Conference Abstracts
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34TH Annual Conference AASP2019 PORTLAND, OREGON OCTOBER 23–26 CONFERENCE ABSTRACTS Presenting Sponsor: Association for Applied Sport Psychology – 2019 Conference Abstracts COPYRIGHT © 2019 by the Association for Applied Sport Psychology ISBN 978-0-9855310-7-2 All rights reserved. This book or parts thereof may not be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping or information storage and retrieval systems—without written permission of the publisher. Making copies of this book, or any portion, is a violation of United States copyright laws. 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Front cover art courtesy of Stevens and Stevens. 2019 Conference Abstracts TABLE OF CONTENTS CE Workshops .................................................................................................................................4 Featured Sessions ...........................................................................................................................6 Lectures .........................................................................................................................................10 Panels ............................................................................................................................................32 Posters .......................................................................................................................................... 41 Symposia .....................................................................................................................................123 Workshops .................................................................................................................................. 139 3 2019 Conference Abstracts - CE Workshops CE WORKSHOPS CE-02 PSYCHOPHYSIOLOGY, BIOFEEDBACK, AND MINDFULNESS APPLICATIONS IN OPTIMAL CE-01 PERFORMANCE ETHICAL MEDIA INTERACTIONS IN SPORT PSYCHOLOGY: CMPC Knowledge Areas: K2: Sport Psychology; ANALYZING ETHICAL DECISION-MAKING IN MODERN K3: Sport Science; K5: Helping Relationships MEDIA Required CE Area: Professional Ethics Tim Herzog, Reaching Ahead Counseling and Mental Performance, USA; Michele Kerulis, Northwestern University, USA; Inna Khazan, Harvard Medical School, USA; Harold Shinitzky, Principle Sport Psychologist, Margaret Dupee, Good to Great, Canada Harold Shinitzky, PsyD, USA This workshop will explore applied psychophysiology, Experts in sport psychology are often called on to provide biofeedback, and mindfulness applications in optimal commentary about the impact that high-pressure competitions, performance. Sport and performance psychology approaches mental health issues, and sociopolitical climates have on often center on enhancing mind-body awareness and self- athlete performances and wellness. The purpose of this high- regulation. Emphasis on performers’ psychophysiology is energy and interactive workshop is to help attendees learn greatly enhanced through the incorporation of biofeedback how to interpret ethics codes (AASP, ACA, APA), utilize ethical (Dupee, Forneris, & Werthner, 2016). And while building decision making models in a media context, and create content awareness has long been the focal point of mindfulness to share in the media that (1) complies with ethical guidelines training (Crane, Brewer, Feldman, & Kabat-Zinn, 2017), there and (2) provides accurate depictions of sport psychology in has been an increased emphasis on applying mindfulness to practice. During this workshop, presented by two award- the field of sport psychology in recent years (Pineau, Glass, & winning professionals who have extensive experience in the Kaufman, 2014). Further, biofeedback and mindfulness can be media, attendees will learn how to ethically engage with the synergistically interwoven to enhance performance (Khazan, media, decide whether or not to accept media interviews, and 2013). The workshop’s objective is to demonstrate how understand the intersection of ethics codes and the media biofeedback (specifically heart rate variability) and mindfulness (namely confidentiality, competence, and cultural awareness). techniques can be used to improve self-regulation, manage Attendees in this workshop will be given the opportunity to competitive stress, and optimize performance. Biofeedback, practice media mock-interviews and will be provided with mindfulness, and combined biofeedback-mindfulness an outline about how to write white papers and digital media techniques train athletes’ and other performers for optimal posts. Attendees are encouraged to bring their computers to physiological activation and resilience during stress, and this session as they will gain insight and inspiration from the faster recovery post-stressors. The target audience for this presenters and other attendees to share their ideas and help workshop is practitioners and graduate students interested the public learn more about sport psychology. All levels and in expanding their optimal performance conceptualization disciplines of practitioners are welcome and will benefit from and intervention skills. Methods will include lectures, attending this workshop. demonstrations, assessments, practical group exercises, and hands-on use of biofeedback equipment. Emphasis will be Learning Objectives placed on ethical delivery of services, illuminating pathways • Define common ethics codes utilized in the profession and standards associated with establishing competence. including Association for Applied Sport Psychology (2011), American Counseling Association (2014), and Learning Objectives American Psychological Association (2017). • Discuss the theory and application of heart rate variability • Understand the purpose and application of ethical (HRV) biofeedback training in the context of optimal decision-making models (AASP, n.d., Forester-Miller & functioning and performance. Davis, 2016; Wheeler & Bartram, 2015). • Learn at least 2 ways of utilizing HRV biofeedback with • Understand ethics codes as they relate to participating an athlete or other performers. in media (AASP, 2011; ACA, 2014; APA, 2017). • Learn how to conduct a resonance frequency r • Examine the different ways sociopolitical, cultural, and espiration assessment. individual factors impact athletes in the media (Mastro, • Explain how mindfulness and biofeedback are et al., 2012; Hu & Jane, 2018; Kaufman & Wolf, 2010; complimentary and may be integrated into optimal Kuznick, et. al, 2008; Sanderson, et. al. 2016 ) and learn performance practice. ways to express culturally competent commentary (Sue & Sue, 2015). • Gain practical experience in delivering mindfulness exercises with and without biofeedback. • Identify common ways people in our profession participate in the media including assessing • Develop an appreciation for how an alliance with newsworthiness (Strombak, Karlsson, & Hopmann, 2012), clients is a pre-requisite for the effectiveness of any preparing ethical public statements (AASP, 2011; ACA, psychophysiological technique, whether aimed at 2014; APA, 2017), and preparing digital and television improved well-being or performance. interviews. • Concretely understand how continuing education, • Practice and develop strategies for creating ethical media BCIA (biofeedback) mentorship, and CMPC mentorship content that can be utilized in the future including white can be interwoven into your practice, for development papers, live interviews, taped interviews, social media, of competence and ethical service delivery. and blog posts. 4 2019 Conference Abstracts - CE Workshops CE-03 CE-04 INCLUSION FOR ALL: PROVIDING SPORT PSYCHOLOGY DON’T SPREAD YOURSELF TOO THIN: SERVICES FOR ATHLETES WITH HIDDEN DISABILITIES TIPS FOR SUPERVISION AND MEETING THE NEW CMPC REQUIREMENTS Required CE Area: Diversity Required CE Area: Mentorship/Supervision Robyn Braun Trocchio, Texas Christian University, USA; Kara Rosenblatt, University of Texas Permian Basin, USA Leilani Madrigal, Long Beach State University, USA; Tiffanye Vargas, Long Beach State University, USA The term hidden disability (HD) refers to conditions or disorders that are not obvious to the casual observer, meaning To effectively manage a large group of students while allowing the individual has no obvious physical characteristics of a the proper guidance and growth these students are seeking at disability, such as Attention Deficit Hyperactivity Disorder the Master’s level, it is important faculty, and those mentoring (ADHD), Specific Learning Disabilities (SLD), or Autism students, utilize the most effective strategies for locating Spectrum Disorder (ASD) (Bodey, 2010).