
last_indexed 2024-11-25T14:18:25Z
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spelling 2024-10-02T12:19:42.1820972 v2 66568 2024-06-03 BPS DSEP position statement: Psychological skills training in youth sport 6c81176f7e92c7c04ff6cfb8f1a0ed60 0000-0001-5806-6887 Camilla Knight Camilla Knight true false 2024-06-03 EAAS Young athletes have become an increasingly important client group for sport psychology practitioners and a population whose physical, cognitive, emotional, and social development should be carefully considered by a practitioner when delivering their services (Visek et al., 2009). The aim of this British Psychological Society (BPS) Division of Sport and Exercise Psychology (DSEP) position statement is to summarise existing knowledge about psychological skills training (PST) interventions and discuss optimal service provision of PST in youth sport. In the first section of this position statement, we provide a brief overview of the literature exploring PST during childhood (5-11 years), early adolescence (12-15 years), and mid-to-late adolescence (16-18 years). Within each sub-section, key developmental considerations (i.e., physical, cognitive, emotional, and social) are provided followed by short summaries of research on basic single strategy (i.e., goal setting, imagery, relaxation, and self-talk) and alternative strategy interventions (e.g., mindfulness, music, perceptual training, and self-modelling) with young athletes. In the second section, optimal service provision of PST is discussed by drawing upon practitioners’ experiences of working with young athletes, concluding with 10 recommendations for youth sport organisations, training and accrediting bodies, researchers, and practitioners. Journal Article Sport &amp; Exercise Psychology Review 19 1 4 20 British Psychological Society 1745-4980 2396-961X 15 7 2024 2024-07-15 10.53841/bpssepr.2024.19.1.4 COLLEGE NANME Engineering and Applied Sciences School COLLEGE CODE EAAS Swansea University 2024-10-02T12:19:42.1820972 2024-06-03T08:49:44.4027509 Faculty of Science and Engineering School of Engineering and Applied Sciences - Sport and Exercise Sciences Sam Thrower 1 Jamie Barker 2 Adam Bruton 3 Pete Coffee 4 Jennifer Cumming 5 Chris Harwood 6 Karen Howells 7 Camilla Knight 0000-0001-5806-6887 8 Paul McCarthy 9 Stephen Mellalieu 10 66568__30515__994662479f6b42a3a6fa66296e40f4be.pdf 66568.pdf 2024-06-03T08:52:28.0392652 Output 251502 application/pdf Accepted Manuscript true Author accepted manuscript document released under the terms of a Creative Commons CC-BY licence using the Swansea University Research Publications Policy (rights retention). true eng https://creativecommons.org/licenses/by/4.0/deed.en
title BPS DSEP position statement: Psychological skills training in youth sport
spellingShingle BPS DSEP position statement: Psychological skills training in youth sport
Camilla Knight
title_short BPS DSEP position statement: Psychological skills training in youth sport
title_full BPS DSEP position statement: Psychological skills training in youth sport
title_fullStr BPS DSEP position statement: Psychological skills training in youth sport
title_full_unstemmed BPS DSEP position statement: Psychological skills training in youth sport
title_sort BPS DSEP position statement: Psychological skills training in youth sport
author_id_str_mv 6c81176f7e92c7c04ff6cfb8f1a0ed60
author_id_fullname_str_mv 6c81176f7e92c7c04ff6cfb8f1a0ed60_***_Camilla Knight
author Camilla Knight
author2 Sam Thrower
Jamie Barker
Adam Bruton
Pete Coffee
Jennifer Cumming
Chris Harwood
Karen Howells
Camilla Knight
Paul McCarthy
Stephen Mellalieu
format Journal article
container_title Sport &amp; Exercise Psychology Review
container_volume 19
container_issue 1
container_start_page 4
publishDate 2024
institution Swansea University
issn 1745-4980
2396-961X
doi_str_mv 10.53841/bpssepr.2024.19.1.4
publisher British Psychological Society
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Engineering and Applied Sciences - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Engineering and Applied Sciences - Sport and Exercise Sciences
document_store_str 1
active_str 0
description Young athletes have become an increasingly important client group for sport psychology practitioners and a population whose physical, cognitive, emotional, and social development should be carefully considered by a practitioner when delivering their services (Visek et al., 2009). The aim of this British Psychological Society (BPS) Division of Sport and Exercise Psychology (DSEP) position statement is to summarise existing knowledge about psychological skills training (PST) interventions and discuss optimal service provision of PST in youth sport. In the first section of this position statement, we provide a brief overview of the literature exploring PST during childhood (5-11 years), early adolescence (12-15 years), and mid-to-late adolescence (16-18 years). Within each sub-section, key developmental considerations (i.e., physical, cognitive, emotional, and social) are provided followed by short summaries of research on basic single strategy (i.e., goal setting, imagery, relaxation, and self-talk) and alternative strategy interventions (e.g., mindfulness, music, perceptual training, and self-modelling) with young athletes. In the second section, optimal service provision of PST is discussed by drawing upon practitioners’ experiences of working with young athletes, concluding with 10 recommendations for youth sport organisations, training and accrediting bodies, researchers, and practitioners.
published_date 2024-07-15T08:15:30Z
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