Sheffield Hallam Staff Wellness service: Four-year follow-up of the impact on health indicators.

AIMS: Alongside the increasing prevalence of chronic health conditions such as cardiovascular disease and diabetes has been an increase in interventions to reverse these ill-health trends. The aim of this study was to examine the longitudinal impact of the Sheffield Hallam University Staff Wellness Service on health indicators over a five-year period. METHODS: The Sheffield Hallam Staff Wellness Service was advertised to university employees. Of 2651 employees who have attended the service, 427 respondents (male = 162, female = 265) aged 49.86 ± 12.26 years attended for five years (4 years follow-up). Each year, participants were assessed on a range of health measures (i.e. cardio-respiratory fitness, body mass index, blood pressure, total cholesterol, high-density lipoproteins, lung function and percentage body fat). Participants also received lifestyle advice (based on motivational interviewing) as part of the intervention to either improve, or in some cases maintain, their current health behaviours (e.g. increased physical activity and diet change). RESULTS: The wellness service improved staff health for those with an 'at risk' health profile from baseline. These improvements were maintained in subsequent follow-up assessments. Improvement from baseline to 1-year follow-up was observed for all health indicators as was the maintenance of this improvement in years 2, 3 and 4. CONCLUSIONS: The service demonstrates that a university-based wellness service using a combination of motivational interviewing and health screening to elicit behaviour change (and subsequent improvements in health-related outcomes) was successful in improving the health of employees with an 'at risk' profile.

Identifying factors perceived to influence the development of elite youth football academy players.

Based on the developmental theory presented by Gagné (2009), we examined the factors perceived to influence the development of elite youth football players at a critical stage in their progression to the professional level. Transcribed interviews with ten expert development coaches were inductively and deductively content analysed. Conceptualisation of the data revealed six interrelated higher-order categories that represented the factors perceived to either positively or negatively influence player development. These were: awareness (e.g. self-awareness, awareness of others); resilience (e.g. coping with setbacks, optimistic attitude); goal-directed attributes (e.g. passion, professional attitude); intelligence (e.g. sport intelligence, emotional competence); sport-specific attributes (e.g. coachability, competitiveness); and environmental factors (e.g. significant others, culture of game). In this investigation, awareness emerged as a fundamental and mediating element for understanding how young players are able to transition to the professional level. Collectively, the findings underline the multidimensional nature of talent development and suggest that an intricate combination of stage-specific factors must manifest for gifted young players to translate their potential into excellence. Mechanisms by which academies could be helped to shape the characteristics and conditions associated with effective development are discussed.

Coaching under pressure: a study of Olympic coaches.

The Olympic environment has been identified as particularly stressful and unlike any other in terms of the media attention and focus placed on the competition. While the potential negative consequences of stress for coaches and their athletes have been explored, relatively little is known about the factors underpinning successful Olympic coaching performance. We explored elite coaches' perceptions of the factors that enable them to coach in a stressful Olympic environment. Eight coaches from one of Great Britain's most successful Olympic teams (i.e. consistent medal winners in the previous three Olympics) were interviewed. Inductive content analysis indicated that psychological attributes (e.g. emotional control), preparation (e.g. strategic approach), and coping at the event (e.g. team support) were factors that coaches perceived as important for successful Olympic coaching. In addition, coaches offered specific suggestions for training and development. Key themes included coach interaction (e.g. mentoring, formalizing contact) and simulating Olympic pressure. These findings offer suggestions for the education of developing coaches on the pathway to elite sports coaching.

The role of confidence in world-class sport performance.

In this study, we examined the role of confidence in relation to the cognitive, affective, and behavioural responses it elicits, and identified the factors responsible for debilitating confidence within the organizational subculture of world-class sport. Using Vealey's (2001) integrative model of sport confidence as a broad conceptual base, 14 athletes (7 males, 7 females) were interviewed in response to the research aims. Analysis indicated that high sport confidence facilitated performance through its positive effect on athletes' thoughts, feelings, and behaviours. However, the athletes participating in this study were susceptible to factors that served to debilitate their confidence. These factors appeared to be associated with the sources from which they derived their confidence and influenced to some extent by gender. Thus, the focus of interventions designed to enhance sport confidence must reflect the individual needs of the athlete, and might involve identifying an athlete's sources and types of confidence, and ensuring that these are intact during competition preparation phases.

Psychological preparation for the Olympic Games.

We review research literature on psychological preparation for Olympic Games performance. We address research identifying psychological characteristics associated with Olympic performance success, studies examining how these attributes are developed, stress and coping in Olympians, evaluation studies of the Olympic experience with particular emphasis on factors influencing performance, and the best practice literature on effective Olympic psychological consultations. Key principles are identified as well as gaps in the knowledge base that need to be addressed by investigators. Finally, implications for preparing individual athletes, coaches, and teams are discussed.