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BPS DSEP Position Statement: Psychological Skills Training for Performance Enhancement, Long-Term Development, and Well-being in Youth Sport

Thrower, S, Barker, J, Bruton, A, Coffee, P, Cumming, J, Harwood, C, Howells, K, Camilla Knight Orcid Logo, McCarthy, P, Mellalieu, S. D

Sport and Exercise Psychology Review

Swansea University Author: Camilla Knight Orcid Logo

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 and Exercise Psychology Review
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URI: https://cronfa.swan.ac.uk/Record/cronfa66568
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first_indexed 2024-06-03T07:52:35Z
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spelling v2 66568 2024-06-03 BPS DSEP Position Statement: Psychological Skills Training for Performance Enhancement, Long-Term Development, and Well-being 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 and Exercise Psychology Review 0 0 0 0001-01-01 COLLEGE NANME Engineering and Applied Sciences School COLLEGE CODE EAAS Swansea University 2024-06-03T08:52:35.5763099 2024-06-03T08:49:44.4027509 Faculty of Science and Engineering School of Engineering and Applied Sciences - Sport and Exercise Sciences Thrower, S 1 Barker, J 2 Bruton, A 3 Coffee, P 4 Cumming, J 5 Harwood, C 6 Howells, K 7 Camilla Knight 0000-0001-5806-6887 8 McCarthy, P 9 Mellalieu, S. D 10
title BPS DSEP Position Statement: Psychological Skills Training for Performance Enhancement, Long-Term Development, and Well-being in Youth Sport
spellingShingle BPS DSEP Position Statement: Psychological Skills Training for Performance Enhancement, Long-Term Development, and Well-being in Youth Sport
Camilla Knight
title_short BPS DSEP Position Statement: Psychological Skills Training for Performance Enhancement, Long-Term Development, and Well-being in Youth Sport
title_full BPS DSEP Position Statement: Psychological Skills Training for Performance Enhancement, Long-Term Development, and Well-being in Youth Sport
title_fullStr BPS DSEP Position Statement: Psychological Skills Training for Performance Enhancement, Long-Term Development, and Well-being in Youth Sport
title_full_unstemmed BPS DSEP Position Statement: Psychological Skills Training for Performance Enhancement, Long-Term Development, and Well-being in Youth Sport
title_sort BPS DSEP Position Statement: Psychological Skills Training for Performance Enhancement, Long-Term Development, and Well-being in Youth Sport
author_id_str_mv 6c81176f7e92c7c04ff6cfb8f1a0ed60
author_id_fullname_str_mv 6c81176f7e92c7c04ff6cfb8f1a0ed60_***_Camilla Knight
author Camilla Knight
author2 Thrower, S
Barker, J
Bruton, A
Coffee, P
Cumming, J
Harwood, C
Howells, K
Camilla Knight
McCarthy, P
Mellalieu, S. D
format Journal article
container_title Sport and Exercise Psychology Review
institution Swansea University
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 0
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 0001-01-01T08:52:35Z
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score 11.012924

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