Coping Responses to Failure and Success Among Elite Athletes and Performing Artists

Poczwardowski, Artur; Conroy, David E.

doi:10.1080/10413200290103581

Cited by 72 publications

(38 citation statements)

References 44 publications

(57 reference statements)

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“…Thus, the majority of the athletes employed all three strategies in combination. This finding is consistent with that of other sport-related studies (e.g., Gould, Udry, Bridges, & Beck, 1997;Grove, Eklund, & Heard, 1997;Grove, Lavallee, & Gordon, 1997;Poczwardowski & Conroy, 2002) that have examined athletes' coping behaviors related to a variety of variables (e.g., performance and competition, injuries, retirement from sport, performance slumps, success and failure). These studies have consistently shown that athletes cope differently across a number of situations and employ a variety of PFC, EFC, and AFC strategies in combination.…”

Section: Discussionsupporting

confidence: 81%

“…Both direct and indirect approaches can help young elite athletes develop effective coping responses. We echo Poczwardowski and Conroy's (2002) statement that "excellence in coping precedes excellence in performance" (p. 313), and Lazarus ' (2000) advice, "the right kind of coping in an important competition could lead athletes to become re-motivated, and thereby, capable of attending and concentrating effectively to display their typically high standard of excellence" (p. 237).…”

Section: Recommendations For Practicementioning

confidence: 87%

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Coping With the Effects of Fear of Failure: A Preliminary Investigation of Young Elite Athletes

Sagar

Lavallee

Spray

2009

Journal of Clinical Sport Psychology

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Coping with stress is an important element in effective functioning at the elite level in sports, and fear of failure (FF) is an example of a stressor that athletes experience. Three issues underpin the present preliminary study. First, the prevalence of problems attributed to FF in achievement settings. Second, sport is a popular and significant achievement domain for children and adolescents. Third, there is a lack of research on FF in sport among this population. Therefore, the objectives of the study were to examine the effects of FF on young athletes and to find out their coping responses to the effects of FF. Interviews were conducted individually with nine young elite athletes (5 males, 4 females; ages 14-17 years). It was inferred from the data that FF affected the athletes' well-being, interpersonal behavior, sport performance, and schoolwork. The athletes employed a combination of problem-focused, emotion-focused, and avoidance-focused coping strategies, with avoidance strategies being the most frequently reported.

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Section: Discussionsupporting

confidence: 81%

Section: Recommendations For Practicementioning

confidence: 87%

Coping With the Effects of Fear of Failure: A Preliminary Investigation of Young Elite Athletes

Sagar

Lavallee

Spray

2009

Journal of Clinical Sport Psychology

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“…Interestingly, it was found that coping responses to failure included facilitative steps to improve future performances. For example, 69% of participants reported enhanced motivation after failure; and 69% of participants reported to having learnt from previous failures, and had subsequently improved (Poczwardowski and Conroy, 2002). Similarly, in a study of academy football players, Sagar, Busch, and Jowett (2010) found that all players interviewed, adopted at least one problem-focused coping strategy in response to failure, including increased effort and determination to prove their ability.…”

Section: Dysfunctional Performance and Peak Performance: An Interdepementioning

confidence: 99%

“…Specifically, the Projected Performance Model suggests that performance fluctuations around the mean are in part due inhibitory forces (e.g., over-confidence and complacency) when the athlete has a positive perception of the performance, and facilitative forces (e.g., increased motivation) when the athlete's perception of the performance is negative (Cornelius et al, 1997). Poczwardowski and Conroy (2002) interviewed eight elite athletes and eight performing artists about their coping responses to success and failure. Interestingly, it was found that coping responses to failure included facilitative steps to improve future performances.…”

Section: Dysfunctional Performance and Peak Performance: An Interdepementioning

confidence: 99%

The Psychology of Dynamic Balance and Peak Performance in Sport: Correction Theory

Cowen

Nesti

Cheetham

2014

Quest

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This paper presents an introduction to a new approach to our understanding of peak performance and dysfunctional performance in sport -Correction theory. Correction theory, based within a control theory (W. Powers, 1973) and dynamical systems perspective, assumes that dynamic balance (A state in which a robust complex system will self-correct in response to imbalance) underwrites individual functioning. The central thesis presented in this paper is that an interdependent relationship exists between peak performance and dysfunctional performance in sport. Peak performance is, in part, a (corrective) response to dysfunctional performance, and vice versa. An overview of correction theory is presented, based on two propositions relating to balance. Implications of correction theory for our understanding of sporting performance are briefly considered. Keywords: dynamic balance, peak performance, correction theory DYNAMIC BALANCE, CORRECTION THEORY 3The Psychology of Dynamic Balance and Peak Performance in Sport: Correction Theory A psychological theory, if it is to be more than a technical makeshift, must base itself on the principle of opposition; for without this it could only reestablish a neurotically unbalanced psyche. There is no balance, no system of regulation without opposition. The psyche is just such a self-regulating system (Jung, 1966a, p. 61) Aphorisms such as success out of failure and triumph over adversity are commonplace within sport. One regularly hears coaches and players talk about expecting a reaction following defeat, and warning against complacency after victory; alluding to a possible interdependent relationship between success and failure rarely explored within the academic literature. The pursuit of achieving sustainable peak performances in competition is arguably one of the defining goals and challenges for elite athletes (Nesti, Littlewood, O'Halloran, Eubank, & Richardson, 2012), and for those who seek to support them. Yet variation in performance is a certainty for athletes, including at elite levels, making success and failure an inevitable part of elite athletes lived experience (Gilbourne and Richardson, 2006). Privette (1981) defined peak performance as "behaviour in any activity that transcends what normally could be expected in that situation" (p. 51). Based on this definition, peak performance refers to a higher level of functioning within any given activity (Privette, 1983), which is by definition quantitatively and/or qualitatively different to a "normal" level of performance.The qualitative nature of the subjective experiences associated with peak performance in sport has attracted significant attention in the literature (i.e., Csikszentmihalyi, 1975;Jackson, 1992, Privette, 1981Ravizza, 1977Ravizza, , 1984. Many DYNAMIC BALANCE, CORRECTION THEORY 4 of these findings suggest that peak performance is an ego-transcending experience (Maslow, 1968) consistent with the construct of flow (Young & Pain, 1999), which Jackson et al (2001) described as an optimal mental stat...

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“…These foundational skills for performance psychology include: relationship or clinical counseling skills, change skills, knowledge of performance excellence, knowledge of the physiological aspects of performance, and knowledge of systems and systems consultation (Hays & Brown, 2004). In addition to the foundational skills, a performance consultant needs to understand the performer's specific domain (Hays, 2000(Hays, , 2002Jones, 2002;Martin & Cutler, 2002;Poczwardowski & Conroy, 2002;Weinberg & McDermott, 2002). At the most specific level of knowledge, in regard to a particular consultation situation, the practitioner needs to have contextual intelligence (Hays & Brown, 2004;Terenzini, 1993).…”

Section: Competence Knowledge and Skillsmentioning

confidence: 99%

Being fit: The ethics of practice diversification in performance psychology.

Hays¹

2006

Professional Psychology: Research and Practice

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The ethics of practice diversification in the field generically described as performance psychologyincluding sport psychology, organizational consulting, and performing arts psychology-is examined. Since the field is in the process of development and psychologists come to this type of practice from a variety of paths, ethical issues in this type of practice bear particularly careful attention. This article reviews the primary ethical issues involved, including preparation for diversified practice; competence; interpersonal and relational issues; and presentation to the public. Currently emerging concerns are also discussed. The article concludes with specific suggestions for the practitioner interested in this field.

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Coping Responses to Failure and Success Among Elite Athletes and Performing Artists

Cited by 72 publications

References 44 publications

Coping With the Effects of Fear of Failure: A Preliminary Investigation of Young Elite Athletes

Coping With the Effects of Fear of Failure: A Preliminary Investigation of Young Elite Athletes

The Psychology of Dynamic Balance and Peak Performance in Sport: Correction Theory

Being fit: The ethics of practice diversification in performance psychology.

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