School Sport Psychology: Perspectives, Programs, and Procedures

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2 School Sport Psychology: Perspectives, Programs, and Procedures School Sport Psychology: Perspectives, Programs, and Procedures has been co-published simultaneously as Journal of Applied School Psychology, Volume 21, Number

3 School Sport Psychology: Perspectives, Programs, and Procedures Charles A. Maher, PsyD Editor School Sport Psychology: Perspectives, Programs, and Procedures has been co-published simultaneously as Journal of Applied School Psychology, Volume 21, Number

4 First published by The Haworth Press, Inc. 10 Alice Street Binghamton, N Y This edition published 2011 by Routledge Routledge Taylor & Francis Group 711 Third Avenue New York, NY Routledge Taylor & Francis Group 2 Park Square, Milton Park Abingdon, Oxon OX14 4RN School Sport Psychology: Perspectives, Programs, and Procedures has been co-published simultaneously as Journal of Applied School Psychology, Volume 21, Number by The Haworth Press, Inc. All rights reserved. No part of this work may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, microfilm and recording, or by any information storage and retrieval system, without permission in writing from the publisher. The development, preparation, and publication of this work has been undertaken with great care. However, the publisher, employees, editors, and agents of The Haworth Press and all imprints of The Haworth Press, Inc., including The Haworth Medical Press and Pharmaceutical Products Press, are not responsible for any errors contained herein or for consequences that may ensue from use of materials or information contained in this work. With regard to case studies, identities and circumstances of individuals discussed herein have been changed to protect confidentiality. Any resemblance to actual persons, living or dead, is entirely coincidental. The Haworth Press is committed to the dissemination of ideas and information according to the highest standards of intellectual freedom and the free exchange of ideas. Statements made and opinions expressed in this publication do not necessarily reflect the views of the Publisher, Directors, management, or staff of The Haworth Press, Inc., or an endorsement by them. Cover design by Lora Wiggins Library of Congress Cataloging-in-Publication Data School sport psychology: perspectives, programs, and procedures/charles A. Maher, editor p. cm. School sport psychology: perspectives, programs, and procedures has been co-published simultaneously as Journal of Applied School Psychology, Volume 21, Number 2, Includes bibliographical references and index. ISBN-13: (hard cover: alk. paper) ISBN-10: (hard cover: alk. paper) ISBN-13: (soft cover: alk. paper) ISBN-10: (soft cover: alk. paper) 1. School sports United States. 2. Sports United States Psychological aspects. I. Journal of applied school psychology. II. Maher, Charles A., GV346.S dc

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8 School Sport Psychology: Perspectives, Programs, and Procedures CONTENTS About the Contributors xv Framework for School Sport Psychology 1 Charles A. Maher Sport Psychology Foundations, Organizations, and Related Resources 9 Leonard Zaichkowsky Adam Naylor The School Psychologist and Sport: A Natural Interface to Promote Optimal Functioning Between Student-Athlete, Family, and School Personnel 25 Marshall L. Mintz, PsyD Sport-Based Life Skills Programming in the Schools 41 Steven J. Danish Tanya Forneris Ian Wallace Preventing Substance Use Among High School Athletes: The ATLAS and ATHENA Programs 63 Linn Goldberg Diane L. Elliot Development and Implementation of a Sport Psychology Program in an Urban High School 89 Michael Weissman

9 Substance Use Among High School Athletes: Implications for Prevention Interventions 115 Robert J. Pandina Valerie L. Johnson Leah M. Lagos Helene R. White A Review of Eating Disorders in Athletes: Recommendations for Secondary School Prevention and Intervention Programs 145 Thomas B. Hildebrandt A School Psychologist s Self-Study Guide to Sport Psychology 169 Jack J. Lesyk Index 187

10 ABOUT THE EDITOR Charles A. Maher, PsyD, is Professor of Psychology at the Graduate School of Applied and Professional Psychology at Rutgers University s New Brunswick/Piscataway campus, where he is also Director of the Sport Psychology Concentration and where he has developed a sport psychology program for student-athletes through the Division of Intercollegiate Athletics. He has worked for nearly 20 years as a sport psychologist for several professional sports teams and athletes, including the Cleveland Indians, Cleveland Cavaliers, and New York Jets, and for the IMG Academies, among other athletic organizations. Dr. Maher is Editor of the Journal of Applied School Psychology (Haworth) and Executive Editor of Haworth s Sport and Sport Psychology Book Series. He has authored and/or edited numerous books on the applications of psychology to schools and related organizations, including program planning and evaluation, organization and systems analysis, and the enhancement of human performance and achievement.

11 About the Contributors Steven J. Danish is Director of the Life Skills Center and Professor of Psychology, Preventive Medicine and Community Health at Virginia Commonwealth University. Diane L. Elliot is Professor of Medicine at the Oregon Health & Science University, and a Fellow of the American College of Physicians and the American College of Sports Medicine. Tanya Forneris is a doctoral student in Counseling Psychology at Virginia Commonwealth University. Linn Goldberg is Professor of Medicine and Head of the Division of Health Promotion & Sports Medicine at the Oregon Health & Science University, and a Fellow of the American College of Sports Medicine. Thomas B. Hildebrandt is a doctoral student in Clinical Psychology with a Sport Psychology concentration at the Graduate School of Applied Professional Psychology at Rutgers University. Valerie L. Johnson is Associate Professor at the Rutgers Center of Alcohol Studies. Leah M. Lagos is a doctoral student in Clinical Psychology, with a sport psychology concentration, at the Rutgers University Graduate School of Applied and Professional Psychology. Jack J. Lesyk is Director of the Ohio Center for Sport Psychology and Adjunct Assistant Professor of Psychology at Cleveland State University. Marshall L. Mintz is a Licensed Psychologist, Certified School Psychologist, and Managing Partner of Springfield Associates, LLP, a multi-specialty psychological services group. Adam Naylor is the Coordinator and Sport Psychology Coach at the Boston University Athletic Enhancement Center and conducts a private practice out of SPORT-Rx Athletic Performance Systems facilities. Robert J. Pandina is Professor of Psychology and Director of the Rutgers Center of Alcohol Studies. xv

12 xvi School Sport Psychology: Perspectives, Programs, and Procedures Ian Wallace is a doctoral student in Counseling Psychology at Virginia Commonwealth University. Michael Weissman is School Administrator/School Psychologist in the Matawan Aberdeen, New Jersey, Regional School District. He holds a doctoral degree in professional psychology with a sport psychology concentration from the Graduate School of Applied and Professional Psychology, Rutgers University. Helene R. White is Professor at the Center of Alcohol Studies and the Sociology Department at Rutgers University. Leonard Zaichkowsky is Professor and Head of the Sport and Exercise Psychology program at Boston University, and has a joint appointment in the School of Education (Counseling & Development) and the School of Medicine where he is Professor of Psychiatry and Professor of Graduate Medical Sciences (Mental Health & Behavioral Medicine).

13 Framework for School Sport Psychology A RELEVANT CONTEXT Public schools and private schools in the United States and elsewhere are multi-purpose organizations. Therein, a range of individuals and groups are involved in a school s educational mission, in diverse ways. Among others, these target audiences include students, teachers, parents, school psychologists and other relevant stakeholders, such as athletic coaches and boards of education. Clearly, many programs, services, and activities occur in schools before, during, and after conventional school hours as well as on weekends. Participation in sports in schools is an integral part of the educational experiences of students in school systems. Such participation is especially the case at the secondary school level, but involvement in sports has been increasing at the elementary school level. Through sports in schools, student-athletes typically compete with counterparts from other educational institutions. Concomitantly, human and financial resources are invested in the implementation of these endeavors. Sports in schools can be explained and justified on educational grounds and particularly in relation to educational philosophy and educational goals. In this regard, the individuals who participate in sports in schools that is, student-athletes are said to benefit developmentally from their participation in the physical, mental, and emotional domains. These developmental benefits are reflected by student-athlete outcomes such as learning to discipline oneself to prepare to compete, [Haworth co-indexing entry note]: Framework for School Sport Psychology. Maher, Charles A. Co-published simultaneously in Journal of Applied School Psychology (The Haworth Press, Inc.) Vol. 21, No. 2, 2005, pp. 1-7; and: School Sport Psychology: Perspectives, Programs, and Procedures (ed: Charles A. Maher) The Haworth Press, Inc., 2005, pp Single or multiple copies of this article are available for a fee from The Haworth Document Delivery Service [1-800-HAWORTH, 9:00 a.m. - 5:00 p.m. (EST). address: docdelivery@haworthpress.com]. Available online at by The Haworth Press, Inc. All rights reserved. doi: /j008v21n02_01 1

14 2 School Sport Psychology: Perspectives, Programs, and Procedures becoming familiar with how to work as part of a team toward common goals, remaining composed in challenging competitive situations, learning to use results of one s performance to make mental and technical adjustments, and knowing how to deal with less than expected performances. In contrast, sports in schools, if not properly designed and monitored in relation to an overarching educational mission, can lead to experiences that limit personal development of students. Such negative effects include ones such as increased stress and anxiety, frustration with one s efforts, an inflated sense of accomplishment, and neglect of schoolwork. Sports in schools can be evaluated in many ways by local constituencies including by the dollars expended on them and by educational returns realized. For student-athletes, educational returns have to do with the personal development of the individual, his/her ability to manage schoolwork with teamwork, and development of mental, emotional, and physical skills that can be applied in the classroom and in life. EMERGENCE OF SPORT PSYCHOLOGY Sport psychology is an emerging field in the United States and indeed throughout the world. Sport psychology can be considered as a body of theory and empirical research and also the field can be viewed in relation to professional practice. During the past decade, sport psychology has been increasingly utilized at professional, elite, and collegiate levels by athletes and coaches to help enhance their performance and overall personal development. Within the contexts of public and private schools, though, sport psychology has been a lightly charted and a relatively undocumented area, especially at the level of professional practice. However, the application of sport psychology theory, research and principles can be a very promising one for student-athletes, teams, athletic departments, and school systems and for development of the field of school psychology and for increasing the scope of influence made by school psychologists. AN OPPORTUNITY FOR SCHOOL PSYCHOLOGY Not unlike sport psychology, the field of school psychology, too, is a distinct body of knowledge and professional practice. School psychol-

15 Charles A. Maher 3 ogy, too, has to do with performance of students and with their overall personal development. Within their local educational and community settings, school psychologists provide services for many students and relevant stakeholders including students who participate in sports. Moreover, school psychologists typically function in many roles from assessor, counselor, case manager, and consultant to that of program planner and program evaluator. This is the common situation for school psychologists both at the secondary school and elementary school levels. Thus, in their wide-ranging and very challenging roles, school psychologists are in positions to work with students who participate in sports. More specifically, school psychologists have the opportunities to make sure that students are provided with educational assistance and personal counseling that will be helpful to them, both as students and athletes. Given this opportunity for school psychologists, it is important to note here that such professional help would not be provided by the school psychologist representing him or herself as a sport psychologist. Rather, the intention of the school psychologist in relation to sports in schools is best considered as helping student-athletes with their overall personal development, including as it relates to sport. However, school psychologists who choose to become involved in continuing education and training in the field of sport psychology can become involved in more specific sport psychology roles. Sport psychology and school psychology are fields where collaboration can enhance both disciplines, with student-athletes, their parents, and coaches being primary beneficiaries, both in the classroom and in sporting venues. SYSTEMS APPROACH TO SPORT PSYCHOLOGY IN SCHOOLS If sport psychology theories, research, and procedures are going to be applied in a worthwhile manner for students in public and private schools, in conjunction with those of school psychology, then such an endeavor must be effectively integrated in school organizational routines. This effective integration requires identification of areas in which sport psychology concepts and procedures may be applied in schools. In addition, effective integration must emanate from an approach to professional practice that can deliver relevant programs and services to stu-

16 4 School Sport Psychology: Perspectives, Programs, and Procedures dent-athletes, their parents, and other relevant stakeholders, including coaches and school administrators. In essence, this kind of framework must address four standards: 1. Practicality Sport psychology perspectives, programs, and procedures applied in schools need to be implemented in ways that are not disruptive to others and that do not stifle existing educational routines. 2. Utility Sport psychology applications must be offered only in ways where educational information is provided that can guide and direct the participants to become better students and not just better athletes. 3. Propriety Sport psychology programs, procedures and services need to be provided by school-based professionals in ways that align with their professional education and expertise and in a manner that respects the rights of all people. 4. Technical Defensibility Sport psychology programs, products, and services that are implemented need to be based upon evidence that has empirical support in psychology, education, and/or the sport sciences. A systems framework can be used to these ends. This kind of framework overarches the articles presented in this volume. It incorporates three constituent concepts: I. Levels of Intervention the individuals, groups, and organizational units that are clients of programs and services. II. Process of Practice the process of assessment, intervention, and evaluation in relation to each client, at each level of intervention. III. Content and Context the programs and services that are relevant to particular levels and clients. THE INDIVIDUAL LEVEL The student-athlete is the primary focus at this level, although the athletic coach or even parent typically can be considered clients. For instance, the student-athlete may benefit from any numbers of assessment and intervention services including: developing an increased personal awareness of where sports fit into their lives, learn-

17 Charles A. Maher 5 ing to balance sports with school work, deciding about college placements especially if athletic scholarships are involved, personal development counseling for positive lifestyles, and consultation for enhanced performance. The individual athletic coach may benefit from programs and services such as personal development counseling, time management training, and how to enhance communication with individual players. The parents of student-athletes may also benefit from the advice and counsel of school-based professionals about dealing with the demands of being a parent of an athlete. THE GROUP LEVEL At this level, groups of student-athletes may be beneficiaries of sport psychology related programs, especially from workshops, courses, and classroom based activities. At the group level, team development also may be an appropriate area of service, which could include consulting or working with a coach to make sure that players on the team are working together and interacting productively, both within the classroom and outside of those venues. THE ORGANIZATIONAL LEVEL At this level, it is likely that the school principal or the athletic director can be a client who will benefit from services. Here, the athletic department may be the proper focus of assessment, intervention, and progress evaluation. At this level, psychological programs, products and services may include: leadership retreats with administrators to review athletic policies and procedures, as well as the design and implementation of sport psychology programs in particular schools. ARTICLES IN THIS VOLUME The articles in this collection have been selected to describe perspectives, programs, and procedures having to do with sports in schools, within a systems framework, and that have relevance to school psychologists. Naturally, many other topics and issues could have been pre-

18 6 School Sport Psychology: Perspectives, Programs, and Procedures sented; however, page limitation allows for but a small sampling of thematic content. The articles in this volume are authored by a range of individuals, many of whom are leaders in their respective fields some in sport psychology, others from school psychology, and still others from clinical and community disciplines. All of these articles have been peer-reviewed by members of the journal s editorial board as well as by outside consultants from the field of sport psychology. The initial article is authored by Len Zaichkowsky, someone who has been a historic figure in sport psychology s development, along with co-author, Adam Naylor. The material in the article delineates a conceptual mapping of sport psychology and an historical overview of the field. The contents of this article will be informative to school psychologists as to basic parameters of sport psychology. Readers of the article are likely to see many parallels between the development of school psychology with how sport psychology has evolved. The second article is authored by Marshall Mintz, who is a licensed psychologist and a doctoral level school psychologist. In addition, Dr. Mintz also has extensive experience in sport psychology practice. In his piece, Dr. Mintz discusses practical interfaces between school psychology and sport psychology, with specific emphasis on parental and family involvement. The third article is authored by Steven Danish, Tanya Forneris, and Ian Wallace. It describes and illustrates one of Dr. Danish s most well-known evidence-based sport psychology programs, the GOALS program, which has been implemented and adapted in various forms in schools and communities throughout the United States. This program meets all four standards delineated above. The authors of the fourth article are Linn Goldberg and Diane Elliot, both of whom are renowned physicians and researchers in the area of steroids. Therein, Drs. Goldberg and Elliot summarize aspects of their evidence-based ATLAS and ATHENA programs. These programs have been implemented widely in public schools, and they provide student-athletes with increased understanding of themselves in relation to steroids and other performance-enhancing substances and how to not become involved in these areas. The fifth article is authored by Michael Weissman, who is a school psychologist with formal education and training in sport psychology. Dr. Weissman presents a case study description of the design and initial implementation of a sport psychology program in an urban high school. This program, which was educational and consultative in nature, took

19 Charles A. Maher 7 place with selected coaches and teams as part of his role as a school psychologist in those settings. This program also aligns with the four standards noted above. The sixth article addresses a matter of utmost importance use and abuse of alcohol and other drugs of abuse among high school student-athlete populations. It is written by Rob Pandina, Valerie Johnson, and Helene White, all noted prevention researchers in this area, along with Leah Lagos who is a doctoral student with concentrated study and training in sport psychology. This article considers what is known about alcohol and drug use/abuse patterns of high school student-athletes, including the implications of these trends for prevention in schools. Relatedly, the seventh article is authored by Thomas Hildebrandt who also has formal education and training in sport psychology and who has a specialty in the eating disorders area. Dr. Hildebrandt provides a seminal review of the literature in terms of eating disorders in high school student-athletes and describes what the current state of affairs means for secondary school prevention program development. The eighth article is authored by Jack Lesyk, who is a nationally known sport psychology practitioner and licensed psychologist. The article provides guidelines for school psychologists who desire to become educated and trained in sport psychology. INTENTIONS I hope that this introduction to the collection, coupled with the articles that appear in it, realizes the following intentions: First, I hope that the content provides some foundational information that can be used by practitioners for becoming involved in school sport psychology and its development. Second, I would be pleased if the material in the articles allows for professional discussion about the issues and considerations put forth therein as well as for identification of other matters. Third, I would find it satisfying if the volume serves as a springboard for future conceptualization and application endeavors in school sport psychology. As someone who has been fortunate to have been involved in school psychology and sport psychology both for over 20 years I am proud to have edited this publication, with these intentions in mind. Charles A. Maher Editor

20 Sport Psychology Foundations, Organizations, and Related Resources Leonard Zaichkowsky Adam Naylor Boston University SUMMARY. The purpose of this article is to introduce psychologists and counselors who work in schools to the field of applied sport psychology. We begin with a brief history of how applied sport psychology developed in North America and other parts of the world. Landmark events such as the development of conferences, professional organizations and scholarly publications are described. This is followed by a discussion of the breadth of services that are typically provided by sport psychologists. The third section examines some of the current issues related to the training of sport psychologists. The final section introduces the reader to organizations, journals, texts, and on-line resources so they may learn more about the theory, research, and practice of sport psychology. [Article copies available for a fee from The Haworth Document Delivery Service: HAWORTH. address: <docdelivery@ haworthpress.com> Website: < by The Haworth Press, Inc. All rights reserved.] KEYWORDS. Sport psychology foundations, sport psychology organizations, sport psychology resources, sport psychology in schools, sport psychology training Address correspondence to: Leonard Zaichkowsky, Boston University, 2 Sherborn Street, Boston, MA ( sport@bu.edu). [Haworth co-indexing entry note]: Sport Psychology Foundations, Organizations, and Related Resources. Zaichkowsky, Leonard, and Adam Naylor. Co-published simultaneously in Journal of Applied School Psychology (The Haworth Press, Inc.) Vol. 21, No. 2, 2005, pp. 9-24; and: School Sport Psychology: Perspectives, Programs, and Procedures (ed: Charles A. Maher) The Haworth Press, Inc., 2005, pp Single or multiple copies of this article are available for a fee from The Haworth Document Delivery Service [1-800-HAWORTH, 9:00 a.m. - 5:00 p.m. (EST). address: docdelivery@haworthpress.com]. Available online at by The Haworth Press, Inc. All rights reserved. doi: /j008v21n02_02 9