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BPS DSEP position statement: Psychological skills training in youth sport
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Paul McCarthy,
Stephen Mellalieu
Sport & Exercise Psychology Review, Volume: 19, Issue: 1, Pages: 4 - 20
Swansea University Author:
Camilla Knight
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Author accepted manuscript document released under the terms of a Creative Commons CC-BY licence using the Swansea University Research Publications Policy (rights retention).
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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...
| Published in: | Sport & Exercise Psychology Review |
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| ISSN: | 1745-4980 2396-961X |
| Published: |
British Psychological Society
2024
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa66568 |
| 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 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. |
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| College: |
Faculty of Science and Engineering |
| Issue: |
1 |
| Start Page: |
4 |
| End Page: |
20 |