ABSTRACT:A mental block in performing backward moving skills in gymnastics is a troubling phenomenon in which a gymnast loses the ability to perform previously automatic backward moving skills as a normal part of a routine. To address the lack of scientific research on the phenomenon, five gymnasts who were currently experiencing a mental block on backward skills were interviewed about their experiences, thoughts, and feelings before, during, and after the first experience of the mental block. Results indicated that the mental blocks started at the age of 6-11, with an initial balk on floor or beam after an extended period of positive experiences with performing the affected skills. The mental block often spread to other events and cycled between periods of performance and balking. The ability to visualize the affected skills was found to cycle with the physical performance. Negative reactions of coaches, such as forcing back tumbling when the gymnasts felt that they were unable, were reported to worsen the mental block. These findings enhance understanding of the experience of gymnasts with mental blocks and suggest the need for further research on the causes of, solutions to, and the prevention of mental blocks.

ABSTRACT: Flikikammo in gymnastics is a troubling phenomenon in which gymnasts lose the ability to perform previously automatic backward moving skills as a normal part of a routine. To evaluate this phenomenon over time, gymnasts (n = 3) and cheerleaders (n = 2) who were currently experiencing flikikammo filled out 6-10 weekly surveys assessing the severity of their flikikammo, self-efficacy to perform the affected skills, perceived pressure from coaches and upcoming competition or performance, and the level of physical well-being, energy, and life stress. Age-, level-, and sport-matched gymnasts (n = 3) and cheerleaders (n = 2) served as controls. Results indicated that perceived pressure from coaches was related to the severity of flikikammo (r = 0.40, p = 0.04), with gymnasts under the age of 18 showing the strongest relationship (r = 0.61, p = 0.01). Fatigue level and severity of flikikammo were found to have a significant negative relationship (r = -0.32, p = 0.04), indicating that high energy was related to more severe flikikammo. Higher levels of life stress were found to be related to higher flikikammo severity for participants under the age of 18 (r = 0.49, p = 0.04), and lower flikikammo severity among participants over the age of 18 (r = -0.57, p = 0.00). These findings enhance understanding of the factors related to the severity of flikikammo. Additional research may help identify ways to alleviate and/or prevent flikikammo.

Successful sport psychology professionals have benefitted from stimulating conversations, challenging questions, support, camaraderie, guidance, and advice offered by their graduate school classmates. Peer relationships are vital and valued aspects of professional development, with many of the relationships formed during school, serving as the closest confidences and strongest friendships throughout careers and lifetimes. Yet, the voices and experiences of fellow graduate students are sparsely reported in the sport psychology literature, and profoundly silent in textbooks. The Peer Guide to Applied Sport Psychology for Consultants in Training provides a platform for the influential voices of peers, with whom graduate students relate and connect on a visceral level. Mimicking the environment of a thriving classroom, each chapter within the Peer Guide is primarily authored by graduate students, or in some cases recent graduates, with an academic mentor serving a secondary role. The chapter topics were selected by the editors—all of whom are experienced graduate instructors and have taught and mentored many young professionals—as areas where graduate students are commonly challenged, and correspondingly, where peer support and guidance are most valued. These topics include developing a theoretical orientation to performance excellence, utilizing science to guide practice, ethics, getting the most from supervision, initial experiences in consultation, working with both individuals and groups, and multicultural considerations. The chapters are written in a personal, relatable tone and provide science and practice, challenge and comfort, humor and vulnerability, and insights and anecdotes that are particularly meaningful and accessible coming from peers. A unique addition to the sport psychology literature, this volume is a key resource for developing and established consultants alike.

The Science of Gymnastics provides the most comprehensive and accessible introduction available to the fundamental physiological, biomechanical and psychological principles underpinning performance in artistic gymnastics. The second edition introduces three new sections: applied coaching, motor learning and injury prevention and safety, and features contributions from leading international sport scientists and gymnastics coaches and instructors. With case studies and review questions included in each chapter, the book examines every key aspect of gymnastic training and performance, including: physiological assessment diet and nutrition energetics kinetics and kinematics spatial orientation and motor control career transitions mental skills training and perception injury assessment and prevention, with clinical cases advanced case studies in rotations, vault approach and elastic technologies in gymnastics. A fully dedicated website provides a complete set of lecture material, including ready-to-use animated slides related to each chapter, and the answers to all review questions in the book. The book represents an important link between scientific theory and performance. As such, The Science of Gymnastics is essential reading for any student, researcher or coach with an interest in gymnastics, and useful applied reading for any student of sport science or sports coaching.

Author's abstract: A mental block is a phenomenon in which an athlete's mind no longer allows them to perform a physical skill that was previously well-learned and automatic. This phenomenon has received attention in gymnastics and trampoline but the literature is lacking an investigation of this phenomenon in all-star cheerleading. The purpose of this study was to examine the phenomenon of mental blocks by obtaining it from the first-person perspective of cheerleaders themselves. A purposeful sample of 8 all-star cheerleader participants was interviewed and transcriptions were analyzed utilizing qualitative analysis. Four main themes were found: 1) specific to backwards moving skills, 2) mind and body dichotomy, 3) fear of performing the blocked skill, 4) pressure and negative self-belief. From these themes, research may be conducted to determine the cause of mental blocks as well as ways to help cheerleaders overcome them.

A mental block in gymnastics is a performance-inhibiting phenomenon in which a gymnast loses the ability to perform previously automatic skills without any obvious reason. To explore this condition in NCAA Women’s Gymnastics, female collegiate gymnasts (N = 100) completed an online survey that included established questionnaires assessing presence of mental blocks and assessing perfectionism, rumination, and reinvestment levels. Results showed that the majority of gymnasts experience mental blocks across all divisions of NCAA Women’s Gymnastics. A MANOVA analysis revealed higher levels of ruminative reflection and conscious motor processing in gymnasts who have experienced mental blocks compared to gymnasts who have not experience mental blocks. These findings increase the understanding of mental blocks and indicate that aspects of rumination and reinvestment may increase vulnerability to the condition. Future research in this area might offer further insight into underlying causes of mental block development and possible interventions to help affected gymnasts and coaches more effectively.

Building Consulting Skills in Sport and Performance Psychology is an international compilation of case studies that introduces students and early career professionals to pertinent issues within a variety of performance environments. With contributions from prominent international practitioners, the book offers case studies from a variety of performance environments including sport, performing arts, and high-risk occupations. Each chapter presents a case study and provides exploratory questions relating to ethical considerations, intervention planning, and awareness of diverse themes of race, culture, gender, immigration status, and disability, among others. These reflection questions encourage students to acknowledge the individual circumstances of all performers and to recognize their own unique background and how this impacts their attitudes, beliefs, and connection to potential clients. The text promotes honest self-reflection regarding consulting strengths and potential areas for improvement, and a companion book will be coming soon which looks at possible solutions for each case. The book will be essential reading for supervisors, mentors, students, and professionals engaged in providing consulting services in distinct performance environments. It encourages its readers to use careful self-reflection to integrate theory and practice and refine their own consulting philosophies.