The purpose of this article is to overview the development and design of an online psychological skills training (PST) program for para-athletes. Specifically, this program demonstrates how PST can be tailored for para-athletes and delivered through online learning modules. Eight learning modules on the following psychological skills is presented: goal setting, imagery, self-talk, routines, concentration, managing emotions, psyching up, and relaxation. Included for each module are the strategies by which PST was tailored for para-athletes and a detailed account of how interactive activities were embedded in the learning modules. Ten practical recommendations for tailoring PST content for para-athletes and delivering online content are also discussed. This information can be used to promote the use of PST with para-athletes and offer guidance for those interested in designing online sport psychology programs.

The purpose of this paper was to identify and describe sport-based psychological skills training (PST) programs available online. An eight-step systematic review methodology for identifying and describing websites was used to search for programs delivered asynchronously through online learning modules, designed for athletes, and presented in English. Information available through a program’s home page(s) (i.e., website) was used for analysis, as individual modules were not evaluated in this study. Information from these websites was assessed for readability and quality; the DISCERN instrument was used to assess the quality of information included to describe each program. Descriptive statistics and content analyses were employed to describe various program characteristics, categorized as access and audience, delivery, and content. Overall, 18 online module-based PST programs were identified. Most information on a program’s website was rated as fairly difficult to read, and DISCERN scores were often poor. Nevertheless, programs were generally framed for athletes of all competitive levels, varied considerably in how they were delivered (e.g., number of modules, time to complete), and offered content on a variety of topics in sport psychology (e.g., imagery, attentional control). This study identifies the current state of PST programs available online and provides a descriptive account of these programs. This research advances several implications for research and practice, including the need to investigate the effectiveness of online PST programs.

Abstract The popularity and commercial success of videogames in the current era has given rise to a new type of competition: electronic sports (or esports). Researchers have proposed that esports players would benefit greatly from the applied sport psychology work typically conducted with traditional athletes and more specifically from evidence-based interventions. Imagery interventions have proven beneficial for the traditional athlete at managing anxiety in competitive settings, and in fact League of Legends players have noted the importance of mental skills, including imagery, to achieving optimal performance. The aim of the current paper is to provide practitioners with an imagery intervention specifically designed for managing anxiety in League of Legends players. Three 30-min workshops are described wherein the practitioner follows the three phases of Psychological Skills Training; education, acquisition and practice.

Psychological skills training (PST) programs involve the delivery of multiple mental skills. While this 'packaged' approach to mental skills training is effective, little is known regarding the proper sequence of such mental skills. Therefore, the purpose of this paper is to propose a sequence for the delivery of basic mental skills. The Sequence of Basic Mental Skills consists of four mental skills: (1) goal setting, (2) imagery, (3) self-talk, and (4) relaxation. The premise of this sequence is that each skill will assist in the learning and application of subsequent mental skills. To help practitioners utilize this sequence, a brief case study is included to illustrate the application of this sequence. The Sequence of Basic Mental Skills offers both theoretical and practical implications and addresses a notable gap in the sequencing of mental skills.

Have you ever pictured yourself scoring the game-winning goal or staying calm at a crucial point in a match or performance? If you answered yes to either of these, then you have used a mental skill called imagery. Imagery is creating (or recreating) situations in your mind. Many top athletes in the world use imagery to help them perform at their best. In fact, just like any physical skill, such as running or a tennis serve, imagery improves with practice. In this article, we explain how imagery works, suggest what to image, and explain when and where you can use imagery to improve sport performance.

The purpose of the current study was to explore graduate students’ mental health and educational experiences during the COVID-19 pandemic. Graduate students (N = 28) in Canada completed an online survey consisting of both closed- and open-ended questions related to their mental health, degree progress, and access to campus workspace. Data were analyzed using both quantitative and qualitative approaches before being synthesized through a pillar integration joint display to merge study findings. Based on self-report data, approximately 60% of participants were experiencing poor-to-moderate mental health at the time of the survey. Participants also expressed dissatisfaction with online learning and felt uncertain about their degree trajectory due to changes and restrictions associated with the pandemic. Based on the participants’ responses, recommendations for assisting graduate students during the pandemic are presented. Highlighted by these recommendations is the importance of accessing workspace on campus and the challenges associated with university mental health resources. Overall, nearly 16 months into the pandemic, participants’ mental health was negatively impacted by the restrictions. Although the study findings may not be generalizable to all post-secondary institutions, they can be used to inform university administrators regarding the continued challenges facing graduate students during the pandemic.

At the beginning of the COVID-19 pandemic, the role and responsibilities of sport coaches changed dramatically (e.g., coaching virtually; Kelly, Erickson, & Turnnidge, 2020). Although recommendations for coaching during the pandemic were available (e.g., provide psychological support, have athletes set goals; Filiz et al., 2020), researchers have expressed a need to hear from those involved in such practices (e.g., coaches, athletes; Kelly, Erickson, et al., 2020). Therefore, the purpose of this study was to explore the experiences of university athletes during the pandemic concerning the perceptions of their coaches' involvement during the early stages of the pandemic. University athletes (N = 25; male n = 12; female n = 13) participated in a one-on-one semi-structured interview in June 2020, which were then transcribed verbatim and analyzed using a thematic analysis (Braun & Clarke, 2006, 2019). Four main themes were identified that highlighted the coaches' role in: (1) fostering shared leadership (e.g., seeking input from athlete leaders), (2) facilitating team discussions (e.g., athlete wellness and mental health), (3) enhancing motivation (e.g., unique training activities), and (4) providing support (e.g., checking in with athletes). In addition, while these themes were often seen as positive in nature, some athletes expressed dissatisfaction with the level of coach involvement (e.g., too many meetings, forced communication). Despite the challenges associated with coaching during the pandemic, coaches attempted to engage their team in a variety of ways. Given the variance in athletes' perceived satisfaction with such actions, future research is needed to identify recommendations for how coaches should navigate these times.

Sport-based interventions are often highly systematic and follow rigorous procedures. While these components provide value for researchers hoping to advance knowledge, practitioners may find it difficult to replicate or implement such interventions in the real world. Many published intervention studies either under-report or provide overly complex methodology, and thus, intervention researchers may be inadvertently widening the research-to-practice gap in sport psychology. Using a recent applied imagery intervention as an exemplar, methodological components that were either under-reported or overly complex are discussed and re-presented as practical recommendations for practitioners. Future recommendations are also provided with the hope of narrowing the research-to-practice gap.

Abstract Objectives The purpose of the current study was to explore the development of practical imagery recommendations in sport over the past 25 years. Methods Empirical journal articles (n=500) were reviewed to identify those that explored imagery in sport, contained original data, and provided practical recommendations for imagery use in applied practice (n=94). Further, a thematic analysis was employed to determine general (i.e., categories of recommendations) and specific (i.e., suggestion for applied practice) recommendations. Results Seven distinct general recommendations were found for imagery use in sport with a variety of specific recommendations intended for applied practice. Further, a number of specific recommendations were found repeatedly across time while others increased in complexity over time. Conclusions The results of the current study suggest that the literature on applied imagery use in sport is well-developed, however, concerns regarding the adoption of practical recommendations do exist. Future directions for applied imagery researchers are also forwarded.

Objectives The purpose of the current study was to explore the development of practical imagery recommendations in sport over the past 25 years. Methods Empirical journal articles (n=500) were reviewed to identify those that explored imagery in sport, contained original data, and provided practical recommendations for imagery use in applied practice (n=94). Further, a thematic analysis was employed to determine general (i.e., categories of recommendations) and specific (i.e., suggestion for applied practice) recommendations. Results Seven distinct general recommendations were found for imagery use in sport with a variety of specific recommendations intended for applied practice. Further, a number of specific recommendations were found repeatedly across time while others increased in complexity over time. Conclusions The results of the current study suggest that the literature on applied imagery use in sport is well-developed, however, concerns regarding the adoption of practical recommendations do exist. Future directions for applied imagery researchers are also forwarded.

The current quasi-experiment examined changes in youth baseball players' (N = 9) swing performance following an imagery intervention. Athletes participated in one of three conditions, each of which employed a different combination of slow-motion (SM), real-time (RT), or fast-motion (FM) image speeds: SM + RT, RT + FM, or SM + RT + FM. A single-subject multiple-baseline design was employed. The intervention approximated the real-world environment in which baseball players practice, thus, increasing representative design. Results generally indicated positive changes across all three conditions, however, the SM + RT + FM condition exhibited the most improvement. The employment of a multiple-speed imagery intervention appears to be a viable option for young athletes. Lay Summary: Can using a combination of slow-motion, real-time, and fast-motion imagery improve baseball batting performance? Our results suggest so! Learn more in "It's all about timing: An imagery intervention examining multiple image speed combinations' by @jennyo_csueb @Frank_O_Ely & @samagalas #JASP