european college of sport science

OP-PS01 Psychology 1
1.45 yrs) and non-elite youth male basketball players (n=18, mean age ± SE: 14.06 ± .998 yrs). Players were classified elite when they
were playing in international or national youth competitions and were classified non-elite when they were competing at regional level.
Motivation was assessed with a questionnaire pertaining questions about two aspects of motivation: generalized effort and self-efficacy.
Multivariate analysis of covariance with performance level as factor (elite versus non-elite) and age as covariate was conducted. A significance
level of .05 was adopted. The results revealed no significant differences between elite and non-elite players on either effort or selfefficacy
(p > .05). However, there was a trend with elite players outscoring their non-elite counterparts with moderate effect sizes on both
motivational attributes (d = .42 on effort and d = .43 on self-efficacy). The findings of our study showed that elite athletes did not score
higher on either generalized effort or self-efficacy. Nevertheless, based on the medium effect sizes found, the results might mean that
general motivation is partly needed to reach higher sport performance. Yet, it would be interesting to further examine whether larger
differences can be found when motivation would be measured more sport specific.
Bandura, A. (1997). Self-efficacy, The Exercise of Control. New York: Freeman.
Ericsson, KA, Krampe, RT, & Tesch-Römer, C. (1993). Psych Rev 100: 363-406
Hong, E & O’Neil, HF (2001). Int J Psych 36: 186-194
Williams, AM & Reilly, T (2000) J Sports Sci 18: 657-667
TOWARDS AN UNDERSTANDING OF DEBRIEFING IN SPORT
MCARDLE, S.
DUBLIN CITY UNIVERSITY
Over the past twenty years, post performance evaluation has been increasingly utilized in sport to facilitate learning, to inform training
and to improve performance (Hogg, 2002). Debriefing has been described as an extension of post performance evaluation in that in
addition to learning and performance improvement, it incorporates the aim of facilitating mental and emotional recovery post competition
(Hogg, 2002). Whereas post performance evaluation has received a significant amount of attention in the motor learning, behaviour
and control literature, very little attention has been given to the process of debriefing in applied sport psychology (Hogg, 2002). The purpose
of this study was to ascertain if athletes’ and coaches’ experience and understanding of debriefing aligned with the existing conceptualization
of debriefing in sport (see Hogg, 2002). Factors thought to influence the debriefing process (e.g. timing of the debrief) were
also investigated.
This study used a qualitative method of inquiry to explore the participants’ subjective debriefing experiences. Seventeen participants, six
coaches and eleven competitive athletes from both team and individual sports participated in semi-structured interviews. Athletes
ranged in age from 18 to 29 years (M=21.09, SD=3.30). Employing inductive analysis, the results indicated that coaches’ and athletes’
understanding of debriefing was similar to Hogg’s (2002) model of debriefing in sport in many respects. Both coaches and athletes
perceived debriefing as an opportunity to exchange views on performance so that the athlete or athletes could learn from the experience.
It was also generally believed that debriefing provided a focus for training and fostered motivation. However, no coach or athlete
explicitly stated that they viewed debriefing as a means of facilitating mental and emotional post performance recovery.
Similar to empirical research in clinical psychology, the results indicated very little consensus as to “the ideal time” to conduct a post
performance debrief. Athletes who participated in team sports were more likely to experience ‘delayed’ debriefing whereas those in
individual sports were more likely to experience ‘immediate’ debriefing. Overall, the results suggest that athletes’ and coaches’ experience
and understanding of the debriefing process was more closely aligned to models of debriefing in education versus the current
conceptualization of debriefing in sport. Given the paucity of studies in the area of debriefing in sport, the current study provides a useful
starting point for this line of research.
Hogg, J. M. (2002). Debriefing: A means to increasing recovery and subsequent performance. In M. Kellmann (Ed.). Enhancing recovery:
Preventing underperformance in athletes (pp 181-198). Champaign, IL: Human Kinetics.
SUCCESSFUL ICE HOCKEY OFFICIATING: WHAT SKILLS ARE NECESSARY?
DORSCH, K., CHOMOS, A., RAAKMAN, E., SCHINKE, R.S., PASKEVICH, D.M., RIEMER, H.A.
UNIVERSITY OF REGINA, JUSTPLAY SPORT SERVICES, LAURENTIAN UNIVERSITY, AND UNIVERSITY OF CALGARY
Introduction: Self-efficacy is the degree to which an individual feels confident in their abilities to execute specific skills necessary for successful
completion of their task (Bandura, 1997). In the context of sport, self-efficacy research has been conducted and applied mainly
with athletes and coaches. There is, however, a group of individuals on the playing field that have, for the most part, been neglected. We
recognize this group as sports officials. To be able to understand the antecedents and consequences of self-efficacy of sports officials,
the first step is to determine what skills and abilities are necessary for successful officiating. The purpose of this research is to identify
specific skills and abilities deemed essential by officials for successful officiating experiences in the sport of ice hockey.
Methods: Through collaboration with Justplay Sport Services, data were collected via a secure internet website. Participants were asked
to complete an open-ended questionnaire. designed to identify those skills necessary for officiating.
Results: Responses from 121 ice hockey officials were obtained. Through content analysis, responses were coded as either technical skills
(abilities that require the application of a specific technique) or as mental skills (abilities that involve the mind and various mental processes).
Further analyses showed the predominant technical skills to include: knowledge of game/rules; communication skills; physical
abilities/attributes; experience. The mental skills included: heightened awareness; decision-making processes; attitudinal skills; judgment
skills; confidence; affective capabilities; passion; conflict management skills; mental preparation abilities.
Discussion: The identification of the skills ice hockey officials feel are crucial for successful performance is the first step in understanding
the relationship between self-efficacy for ice hockey officiating and officials’ performance, training, and retention. The information gathered
by this research will be essential in the development of sound psychometric instruments assessing self-efficacy for ice hockey officiating.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
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ANNUAL CONGRESS OF THE EUROPEAN COLLEGE OF SPORT SCIENCE