Virtual reality (VR) has been successfully applied to a broad range of training domains; however, to date there is little research investigating its benefits for sport training. In this work we investigated the feasibility and usefulness of using VR for two sport subdomains: sport psychology and sport biomechanics. In terms of sport psychology training, high-fidelity VR systems could be used to display realistic 3D environments to induce anxiety, allowing resilience-training systems to prepare athletes for real-world, high-pressure situations. For sport biomechanical training, we could take advantage of the 3D tracking available in VR systems to capture and display full-body movements in real-time, and could design flexible 3D environments to foster a valuable and engaging training experience. To address using VR for sport psychology training, in this work we present a case study and a controlled experiment. Our work addresses whether a VR system can induce anxiety in participants, and if so, how this anxiety impacts performance, and what the implications are for VR system design. sing VR for sport biomechanical training, in this work we present a case study describing the development of a VR-based jump training application. Our work addresses whether an effective VR biomechanical training system can be achieved using standard computer equipment and commodity tracking devices, and how we should design the user experience of a VR sport training system to effectively deliver biomechanical principles. / Master of Science

Research has demonstrated that personality factors are associated with sport performance as measured by coach ratings and objective performance outcomes, as well as factors/behaviours that are understood to be facilitative for performance, such as problem-focused coping and quality of preparation. Given the potential utility of personality assessment, professional sport organizations have integrated it into their pre-draft procedures. However, it remains unclear whether such data, particularly at the factor level, can add value to draft selection process, over and above that of past performances. The purpose of the present study was to explore if the Big-Five personality traits are related to draft order and predictive of athletes' future performance in professional baseball. Latent profile analysis revealed two distinct personality profiles amongst 2018 and 2019 draft prospects. The results of the covariate analysis were not significant; however, this was likely due to the small n for class 2. Thus, there might in fact still be a meaningful difference between personality profiles by draft order. The results of a series of multiple regression analyses suggested that personality factors and facets were not predictive of performance in the season following the draft, after controlling for performance in the previous season for both hitters and pitchers. Overall, the results suggest that personality assessment likely does not provide much unique and valuable information for draft selection. However, personality assessment might be valuable from a player development and support standpoint.

The objectives of this mixed-method intervention study were: (1) To examine idiosyncratic profiles of emotions and performance of 3-4 leading handball team players in successful and less successful games and identify their strengths and limitations in emotion-concentration regulation; (2) To develop, implement, and evaluate an intervention program aimed at optimizing the players' emotion-concentration regulation and performance. The participants (n= 4, age= 24,5) consisted of four female elite handball players from the same team. An emotion-performance profiling process was conducted to facilitate objective one. To facilitate objective two, a small group IZOF based short term intervention was developed and implemented. The participants’ emotion-performance profiles are presented. The evaluation of the intervention indicated that the intervention increased the participants’ awareness and knowledge, and stimulated psychological skills development (i.e., emotion regulation and concentration). Methodological issues,future directions, and implications are discussed.

Social support plays an important role in our physical and mental health, and is also recognised as a key factor for the success and well-being of athletes. It would be of significant interest for researchers and practitioners to identify the components of perceived and received social support, support antecedents, and subsequent consequences of support. The first aim of this thesis was to apply a univariate generalisability theory approach to examine the components of perceived and received support. The second aim was to apply a multivariate generalisability theory approach to identify the antecedents and consequences of perceived and received support across different levels of analysis. Four studies were conducted applying either a fully crossed or partially nested design to examine components of social support when athletes rated coaches or their most important support providers within their existing social networks. Further, in Studies 3 and 4, participants also completed a performance task in the presence of support providers. Univariate analyses demonstrated that consistently across all studies the relational and social components accounted for the largest amount of variance in both perceived and received support. These findings suggest that perceivers rated certain providers to be particularly supportive, in comparison to how they rated other providers. Across all studies multivariate analyses revealed that provider personality and social identity related to perceptions of support at the relational and social level. In Studies 1 and 4, coach competency also related to perceptions of support at the relational and social level. When athletes perceived certain providers to exhibit specific personality traits, particularly the trait of agreeableness, felt certain coaches were highly competent, and shared a common identity with providers, those providers were also perceived to be particularly supportive. Studies 3 and 4, however, were unable to identify antecedents of received support at any level of analysis, suggesting that perceived and received support have distinct antecedents. Further, in Studies 3 and 4, perceived and received support had unique relationships with self-confidence and performance across the different components. At the perceiver and trait level, when athletes felt they generally received support from providers, they generally felt more confident. In comparison, at the relational and social level, if athletes perceived certain providers to be particularly supportive, they performed better in their presence. The support received from those providers was also beneficial through enhancing self-confidence and, in turn, performance. The findings from the current thesis significantly further conceptual understanding of perceived and received support by identifying their correlates at the different levels of analysis. The current thesis also offers evidence based recommendations for social support interventions.

In sport, the ability to perform under heightened levels of pressure is one of the largest differences between those who are successful and those who are not. There are a number of phenomena associated with breakdowns in an athlete’s performance in high pressure environments, collectively known as paradoxical performances (Baumeister & Showers, 1986). The two most prevalent and researched forms of paradoxical performance are the yips and choking. Although choking has been identified as playing a key role in understanding the yips, to date, no literature has explored these phenomena simultaneously. The current literature highlights potential mechanisms which may explain the yips and choking, such as the Attentional Control Theory (Eysenck & Derekshan, 2011) and the Conscious Processing Hypothesis (Masters, 1992). However, there is limited literature on the potential predictors that may increase the susceptibility of both these paradoxical performances and those which do, focus on golf. There are three aims of this thesis. The first aim was to develop a definition that best encompasses all aspects of the yips. This was achieved by conducting a systematic review of the yips literature which supported the development of a new two dimensional yips model including individuals with both focal dystonia and choking (type-III). The second aim was to investigate potential predictors associated with both the yips and choking that was achieved by completing two studies. The first explored the lived experiences of elite level archers who have experienced both choking and the yips and revealed a number of potential predictors associated with both the yips and choking. The second study tested these predictors using online questionnaires with elite level archers and golfers, and confirmed two discrete predictive models for yips and choking. The final aim of the thesis was to investigate the potential mechanisms associated with performance under pressure. A lab-based study where golfers and archers performed under both high and low pressure found that pressure elicited a range of psychological, physiological and kinematic changes in performance. The proposed two dimensional model from the systematic review received initial support for its application. A number of participants met the criteria for each of the different classifications: type-I, those who experience focal dystonia like symptoms; type-II, those who experience choking like symptoms and; type-III, those who experience both focal dystonia and choking like symptoms. This thesis also highlights the role of social predictors of the yips and choking with perfectionistic self-presentation being the most influential for those susceptible for the yips. These findings will enable practitioners to have a better understanding to effectively classify those who experience choking and the yips. This will allow practitioners to more effectively intervene with those who experience different classifications of the yips. The thesis also highlights the issues in the current literature that surround the measurement and conceptualisation of the yips type-I, type-II and type-III behaviour and provides future directions.

Certified Athletic Trainers (ATC) have a critical role in collegiate athletic settings and are in close contact with athletes. Psychology plays an important role in the lives of athletes, yet ATCs may not have the training to differentiate between normal stress in athletes and real psychological problems. The primary purpose of this study was to describe perceptions of ATCs regarding their qualifications to use psychological techniques when dealing with athletes, in addition to describing accessibility and incidence of referral to psychological services. Two hundred schools from two NCAA Divisions (I and II) were randomly selected and sent a questionnaire to be completed by a certified staff athletic trainer. The results indicated Division I schools have greater access and referrals to sport psychologists than do Division II schools. It was also evident that athletic trainers knew they need more education to properly implement certain psychological techniques when dealing with their athletes.

The aim of this study was to extend existing literature on the martial arts by examining the experience of kendo (Japanese fencing) participants. In-depth, existential phenomenological interviews were conducted with nine (eight males and one female) currently competitive kendo practitioners (i.e., kenshi), ranging in age from 19 to 40 years. All participants were of Japanese descent but resided in the United States at the time of the interviews. Thematic analysis of the transcripts revealed several prominent aspects of the lives and performance experiences of kenshi. The most important finding was the relatively equal emphasis participants placed on the mastery of kendo technique, aesthetically elegant skill execution, and victory in competition. Other aspects of kenshi’s experience included the building of strong relationships with influential sensei (i.e., instructors), the display of proper manners and etiquette, and the learning of life lessons.

p { margin-bottom: 0.08in; }a:link { color: rgb(0, 0, 255); Special needs sport literature is narrow-focused and generally focuses on the different disabilities of athletes (Howe & Jones, 2006). Additionally, cheerleading is generally researched in terms of disordered eating and body image (Thompson & Digsby, 2004), high injury risk (Jacobson, Hubbard & Redus, 2004; Jacobson, Redus, & Palmer, 2005), and over-sexualization of youth (Adams & Bettis, 2003). While several websites and resources for coaches of special needs athletes provide information for how a coach should feel, there is a lack of empirical research to support these claims (www.specialolympics.org; www.usasf.net). In the present study, a phenomenological interview approach was taken for eight coaches of special needs cheerleading squads. The interviews were thematized to reveal figure themes of: (a) enthusiasm; (b) parents; (c) us vs. “them”; and (d) improvements vs. struggles. Additionally, there were two sub-ground themes of the athletes and outside help. All of the figure themes and the sub-ground themes were encompassed by the ground theme of community. Connections to previous research, practical implications, and future directions of the present findings are discussed.

Group development research conducted within applied sport psychology shares many conceptual similarities with the field of organizational studies. This thesis investigates how the cross-integration of two group development models referenced from separate fields of study can converge to produce a comprehensive analytic model for evaluating group performance. Integrating Tuckman's (1965; Tuckman & Jensen, 1977) successive five stage group development model with Carron's (1982) general conceptual system for cohesiveness in sport teams, this thesis develops an original integrative cross-disciplinary schematic for group development. Guided by a systems approach, the analysis of this model reveals how cross-disciplinary research conducted within these two fields serves to identify mutual benefits, while highlighting the similarities and differences from both group development models. A key contribution of this study is the consideration of opportunities for enhancing current knowledge, and the harmonization of strategic and humanistic approaches to management. The conclusions drawn from this thesis raise significant questions about the potential yielded through the adoption of theoretical applications from applied sport psychology to an organizational context.

Group development research conducted within applied sport psychology shares many conceptual similarities with the field of organizational studies. This thesis investigates how the cross-integration of two group development models referenced from separate fields of study can converge to produce a comprehensive analytic model for evaluating group performance. Integrating Tuckman's (1965; Tuckman & Jensen, 1977) successive five stage group development model with Carron's (1982) general conceptual system for cohesiveness in sport teams, this thesis develops an original integrative cross-disciplinary schematic for group development. Guided by a systems approach, the analysis of this model reveals how cross-disciplinary research conducted within these two fields serves to identify mutual benefits, while highlighting the similarities and differences from both group development models. A key contribution of this study is the consideration of opportunities for enhancing current knowledge, and the harmonization of strategic and humanistic approaches to management. The conclusions drawn from this thesis raise significant questions about the potential yielded through the adoption of theoretical applications from applied sport psychology to an organizational context.