Implementing a self-regulation intervention with an elite sport team to enhance performance and cohesion

Abstract

Literature suggests that in team sport settings, the ability to self-regulate is associated with enhanced teamwork and performance (Bell, 2007). Despite such evidence, little research has explored the ways in which team members regulate themselves (Callary & Durand-Bush, 2008; Wylleman, 2000). As such, applied interventions designed to enhance self-awareness and self-regulation are warranted. The present study documented if and how an elite curling team comprised of four athletes and a coach could enhance their performance and cohesion by engaging in a 24-week learning process designed to help them self-regulate, particularly their felt experiences. A narrative analysis was performed (Polkinghorne, 1995) and results were presented in chronological order to reveal the experiences of all participants over the course of the intervention. Overall, it was found that through self-observation and self-reflection (Zimmerman, 2000), the participants became more aware of him or herself, their environment and how they wanted to feel in order to perform their best. They also developed individual and collective strategies to achieve their desired feel, thoughts, and behaviours, and enhance their responses to obstacles. By learning to regulate themselves and their felt experiences, the athletes and coach unanimously reported that the intervention led to enhanced team performance and cohesion, which contributed to their highly successful season. Implications and future directions are addressed.