AAASP Conference October 2000

Arthur Poczwardowski's Presentations at the Conference of the Association for the Advancement of Applied Sport Psychology (October 18–22, 2000, Nashville, Tennessee)

Symposium: Qualitative Research Methods in Sports Psychology: Questions about the Transition into the 21st Century.
Artur Poczwardowski, St. Lawrence University, USA; Greg Dale, Winthrop University, USA.

Recently, qualitative research methods¹ have gained more attention as well as spreading acceptance from sports psychology researchers (Dale, 1996; Martens, 1987). An ongoing discussion on qualitative methodology has resulted in our better understanding of the need to employ qualitative methods to address a number of challenging research questions. For example, numerous concerns have been explored with respect to the craft of conducting research projects. Nevertheless, there are some essential philosophical and methodological issues that need further examination to facilitate the advancement of our field in the productive use of qualitative methodology (Sparkes, 1998). The first presentation will illustrate how qualitative and quantitative research methods fit into the circle of scientific process and how these two methods complement each other. This principle will be further illustrated during the second presentation, which will summarize a program of research on fear of failure that integrates qualitative and quantitative methods. The design of three studies will be reviewed as examples of how these methods may complement each other. The third presentation will focus on important considerations in weighing strengths and limitations of qualitative paradigms while approaching different categories of research questions. Specifically, it will be emphasized that the research question should drive the methodology. In this symposium, an experienced researcher who has successfully employed both qualitative and quantitative research methods in a number of sports psychology projects will serve as discussant. Finally, the presenters and discussant will respond to questions, recommendations, and concerns of the participants of the symposium in a panel discussion format.

Researchers using qualitative analysis focus their efforts on the experiences, perceptions, and meanings that people develop in sport. For example, a qualitative researcher would conduct in-depth interviews to find out how divers use imagery and what meaning imagery training has in overall athletic experience and performance. As a result, a thorough understanding of the use of imagery by a particular diver (or group of divers) emerges.

Researchers using quantitative research methods base their data collection and data analysis on numbers that describe different mental functions. For example, a quantitative researcher would use experimental designs and psychometric testing to find out whether internal imagery is more effective with divers as compared with external imagery. As a result, generalization of the results to some larger population can be pursued.

Presentation in this symposium: Quantitative and Qualitative Research Methods in Concert: The Two Processes in Theory Generating and Testing.
Artur Poczwardowski, St. Lawrence University, USA.

Recently, sports psychology researchers have accepted qualitative research methods as valid scientific inquiry (Dale, 1996; Martens, 1987). Sports psychologists approached the growing use of this methodological and philosophical paradigm with a number of important questions. Further, they attempted to generate meaningful solutions to both conceptual and practical problems (Sparkes, 1998). A thorough examination of the strengths and limitations of the qualitative research paradigm itself and the ways of integrating this paradigm into research projects needs to be undertaken in an effort to increase the validity and reliability of sports psychology knowledge.

One of the issues that should be addressed is the role of qualitative research methods in the bigger picture of scientific knowing and their place in the iterative nature of theory generating and testing (Iannaccone, 1975; Marsden & Townley, 1997). This presentation will illustrate how qualitative and quantitative research methods fit into the circle of scientific process and will argue for appreciating the diversity of existing scientific paradigms rather than proving superiority of one over the other. Recommendations for future directions for sports psychology research will be offered and will include: (a) conducting projects in cross-methodological research teams (i.e., consisting of both quantitatively and qualitatively oriented analysts); (b) outlining the entire line of research before engaging in data collection, to optimize the use of relevant methodologies; and (c) participating in philosophical and methodological discussions that are tied into specific research questions of a particular sports psychology research topic.

Colloquium: Practical Implications of Professional Philosophy in the Delivery of Sports Psychology Service.
Artur Poczwardowski, St. Lawrence University, USA; Clay P. Sherman, California State University, Fullerton, USA; John M. Silva, University of North Carolina, Chapel Hill, USA; Sean McCann, United States Olympic Committee, USA.

Sports psychology continuously explores paths for improvements in professional and ethical standards and appropriate curriculum solutions in graduate education and training. Recently, Poczwardowski, Sherman, and Henschen (1998) proposed a sports psychology service model that identified 11 broad elements of effective practice. This presentation will focus on the issue of the philosophy of service as an essential element of the model. The sports psychology practitioners have developed a number of approaches to service delivery (Murphy, 1995) and these approaches have been conceptually driven by different philosophical assumptions. The presenters will explore three approaches to sports psychology practice: (a) exercise and sport science; (b) eclectic; and (c) clinical. The exercise and sport science approach will be presented as a combination of psychological skills training and integrative instruction. Within this approach, performance enhancement and personal growth are sought through behavior change that results from learning about psychological aspects of performance and developing psychological skills (Sherman, 1999; Vealey, 1988). The eclectic approach often embraces the performer holistically and developmentally and seeks ways to improve performance as well as counsel and facilitate well-being through interaction and intervention. Finally, practitioners within the clinical paradigm offer special psychological treatment of mental disorders that the athletes may suffer from. In addition, clinical psychologists perform counseling services on performance, well-being, and personal issues. The presenters will discuss how the philosophical paradigm upon which they based their consulting and teaching practice translates into the nature of their professional activities and the psychological service they deliver.

Presentation during poster session: The Influence of Team Dynamics on the Interpersonal Relationships of Female Gymnasts and Their Coaches: A Qualitative Perspective.
Artur Poczwardowski, St. Lawrence University, USA; James E. Barott, Eastern Michigan University, USA; Keith P. Henschen, University of Utah, USA.

Sports psychologists have called for knowledge about relationship issues in sport in recognition of incidents of emotional and physical exploitation of athletes by their coaches as well as productive athlete-coach relationships (Barnett, Smoll, & Smith, 1992). Six athletes, three coaches and an athletic trainer from a Division I gymnastics team participated in one-hour individual interviews and a 4-month observation period. It was found that the pattern of the variables that define the athlete-coach relationship (i.e., activity, interaction, care, and meaning) was influenced by the social roles of the team members. For example, the female coach's boundary-spanning role bridged the division between athletes and coaches as two social systems. Consequently, the gymnasts were empowered to share their inner workings with the head coach, which contributed to greater care on the part of the head coach. The intensified care served as a buffer concerning the potential of abuse that is inherent to the position of power. Additionally, because the upperclassman gymnasts knew their coaches better and developed more interpersonal skills, they had better relationships with their coaches than did the lowerclassman gymnasts. Two propositions were formulated: (a) the more authority a coach had, the less activity, interaction, and care (i.e., the poorer the relationship); and (b) the higher rank in athlete seniority, the greater activity, interaction, and care (i.e., the better the relationship). This chart will present the study results, suggestions for future research, and practical implications (e.g., interpersonal relationships can be improved through developing roles that require more frequent and positive interaction).

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