International Journal of Sport Psychology

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scriptions, independently identifying raw data themes for the impacts/benefits of producing athlete performance profiles. Twenty impact themes were established via the triangular consensus from 54 raw data themes. A review of the profiling literature revealed 15 performance profiling impacts. Following an examination of the interview and literature review profiling impact themes, three researchers agreed upon the 24 items to be included within the questionnaire. Combining literature review and interview analysis procedures to develop items for a questionnaire in this way, is in line with approaches adopted elsewhere in the literature (Weinberg, Burton, Yukelson, & Weigand, 2000; Yoo, 2000). Survey impact items displayed good internal reliability (α=.94). DATA ANALYSIS Descriptive statistics were taken to determine the mean (& standard deviation) responses regarding the usefulness and benefits of profiling within a group setting. Results Descriptive statistics indicated that consultants found performance profiling to be useful (M = 4.27, SD = 0.79). Table 1 outlines the descriptive results for the consultant perceived impacts of performance profiling. Multivariate analysis of variance revealed no significant gender differences for the impact items (Wilks’ λ = .654, F(24, 17)= .375, p=.986, η 2 = .35, β = .16). Discussion The present findings indicate that BASES accredited sport psychology consultants strongly believed performance profiling to be useful, thus confirming previous research (Butler & Hardy, 1992; Dale & Wrisberg, 1996; D’Urso et al., 2002). In particular, the consultants believed profiling to be most useful in helping provide a basis for goal setting, identifying the athlete’s strengths and weaknesses, raising athlete self awareness, facilitating discussion within the team, and helping the athlete focus on what’s important. The least important impacts of profiling in a group, rated moderately by the consultants, related to the technique’s ability to encourage independent thought and make athletes more accountable. Butler and Hardy (1992), in introducing the profiling procedure, suggested that the process of raising the athlete’s awareness regarding the qualities essential for elite performance and the athlete’s ability in relation to those qualities, would help provide a useful basis to set goals. Goal setting in sport 364
TABLE I Descending List Of The Means (& Standard Deviations) Of The Consultant (N = 56) Perceived Impacts Of Performance Profiling. Impact of Performance Profiling in a Group Setting Mean SD Help provide a basis for goal setting 4.46 0.76 Help identify the athlete’s strengths and weaknesses 4.43 0.79 Help to raise the self awareness of athlete 4.37 0.82 Help facilitate discussion within the team 4.21 0.87 Help the athlete focus on what’s important 4.16 0.78 Help the athlete to assess themselves 4.11 0.90 Help the athlete to evaluate how they’re performing 4.10 0.77 Help to structure an athlete’s training programme 4.06 0.94 Help to enhance communication within the team 4.04 0.86 Help facilitate interaction within the team 4.00 0.90 Help monitor the athlete’s progress 3.97 1.02 Help promote task involvement in the athlete 3.67 1.00 Help the athletes understand the demands of other positions 3.66 0.99 Help to improve team dynamics 3.62 1.08 Help enhance the intrinsic motivation of the athlete 3.61 1.06 Help to identify roles within the team 3.55 1.10 Help increase the commitment of the athlete 3.54 0.86 Help to enhance the athlete’s confidence in themselves 3.52 0.93 Help to encourage responsibility 3.47 0.94 Help enhance the self determination of the athlete 3.41 0.98 Help enhance the athlete’s adherence to an intervention 3.40 1.14 Help the athlete to gain control over their performance 3.36 1.05 Help to encourage independent thought 3.35 0.95 Help to make the athletes more accountable 3.28 1.19 has been shown to facilitate performance improvements when athletes participate in setting goals for themselves (Kyllo & Landers, 1995). Indeed, athletes not only prefer to set their own goals (Weinberg, Burton, Yukelson, & Weigand, 1993), but they are also likely to do so irrespective of the goals set by their coaches (Weinberg & Weigand, 1993). Hence, the initial use of performance profiling should provide consultants with a useful basis from which to introduce and deliver effective athlete-centred goal setting practices. However, the choice of goals set by athletes may not always result in the most appropriate goals being set (Butler, 1997). Hence, practitioners should attempt to steer athletes towards choosing more appropriate goals when necessary. Furthermore, given that profiling encourages athletes to focus on selfreferent performance development and skill mastery, the procedure may help to develop greater task involvement in athletes, an impact moderately supported by the present consultants. Drawing upon Deci and Ryan’s (1985) Cognitive Evaluation Theory (CET), Butler and Hardy (1992) proposed that the client centred profiling procedure would help to facilitate greater athlete intrinsic motivation to train and perform. CET proposes that social factors which facilitate key motivational mediators (i.e., perceived autonomy, competence and relatedness) 365
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Page 5 and 6: Savelsbergh et al. (2002), for inst
Page 7 and 8: the ball’ strategy may result in
Page 9 and 10: Figure 2. A side view of the experi
Page 11 and 12: effect for viewing condition (F(1,
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Page 17 and 18: Research on elite youth sport athle
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Page 23 and 24: mates. Generally, they felt their t
Page 25 and 26: themes for esteem support: (i) toug
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Page 29 and 30: sions of social support were intern
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Page 33 and 34: J. A. Holstein (Eds.), Handbook of
Page 35 and 36: Wilson, C., & Powell, M. (2001). A
Page 37 and 38: Fig. 1. An example completed perfor
Page 39: ather than across a range of altern
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Page 45 and 46: Coping with social physique anxiety
Page 47 and 48: has been identified among athletes
Page 49 and 50: and avoidance coping were associate
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Page 53 and 54: TABLE I Frequency, Function, and Ef
Page 55 and 56: consistent with Lazarus’ (1991) i
Page 57 and 58: Because of these factors, athletes'
Page 59 and 60: its relationship with SPA cannot be
Page 61 and 62: Kaczynski, A. T., Mannell, R. C., &
Page 63 and 64: Demographic dissimilarity and affec
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Page 67 and 68: characterized by pro-diversity atti
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Page 71 and 72: HYPOTHESIS TESTING TABLE 1 Means, S
Page 73 and 74: Discussion People who differ from o
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Page 79 and 80: Representative experimental design
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Page 83 and 84: Method PARTICIPANTS The participant
Page 85 and 86: Finally, participants played four r
Page 87 and 88: TABLE III Condition Data From The M
Page 89 and 90: Boutcher, S. H., & Crews, D. J. (19
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A new method to learn to start in s
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findings, Schöllhorn (1999) sugges
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Fig. 1. - Bird eye view of the skat
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TABLE I The Correlations Between Th
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groups. As a consequence of the con
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APPENDIX 1 STARTING POSITIONS FOR T
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Schöllhorn, W.I. (2000). Applicati
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