Pressure training (PT) strategically increases pressure during training to improve athletes' abilities to cope with pressure in competition. Although evidence suggests that PT can improve performance under pressure, implementation of PT can be challenging in applied settings. The purpose of this article is to guide sport psychology practitioners and coaches in conducting PT at both elite and lower levels of sport. We first outline basics of PT, including who will benefit from the intervention and when to conduct it. We also clarify the purpose of PT and distinguish it from other forms of coaching that may seem similar. The next section includes steps for conducting PT effectively. Based on research and applied practice, these recommendations address how to create pressure and how to establish training environments that are conducive to PT. Each recommendation describes a principle that can guide practitioners and coaches as they tailor PT to specific sports and levels of competition. We argue that the use of negative consequences, an existing or "baseline" level of pressure, and involvement of coaches are key ingredients for conducting PT that promotes athletes' development.

Background Physical inactivity is a global public health priority. There are known health and well-being consequences of being inactive, and the benefits of being physically active are well established. However, there are persistent inequalities when it comes to how physically active people are, with disabled people, people living with long-term health conditions, and people residing in areas of socio-economic deprivation being particularly affected. Methods such as whole system approaches (WSAs), which are dynamic, multifaceted, and engage all relevant stakeholders, have gained momentum as an approach to address such complex public health problems. However, evidence relating to the implementation of WSAs to address physical inactivity is lacking. The aim of the Prevention and Enablement Model (PEM) was to take a whole system approach in Essex to encourage and support disabled people and/or individuals living with long-term health conditions to be more active, happier, and to live more independently. Methods The aim of this study was to explore the enablers, challenges, and reflections associated with the process of designing and implementing the PEM. Semi-structured interviews ( n = 12) were used to collect data from people involved in the PEM’s design, implementation and/or delivery. Data was analysed using Braun and Clarke’s reflexive thematic analysis. Results Four themes were identified: (1) Working collaboratively: Specific enablers of time and space were identified as important in the planning and implementation of a WSA (2) Leadership and planning: Distributed and flexible leadership was identified as central to successful implementation (3) Re-orientating practice: Highlighted the transformative potential of a whole system approach and how it contrasts with conventional work practices, and (4) Reflection and learning: Informing ongoing refinements and further implementation of successful system change. Conclusions These findings highlight the challenge and complexity of implementing a WSA that involves diverse stakeholders from across adult social care, the NHS, and the third sector. Several important enablers are identified, such as leadership and planning, and the challenges and discomfort that can arise whilst changing systems. Ongoing efforts are required to ensure that different elements of the system collaborate effectively to address inequalities in physical activity participation, through the implementation of a WSA.

To prepare athletes for psychological pressure of competition, pressure training (PT) systematically applies pressure on athletes during training. This study explored how to create pressure for PT and how PT improves performance in competition. Specifically, it aimed to explore the views of sport psychologists and athletes on: (a) common properties of effective pressure manipulations, and (b) PT's mechanisms for improving performance under pressure. Eight sport psychologists and eight international-level athletes participated in semi-structured interviews. Thematic analysis identified three properties of effective pressure manipulations: (a) extending the reach of consequences, (b) simulating psychological demands of competition, and (c) approximating, but not replicating, intensity of competition pressure. Analysis also produced three themes that described how PT benefits performance: (a) learn and practice coping skills, (b) "change the relationship" with pressure, and (c) increase the quality of training. Understanding these benefits can help communicate to athletes why they should participate in PT. Lay summary: Pressure in training can help athletes adjust to pressure in competition, and this study found that practitioners can create pressure by applying psychological demands and consequences that have an extended impact on athletes. Athletes can then practice coping skills and learn that pressure does not have to hurt performance.Applied implications To create pressure in training, practitioners should implement pressure manipulations that increase the sense of importance to perform well. These pressure manipulations include consequences that have extended reach or demands that emphasize psychological challenges of competition. PT helps athletes train mental skills learned in workshops or one-on-one consulting.

Pressure training (PT) strategically increases pressure in training to prepare athletes to perform under pressure. Although research has studied how to create pressure during training, PT’s effectiveness may depend on more than creating pressure. A practitioner’s delivery of sport psychology interventions can moderate their effectiveness, so the current study explored perspectives of sport psychologists and athletes on the characteristics of effective PT delivery in applied settings. Eight international-level athletes and eight sport psychologists participated in semistructured qualitative interviews in which they described their experience participating in or conducting PT, respectively. Thematic analysis produced four themes relating to effective delivery: (a) collaboration with athletes and coaches: “with,” not “to”; (b) integration into training; (c) upfront transparency; and (d) promoting learning before and after PT. The themes provide guidance for planning, conducting, and following up on PT sessions in applied settings. The best practices discussed could increase athletes’ receptiveness to PT.

Sport and Exercise Psychology (SEP) experts were asked to respond to the following question: “What ‘conventional wisdom’ in sport psychology would you challenge? Why?”Control the controllables is a...

Studies have tested pressure training (PT) interventions in which performers practice physical or technical skills under simulated psychological pressure, but research has not yet synthesized the results of these studies. This meta-analysis assessed the magnitude of PT’s effect on performance in sport and other high-pressure domains (e.g., law enforcement). A secondary purpose was to investigate how domain, dose, experience, and the type of task moderated the effectiveness of interventions. A study was included if it was peer-reviewed, conducted a PT intervention for sport or another high-pressure domain, and quantitatively compared a PT group with a control group on posttests under pressure. In all, 14 studies in sport (k = 10) and law enforcement (k = 4) were included. Participants (n = 394) were novices, semiprofessional athletes, elite athletes, and police officers. After removal of an outlier, the mean effect was medium (g = 0.67, 95% confidence interval [0.43, 1.12]) with low heterogeneity (I2 = 17.1%). Subgroup analysis did not indicate clear moderators of performance but did reinforce that PT can benefit both novice and experienced participants on open and closed tasks across different domains. The results suggest coaches and instructors should create pressurized training environments rather than relying on greater amounts of training to help performers adjust to pressure. Future research should develop practical pressure manipulations, conduct retention tests, and measure performance in competitive or real-life scenarios.

"A Coach’s Guide to Maximizing the Youth Sport Experience: Work Hard, Be Kind." Journal of Sport Psychology in Action, 11(3), pp. 212–213

The purpose of this article is to describe the phenomenon of choking in sport, and suggest a process approach to managing competitive pressure and choking (based on the sport, cognitive, and clinical psychology literature). Specific suggestions are provided for athletes to use before, during, and after competition. Athletes are encouraged to accept and acknowledge pressure and the feelings associated with choking, as opposed to attempting to avoid or get rid of these feelings. The strategy for athletes to use during competition is to ACT on it, or to follow the steps of Accept, Center, and Trust.