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Career tracking in sport and performance psychology (SPP) is critical in understanding how to best prepare students for careers in the field. Currently, there is little information regarding how SPP professionals progress throughout their career. The present study expanded upon a quantitative project (Fitzpatrick et al., 2016) that explored the experiences of SPP graduate students in the United States transitioning from graduate school into their early career. Analysis of qualitative data (n = 13) resulted in four themes: personal characteristics, reflections on education, experiences seeking and gaining employment, and perceptions of the field of SPP. Exploration of participants’ experiences offers insight into how graduate programs can best prepare students for career transitions and reinforces the need for continued exploration of SPP professionals’ progression throughout their career. [ABSTRACT FROM AUTHOR]

Biofeedback (BF) training has been utilized with performers for years. Previous literature highlights the effectiveness of multi-week intervention protocols, but there is a lack of evidence for abbreviated interventions using portable devices and the performer's preference of these devices. Therefore, we investigated the effects of a brief BF intervention on mental workload, mood, arousal, and movement time and BF device preference. Participants (N = 40) were randomly assigned to one of two heart rate variability (HRV) BF interventions or a control group. Although the brief intervention did not have a significant effect on mood, movement time, or mental workload, it did significantly and positively impact perceived arousal. Overall, 12 participants (48%) preferred the EmWave™ desktop device, eight (32%) preferred the Inner Balance™ device, and five (20%) preferred the EmWave2™ portable device. Results support limited effectiveness of a brief HRV BF protocol, although the dose–response effectiveness should continue to be explored. [ABSTRACT FROM AUTHOR]

The models of practice of four sport psychology consultants (Jon Metzler, Mark Aoyagi, Alex Cohen, and Artur Poczwardowski) are presented. While each model is distinct, collectively they illustrate the benefits of theoretically-grounded foundations to practice. The practitioners represented derive their models from multiple disciplines associated with sport psychology. Pure Performance emphasizes precise definitions of key terms and components while utilizing deliberate practice to develop authentic skills. Mental FITness is based on focus, inspiration, and trust to conceptualize and facilitate performance excellence. The P.A.C.E. model incorporates Perception, Activation, Concentration, and Execution and applies these elements to Performance Readiness Planning. The “5 Rs” model comprises Respond, Release, Replay, Recharge, and Refocus. The models are presented here for the purpose of demonstrating the breadth with which performance excellence can be conceptualized and facilitated. Implications for practitioners include examples of how theory guides the development of service delivery programs. [ABSTRACT FROM AUTHOR]

The article reports on research which was conducted to investigate the effect running stairs on either one stair or two stairs had on sprinting power. Researchers evaluated the stair running tasks with 14 male college track and field athletes. They found that neither stair climbing task impacted sprint power but that both increased stair climbing power.

The article reports on research conducted to investigate the effects self selected music (SSM) and no music (NM) had on the mood and performance of athletes performing bench presses and squat jumps. Researchers evaluated 20 resistance trained college males. They found that there was increased performance during an explosive exercise and an altered mood state when listening to SSM and that listening to SSM might be beneficial for acute power performance.

The ISSP Position Stand on Career Development and Transitions of Athletes draws attention to viewing athletes from the perspective of their career development and their broader historical and socio-cultural contexts. The particular focus of this paper is on career transitions as turning phases in career development. Successfully coping with transitions both within and outside of sport allows greater opportunity for an athlete to live a long and successful life in sport as well as being able to adjust effectively to the post-career. Alternatively, failure in coping with a transition is often followed by negative consequences (e.g., premature dropout from sport, neuroses, alcohol/drug abuse, etc.). Therefore, helping athletes prepare for and/or cope with career transitions should be of primary concern for coaches, managers, athletes' parents, and sport psychology consultants. In this paper we emphasize the role of contextual factors in career development/transition research and practice. Based on the literature review, we propose six statements and related recommendations for athletes and their significant others, as well as for researchers and consultants. [ABSTRACT FROM AUTHOR]