• Examining relationships between emotional intelligence and coaching efficacy.

      Thelwell, Richard C.; Lane, Andrew M.; Weston, Neil J. V.; Greenlees, Iain A. (International Society of Sport Psychology (ISSP), 2008)
      The study examined the relationship between emotional intelligence and coaching efficacy. Ninety-nine coaches completed the Emotional Intelligence Scale and the Coaching Efficacy Scale with the results of the canonical correlation suggesting significant relationships between the two sets of variables. Regression analyses suggested motivation efficacy to be significantly associated with the regulation of emotions, and social skills, whereas character-building efficacy was associated with optimism. Teaching technique efficacy was significantly associated with appraisal of own emotions with no significant predictors for game strategy efficacy. When viewed collectively, results provide an insight to how emotional intelligence relates to coaching efficacy and gives an indication to where applied work with coaches may be directed. Future research suggestions are also provided in reference to coach-related psychology.
    • “I try to catch them right on the tip of his nose, because I try to punch the bone into the brain”: Ethical issues working in professional boxing.

      Lane, Andrew M. (Athletic Insight, Inc., 2008)
      Boxing can be a brutal sport. At face value, the intention is to win contests by injuring your opponent. The intent of boxers coupled with the serious medical effects of participation suggest it contravenes a number of ethical guidelines for an applied psychologist, including social responsibility, respect of the welfare of people’s right and dignity and avoiding harm (American Psychological Association, 2002, see http://www.apa.org/ethics/code2002.html#3_04). With this in mind, applied practitioners mish wish to avoid opportunities to work in professional boxing based on it being ethically unsound. This article explores some of these issues, drawing on experiences as a consultant working with professional boxers. Case study data is presented on the psychological preparation of boxers.
    • Mood states, self-set goals, self-efficacy and performance in academic examinations

      Thelwell, Richard C.; Lane, Andrew M.; Weston, Neil J. V. (Elsevier Science B. V. Amsterdam, 2007)
      The present study investigated relationships between mood, performance goals, and both written and oral examination performance. Fifty-seven undergraduate students completed a mood measure that assessed the subscales of anger, calmness, confusion, depression, fatigue, happiness, tension and vigor, indicated the grade set as a goal for the examinations, and rated their confidence to achieve this goal. These measures were completed approximately 30 min before each examination. Structural equation modelling results indicated that mood states, self-efficacy and self-set goals predicted 20% of oral examination performance and 7% of written examination performance. In both samples, findings indicate that positive mood states are associated with self-efficacy to achieve self-set goals. We suggest that future research should look at the extent to which intervention strategies designed to enhance mood states are associated with enhanced performance.
    • Sport and Exercise Psychology: Topics in Applied Psychology.

      Lane, Andrew M. (Hodder Arnold, 2008)
      Sport and Exercise Psychology provides comprehensive coverage of key topics in sport and exercise psychology including the effectiveness of psychological skills training interventions, models for delivery and the development of research approaches studying the impact of psychological skills on performance. A number of specific chapters focus on key issues such as, mood, emotion, emotion regulation, coping, self-confidence, anxiety, imagery, performance profiling and leadership development in players and coaches. Exercise is typically linked to positive psychological states and three chapters review this effect. A chapter focuses on the influence of exercise on self-esteem while the next chapter looks at the use of music and a further chapter looks at dysfunctional effects including addictive states. A final chapter focuses on placebo effects addressing key issues in designing psychological interventions. The integrated and interactive approach, combined with the comprehensive coverage, make this book the ideal companion for courses in applied clinical psychology.