Ecological perspectives in sport – Project topics materials

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Aim and motivation

Against the background of the preceding discussion of the research problem, the motivation and aim for my study are to move from an individualistic utilisation of resources to an ecological and more holistic approach to performance development, by working and educating coaches as central figures in sport to become an extension of the work that sport psychologists do. This will be done by creating a performance development experience for cricket coaches through their participation in a MAC program, which will be mainly facilitated through experiential learning.
Theoretical knowledge about the MAC approach will be shared in a limited way to provide some background and context because experience and reflection are less effective in the absence of the foundational knowledge that coaches receive through formal learning (Reade, 2009). Using experiential learning to deliver the MAC program to adults was chosen because it is an acknowledged approach in adult learning (Cushion, 2011). Experiential learning focuses on “doing” in addition to “hearing” and “seeing”, and is more often used in traditional, didactic learning approaches conveyed via psycho-education programs (Ruhanen, 2005). Experiential learning is informally defined as learning by doing combined with reflection and fits well in a cricket context because it involves an active, hands-on experience, which is contextualised and applied, rather than a passive process (Chambers, 2011; Priest & Gass, 1997). Experiential learning is “experiential” due to the crucial role experience plays in the learning process (Kolb, 1984; Moon, 2004).

Research question

The aim of my study was to seek answers to the following broad research question: Did participation in an experiential learning process of the MAC program develop mindfulness, acceptance and commitment of South African cricket coaches? The purpose of my study is not to measure or evaluate the success or outcome of the MAC program, which calls for a quantitative research design. Quantitative research designs aim to prove or measure certain constructs in objective ways within a laboratory- type environment, eliminating any distorting influences from the personal perspectives and subjective properties of researchers or subjects (Kvale, 1996).
As implied in the research question above and considering the subjective nature of cricket coaches’ experiences of the MAC program, it is fairly evident that my study falls within the domain of qualitative research. Qualitative research explores the complexities and subjectivities of lived experiences. It takes the researcher out of the laboratory and into a context where the phenomena are studied (Creswell, 1998). Qualitative research is sensitive to the true context in which people live (Kvale, 1996) and engage in exploring, describing and interpreting the personal and social experiences of participants (Smith, 2003).
Smith (2003) describes different research designs in the field of qualitative research, which includes interpretive phenomenology, narrative psychology, conversation analysis, discourse analysis, focus groups and cooperative inquiry. From these Interpretive Phenomenological Analysis (IPA) was selected to provide an in-depth and rich understanding of coaches’ experiences of the MAC approach by making their voices (as opposed to that of the players) heard. IPA explores in detail how individuals make sense of their personal world (Smith & Osborn, 2003). In the context of my study this method would entail the researcher’s interpretation of coaches developing mindfulness, acceptance and commitment through participating in an experiential learning process of the MAC program.
IPA was explorative and interpretive in nature and the purpose of my study was to ascertain how coaches, as central figures in cricket (as opposed to players), experienced and made sense of a performance development experience. Data was collected through in-depth interviews over a six month period. The interviews were transcribed and themes identified. The aim was not to generalise these findings to the larger population, but to contribute to an understanding of how coaches experienced performance development and in the process empowered them to work with players on a daily basis. Answering the broad research question necessitated a number of specific goals.

Table of Contents :

CHAPTE Introduction
- 1.1 Overview
- 1.2 Context
- 1.3 Research problem
- 1.4 Aim and motivation
- 1.5 Research question
- 1.6 Research design and method
- 1.7 Specific goals
- 1.8 Structure of study
- 1.9 Summary
CHAPTE Ecological perspectives in sport
- 2.1 Introduction
- 2.2 Traditional views on sport psychology
- 2.3 An ecological perspective as alternative to traditional views on sport psychology
- 2.4 Bronfenbrenner’s Bio-ecological theory of human development
- 2.4.1 Process
- 2.4.2 Person
- 2.4.3 Context
- 2.4.3.1 Microsystem
- 2.4.3.2 Mesosystem
- 2.4.3.3 Exosystem
- 2.4.3.4 Macrosystem
- 2.4.4 Time
- 2.5 Summary
CHAPTER Coaches in sport
- 3.1 Introduction
- 3.2 Coaching as multi-dimensional system
- 3.3 Microsystem
- 3.3.1 Players
- 3.3.2 Coaches
- 3.4 Mesosystem
- 3.4.1 Coach-player relationship
- 3.4.2 Coach-parent relationship
- 3.4.3 Coach-psychologist relationship
- 3.5 Exosystem
- 3.5.1 The expectation of performance and winning
- 3.5.2 Coaching as profession
- 3.5.3 Coaches’ philosophy
- 3.5.4 Education
- 3.5.4.1 Coaches educating players
- 3.5.4.2 Coaches’ own education
- 3.6 Macrosystem
- 3.6.1 Coaching education programs in South Africa
- 3.7 Incompatibilities of systems
- 3.8 Summary
CHAPTER Psychological Skills Training (PST)
- 4.1 Introduction
- 4.2 PST
- 4.2.1 Origin of PST progams
- 4.2.1.1 CBT
- 4.2.2 Philosophy of PST programs
- 4.2.3 Nature of PST programs
- 4.3 Skills in PST programs
- 4.3.1 Goal setting and motivation
- 4.3.2 Arousal control
- 4.3.3 Self-confidence
- 4.3.4 Imagery
- 4.3.5 Concentration and attention control
- 4.3.6 Self-talk
- 4.4 Research findings on PST for coaches
- 4.4.1 Discussion of research findings
- 4.5 PST limitations
- 4.6 Summary
CHAPTER The Mindfulness-Acceptance-Commitment (MAC) approach
- 5.1 Introduction
- 5.2 Acceptance-Based Behavioural Therapies
- 5.2.1 ACT
- 5.3 Mindfulness
- 5.4 The MAC approach
- 5.4.1 Origin of the MAC approach
- 5.4.2 Philosophy of the MAC approach
- 5.5 Components of the MAC approach
- 5.5.1 Mindfulness and mindlessness
- 5.5.2 Commitment to values
- 5.5.3 Acceptance and avoidance
- 5.6 Research specific to the MAC approach
- 5.6.1 Discussion of research findings
- 5.7 Shortcomings relating to mindfulness and acceptance-based
- interventions in sport
- 5.8 Rationale for using the MAC approach in my study
- 5.9 Summary
CHAPTER Experiental learning
- 6.1 Introduction
- 6.2 Defining experiental learning
- 6.2.1 Learning
- 6.2.2 Experience
- 6.3 The origins of experiential learning
- 6.3.1 Behaviourism
- 6.3.2 Cognitivism
- 6.3.3 Social learning
- 6.3.4 Humanistic psychology
- 6.3.5 Constructivism
- 6.4 The process of experiential learning
- 6.4.1 Concrete experience
- 6.4.2 Reflective observation
- 6.4.3 Abstract conceptualisation
- 6.4.4 Active experimentation
- 6.5 Research pertaining to experiential learning in sport
- 6.6 Summary
CHAPTER Research methodology
- 7.1 Introduction
- 7.2 Purpose of the reseach
- 7.3 Research position: Qualitative research
- 7.4 Philosophical underpinnings: Phenomenology
  - 7.4.1 Descriptive phenomenology
  - 7.4.2 Interpretive phenomenology
- 7.5 Research strategy: IPA
- 7.6 Participants
  - 7.6.1 Sampling method
  - 7.6.2 Sampling criteria
  - 7.6.3 Research participants
- 7.7 Research process
- 7.7.1 Permission
- 7.7.2 The information session
- 7.7.3 Program development
- 7.7.3.1 Program outline
- 7.7.4 Program facilitation
- 7.7.5 Interviews
  - 7.7.5.1 First interview
  - 7.7.5.2 Second interview
  - 7.7.5.3 Third interview
- 7.7.6 Transcription
- 7.7.7 Analysis
- 7.7.8 Reporting
- 7.8 Ethics
- 7.8.1 Ethical treatment of study participants
- 7.8.2 Privacy and confidentiality
- 7.9 Dual roles
- 7.10 Quality assurance
  - 7.10.1 Dependability
  - 7.10.2 Credibility
  - 7.10.3 Conformability
  - 7.10.4 Transferability
  - 7.10.5 Trustworthiness
  - 7.10.6 Double hermeneutics
- 7.11 Summary
CHAPTER Results: Coaches’ experiences of the MAC program
- 8.1 Introduction
- 8.2 The significance of the MAC program
- 8.2.1 Flexibility
  - 8.2.2 Accessibility
  - 8.2.3 Awareness
  - 8.2.4 Psychological “tools” for human development
  - 8.2.5 Sport psychology knowledge
  - 8.2.6 Continuing framework
- 8.3 Duration of the MAC program
  - 8.3.1 Sufficient time
  - 8.3.2 More time
- 8.4 Presentation of the MAC program
  - 8.4.1 Whole and the parts
  - 8.4.2 Experiential learning
  - 8.4.3 Manual
  - 8.4.4 Enjoyment
- 8.5 Summary
CHAPTER Results: Coaches’ learning about the MAC approach
- 9.1 Introduction
- 9.2 Mindfulness
- 9.2.1 The nature of mindfulness
  - 9.2.1.1 Awareness
  - 9.2.1.2 Attention
  - 9.2.1.3 Present moment
  - 9.2.1.4 Space-time
  - 9.2.1.5 Going through the motions
- 9.2.2 Distractions to being mindful
  - 9.2.2.1 Thoughts
  - 9.2.2.2 Emotions
  - 9.2.2.3 Personal life
  - 9.2.2.4 Parental expectations
  - 9.2.2.5 Technology
- 9.3 Acceptance
- 9.3.1 The nature of acceptance
- 9.3.1.1 Accepting internal experiences
- 9.3.1.2 Acceptance as a process and lifestyle
- 9.3.2 Obstacles to being acceptant
  - 9.3.2.1 Controlling
  - 9.3.2.2 Blocking-out
  - 9.3.2.3 Erasing/forgetting
  - 9.3.2.4 Fighting
- 9.3.2.5 Excuses
- 9.3.2.6 Lying
- 9.3.2.7 Denying
- 9.4 Commitment
- 9.4.1 The nature of commitment
  - 9.4.1.1 Commitment and motivation
  - 9.4.1.2 Having a vision
  - 9.4.1.3 Having a purpose
  - 9.4.1.4 Being responsible
  - 9.4.1.5 Being over-committed
  - 9.4.1.6 Being uncommitted
- 9.4.2 Obstacles to being committed
  - 9.4.2.1 Nature of the task
  - 9.4.2.2 Training environment
  - 9.4.2.3 “Action speaks louder than words”
  - 9.4.2.4 Full time jobs and families
  - 9.4.2.5 Colleagues and teammates
- 9.5 Summary
CHAPTER Results: Manifesting the MAC experience
- 10.1 Introduction
- 10.2 Mindfulness
- 10.2.1 Self
  - 10.2.1.1 Self-awareness
- 10.2.2 Coaching
  - 10.2.2.1 Being totally prepared
  - 10.2.2.2 Paying attention to detail
  - 10.2.2.3 Being obsessed
  - 10.2.2.4 Communicating
- 10.2.3 The game of cricket
  - 10.2.3.1 Concentrating for the full duration of a cricket game
  - 10.2.3.2 Becoming more mindful as alternative to complete concentration
  - 10.2.3.3 Shifting mindfulness from “on-the-field” to “off-the-field”
  - 10.2.3.4 Chirping and opinions
  - 10.2.3.5 Dealing with pressure
- 10.3 Acceptance
- 10.3.1 Self
  - 10.3.1.1 Being flexible
  - 10.3.1.2 Dealing with conflict in personal relationships
  - 10.3.1.3 Dealing with personal discomfort
  - 10.3.1.4 Subtle avoidance strategies
- 10.3.2 Coaching
  - 10.3.2.1 Long working hours
  - 10.3.2.2 Physical discomfort
  - 10.3.2.3 Decision-making
  - 10.3.3 The game of cricket
  - 10.3.3.1 Mistakes
  - 10.3.3.2 Failure
  - 10.3.3.3 Physical conditions on-the-field
- 10.4 Commitment
- 10.4.1 Self
- 10.4.1.1 Personal commitment
- 10.4.2 Coaching
  - 10.4.2.1 Coaching administration
  - 10.4.2.2 Coaching attitude
  - 10.4.2.3 Doing more than expected
  - 10.4.2.4 Communicating
  - 10.4.2.5 Making sacrifices
- 10.4.3 The game of cricket
  - 10.4.3.1 Values being the pathway to the goal
  - 10.4.3.2 Displaying responsibility, perseverance and honesty in cricket
  - 10.4.3.3 Aligning personal values in a cricket team
  - 10.4.3.4 Emotions undermining commitment to values
- 10.5 Summary
CHAPTER Results: Conveying the MAC approach
- 11.1 Introduction
- 11.2 Educational methods
- 11.2.1 Theoretical learning and expriential learning
- 11.2.2 Reflection
- 11.2.3 Movies
- 11.3 Educational styles
- 11.3.1 Planned and spontaneous styles
- 11.3.2 Finding opportunities
- 11.3.3 Timing
- 11.3.4 Being an example
- 11.4. Educational formats
- 11.4.1 Group format and one-on-one format
- 11.4.2 “Selling” the MAC approach
- 11.4.3 Pacing
- 11.5 Summary
CHAPTER Discussion
- 12.1 Introduction
- 12.2 Exploring cricket coaches’ experiences of the MAC program
- 12.2.1 Significance of the MAC program
- 12.2.2 Duration of the MAC program
- 12.2.3 Presentation of the MAC program
- 12.3 Describing cricket coaches’ process of learning about the MAC approach
- 12.3.1 The nature of mindfulness
- 12.3.1.1 Distractions to being mindful
- 12.3.2 The nature of acceptance
- 12.3.2.1 Obstacles to being acceptant
- 12.3.3 The nature of commitment
- 12.3.3.1 Obstacles to being committed
- 12.4 Exploring how cricket coaches manifested mindfulness, acceptance and commitment
- 12.4.1 Mindfulness
  - 12.4.1.1 Self
  - 12.4.1.2 Coaching
  - 12.4.1.3 The game of cricket
  - 12.4.2 Acceptance
  - 12.4.2.1 Self
  - 12.4.2.2 Coaching
  - 12.4.2.3 The game of cricket
- 12.4.3 Commitment
  - 12.4.3.1 Self
  - 12.4.3.2 Coaching
  - 12.4.3.3 The game of cricket
- 12.5 Exploring cricket coaches’ conveying mindfulness, acceptance and commitment to their cricket players
  - 12.5.1 Educational methods
  - 12.5.2 Educational styles
  - 12.5.3 Educational formats
- 12.6 Summary
CHAPTER Conclusion
- 13.1 Introduction
- 13.2 Effects of the research process on myself as researcher
- 13.3 The research process
- 13.4 Contribution to the body of knowledge of sport psychology
  - 13.4.1 Ecological approach
  - 13.4.2 Psycho-education
  - 13.4.3 Performance development approaches
  - 13.4.4 Participants
  - 13.4.5 Experiential learning
  - 13.4.6 Methodology
- 13.5 Limitations
  - 13.5.1 Experiential learning
  - 13.5.2 Duration of the MAC program
  - 13.5.3 Presentation of the MAC program
  - 13.5.4 Limited opportunities for participants during the research project
- 13.6 Suggestions for future research
- 13.7 Summary