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his study investigates the effects of spectator noise on umpire stress levels during major badmintontournaments. Previous research has shown that spectator noise can affect performance and decision-making insports, including badminton. However, there is limited understanding of how this phenomenon explicitly affectsumpires, who play a crucial role in officiating matches. Nine experienced umpires from the 24th Badminton WorldFederation (BWF) World Championships participated in the study. Heart rate variability (HRV) was used to measurestress levels objectively. In addition, subjective noise sensitivity and general stress levels were assessed usingvalidated questionnaires. Noise levels were recorded on court using stationary sound level meters, and individualnoise exposure was measured using personal carried noise dosimeters. The results showed a statistically significantcorrelation between spectator noise level and stress, mainly when umpires were working as service judge. Umpireswith a higher subjective sensitivity to noise and higher general stress levels showed a stronger correlation betweennoise levels and stress during matches. The findings suggest that spectator noise may be a factor to consider inefforts to support umpire performance and well-being in stressful environments. Further research is needed toinvestigate the potential impact of this association on decision-making processes. 

Objectives: Elite athletes face numerous psychological challenges that can increase their risk of developing mental health problems. Therefore, interventions to promote the mental health of athletes are crucial. Many coaches and sports psychologists use mindfulness and acceptance-based methods to enhance athletes' performance and well-being. This study examined the experiences of elite student-athletes who participated in an online-based mental training programme. The aim was to understand how these students perceive online mental training, identify challenges and opportunities, and assess their impact on coping with challenges and self-reflection.

Methods: A qualitative research design was employed, using semi-structured interviews to capture participants' experiences. Data were analysed using reflexive thematic analysis (Braun & Clarke, 2022). Twenty students from two sports high schools in Sweden completed an online mental training programme based on Gardner and Moore's (2007) Mindfulness-Acceptance-Commitment programme. Ten students participated in semi-structured interviews with four girls and six boys aged 17-19.

Results: Our research yielded four themes: (1) mental training can quickly become demanding, (2) I need to share with someone to develop myself, (3) it can be difficult to talk about the mental aspects, and (4) I now approach the world differently.

In conclusion, coaches and sports psychologists can improve online mental training through personalised feedback, increased interactivity and engagement, the creation of support and community, continuity and regularity, and integration of different methods and techniques in daily activities and practice. Considering these factors, we can adapt online mental training to meet student-athletes needs and optimise their experiences.

För psykologen är det viktigt att kunna söka fram och tillämpa relevant forskning i sitt yrkesliv. I Sveriges psykologförbunds ”Principer för evidensbaserad psykologisk praktik” (EBPP) är en del är att psykologen söker efter vetenskaplig information i arbetet med klienter. I högskoleförordningen (SFS 1993) finns det också krav på att studenter efter examen ska kunna läsa, söka, värdera och kritiskt tolka relevant information. 

Studenter vid psykologprogrammen efterfrågade ytterligare undervisning och praktisk träning inom informationssökning under utbildningen. Det finns sedan tidigare inslag av informationssökning på psykologprogrammen, det som efterfrågats är en tydligare progression av informationssökning över programmen. Ett tidigare samarbete mellan Umeå UB och psykologprogrammen har handlat om inhopp på enstaka föreläsningar och workshops på programmen. 

Ett utökat samarbete har sedan några år inletts med syftet att på ett mer systematiskt sätt införliva Umeå UB:s inslag i informationssökning. En tanke bakom samarbetet är att universitetslärare kan spara tid eftersom vissa av studenternas frågor kan fångas upp och besvaras vid undervisningstillfällena med bibliotekarien. En genomlysning gjordes av programledningen för psykologprogrammen och Umeå UB för att se var undervisningen passade in på programmet genomfördes, vilket ligger i linje med tidigare forskning (Lokse et al, 2017). 

En plan med progression utarbetades där undervisning i informationssökning och referenshantering sker i anslutning till att studenterna har ordinarie uppgifter på termin 1, 4, 6 och 9. Arbete med progression och att informationssökning är knutet till det aktuella ämnet har genomförts på andra lärosäten i Sverige med goda resultat och förbättrad kvalité på studentuppsatser (Ejdebäck & Wickenber 2022; Näverå & Olsson 2022). 

Återkoppling på kursutvärderingar på programmen har varit positiva och inslagen som Umeå UB har stått för har upplevts som relevanta och kopplingen till inslag i den aktuella kursen har varit naturlig och hjälpsam. Progressionen har ännu inte kunnat utvärderats på psykologprogrammen i Umeå eftersom ingen studentkull har gått igenom alla ”steg”. 

I skrivande stund så planeras för att utöka samarbetet och även innefatta akademiskt skrivande under utbildningen. Psykologstudenter har höga antagningspoäng, men även dessa studenter har behov att stärka sin akademiska literacitet genom progression och att involvera skrivpedagoger från Umeå UB.

Referenser

Ejdebäck, & Wickenberg, M. (2022). Progression inom informationskompetens och utveckling av studenters akademiska skrivande. NU2022, Nätverk och Utveckling, Att synliggöra lärande, Stockholm. https://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-21724

Lokse, M., Lag, T., Solberg, M., Andreassen, H. N., & Stenersen, M. (2017). Teaching information literacy in higher education: Effective teaching and active learning. Chandos Publishing.

Näverå, & Olsson, A. K. (2022). Library-faculty collaboration in the light of a business administration bachelor’s program: ‘The Scientific Wave. Nordic Journal of Information Literacy in Higher Education, 13(1), 39–55. https://doi.org/10.15845/noril.v13i1.3781

SFS 1993:100. Högskoleförordning. Utbildningsdepartementet. Hämtad 2021-06-10 https://riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/hogskoleforordning1993100_sfs-1993-1

The aims of this scoping review were to map the current literature on interventions for improving mental health in athletes, identify knowledge gaps, and generate future research questions. The Preferred Reporting Items for Systematic Review and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guided this review. A systematic literature search was conducted in SPORTDiscus, PsycINFO, and SCOPUS and 44 intervention studies met the inclusion criteria. Results showed that 22 studies (50%) implemented cognitive behavioural principles, and the majority of these studies were influenced by various mindfulness programmes. Most studies (93%) included healthy athlete samples, and athletes aged 15–19 were the most examined age group (43%). Only three studies used clinical criteria in their sampling of participants and mediators were examined in two studies. The scarcity of studies examining mediators and subclinical or clinical samples revealed critical knowledge gaps in the literature. Furthermore, the critical appraisal showed that regardless of study design, most studies demonstrated low internal validity. We propose the use of high-quality single-case studies with athletes who experience subclinical or clinical mental health issues, and further investigation of mechanisms of change linking intervention components to outcomes of interest.

In recent years, athletes’ mental health has gained interest among researchers, sport practitioners, and the media. However, the field of sport psychology lacks empirical evidence on the effectiveness of psychotherapeutic interventions for mental health problems and disorders in athletes. Thus far, intervention research in sport psychology has mainly focused on performance enhancement using between-subject designs and healthy athlete samples. In the current paper, we highlight three interrelated key issues in relation to treating mental health problems and disorders in athletes. (i) How are mental health and mental health problems and disorders defined in the sport psychology literature? (ii) How are prevalence rates of mental health problems and disorders in athletes determined? (iii) What is known about psychotherapeutic interventions for mental health problems and disorders in athletes? We conclude that the reliance on different definitions and assessments of mental health problems and disorders contributes to heterogeneous prevalence rates. In turn, this limits our understanding of the extent of mental health problems and disorders in athletes. Furthermore, knowledge of the effectiveness of psychotherapeutic interventions for athletes with mental health problems and disorders is scarce. Future research should include athletes with established mental health problems and disorders in intervention studies. We also propose an increased use of N-of-1 trials to enhance the knowledge of effective psychotherapeutic interventions in this population.

In this paper, we discuss problems of comparing two European cultures in a study of emotional intelligence by relying on traditional back translation of the questionnaire and the scales used in the study (Holmström, Molander, & Takšić, 2008; Molander, Holmström, & Takšić, 2009, 2011). We compared Croatian and Swedish university students in using The Emotional Skills and Competence Questionnaire, which is an original Croatian questionnaire (Takšić, 1998; Takšić, Mohorić, & Duran, 2009) based on the emotional intelligence theory of Mayer and Salovey (1997). Initially, we found small differences in responding to emotional items between the two countries as revealed by traditional statistical methods. Here we illustrate a large increase of the initial differences by applying differential item functioning (DIF) procedures (Zumbo, 1999), and then reducing again differences by taken several important steps in analyzing the translated items. Most important in these latter procedures was a new translation to Swedish by a native Croatian-speaking translator.

Mentorskap bygger på att en erfaren yrkesutövare (mentor) hjälper någon annan (adept) att bli mer kompetent i sitt yrke. Den grundläggande idén är att ta vara på och sprida erfarenhetsbaserad kunskap inom organisationen. Genom att bidra till en kollegas professionella utveckling kan mentorn utveckla sina egna kunskaper, förmågor och förhållningssätt. För adepten är det en möjlighet att utveckla sig och sin egen roll som lärare inom akademin (Mathisen, 2009; Eastcott, 2016).

Syftet med denna presentation är att delge erfarenheter från ett pedagogiskt mentorskapsprogram som utvecklats, genomförts och utvärderats vid Umeå universitet. Mentorskapsprogrammet är ett komplement till det högskolepedagogiska utbildningsutbudet och samtidigt ett sätt att tillvara ta de pedagogiskt meriterade lärarnas kompetens och vilja att bidra till hållbar pedagogisk utveckling.

Umeå universitet har en pedagogisk meriteringsmodell där lärare kan ansöka om prövning mot kriterier för utnämning till meriterad eller excellent lärare. Modellen har haft stort genomslag och det finns över 200 utnämnda lärare. En fråga som uppstått är hur lärosätet kan ta tillvara dessa lärares erfarenhet, engagemang och kompetens. I en undersökning av de utnämnda lärarnas förväntningar och önskemål framkom en stark vilja att dela med sig av sin kunskap och inspirera andra till pedagogisk utveckling. Detta ledde till att ett pedagogiskt mentorsprogram initierades 2019 med syftet att främja erfarenhetsutbyte och kollegial samverkan inom lärosätet.

Mentorskapsprogrammet består av en utbildning för mentorerna och ett pedagogiskt mentorstöd för adepterna. Ett intyg motsvarande en veckas högskolepedagogisk kurs utfärdas för de som genomför mentorsutbildningen och agerar mentorer. Vid antagning till mentorsplatserna prioriteras sökande med lång undervisningserfarenhet och ett reflekterande förhållningssätt till lärarrollen. Med andra ord: utnämning i Umeå universitetets pedagogiska meriteringsmodell är meriterande. För adepterna gäller inga speciella urvalskriterier förutom intresse att utveckla sin pedagogiska kompetens.

I matchningen av mentorer och adepter lades särskild vikt vid fakultets- och ämnesöverskridande konstellationer. Potentiella ämnesmässiga kopplingar undveks med argumentet att den akademiska lärarrollen och den pedagogiska verksamheten ska vara i fokus. I pilotomgången ingick sju mentor/adeptpar varav sex slutförde programmet.

Utvärderingen bekräftade vikten av att programmet är universitetsövergripande och att mentorer och adepter matchas över fakultets- och ämnesgränser. Det utgör även ett exempel på hur de meriterade och excellenta lärarnas engagemang och drivkraft för pedagogisk utveckling kan tas tillvara. Som helhet representerar det pedagogiska mentorskapsprogrammet en win-win-situation, där både adepter och mentorer växer i sin identitet och professionella roll.

Målgruppen för presentationen inkluderar alla som är nyfikna på undervisning/utbildning/högskolepedagogik, pedagogiska utvecklare samt personer med pedagogiska ledarskapsuppdrag.

Referenser

Mathisen, P. 2009. Mentor: i teori och praktik. Studentlitteratur: Lund

Eastcott, D. (2016). Coaching and mentoring in academic development (pp. 86–102). In: Popovic, C., & Baume, D. (2016). Advancing practice in academic development. Taylor and Francis Inc.

Leadership training most often involves training of formal leaders, and little is known about the potential benefits of leadership training for other members of an organization. Using theories of shared leadership, the current study examined outcomes of transformational leadership training that targets both formal and informal leaders (i.e., both vertical and shared leadership). The training was set in a Swedish paper pulp factory and involved formal and informal leaders participating in 20 days of training over a period of 16 months. Based on employee survey data collected both pre- and postintervention our analyses revealed that both formal and informal leaders significantly improved their transformational leadership behaviors. Interestingly, the improvement in transformational leadership behaviors of formal and informal leaders tended to predict employee efficiency and well-being in different ways. Improvements in formal leaders' transformational leadership were related to employee well-being, while informal leaders' increases in transformational leadership were associated with efficiency. The results point toward the benefit of a shared leadership perspective on leadership training and indicate that improvements in transformational leadership may affect employees differently depending on who in the organization displays them.

There has been an increasing interest in applying the concepts of acceptance, mindfulness, and compassion-based intervention in sports psychology (Noetel et al., 2017). Studies have shown that athletes' level of psychological flexibility and self-compassion have shown to be important for athletes' performance and well-being (e.g., Baltzell, 2016; Gardner & Moore, 2012). For athletes with dual careers who are under pressure to develop both as athletes and students, it's essential to evolve psychological factors to shield the individual.

The purpose of this study was to explore how different profiles of psychological flexibility are related to fear of failure, burnout, general health, and how satisfied the athletes are with their performance in their sport and academically. A total of 107 athletes between the age of 16 and 19 years old participated in the study. The athletes were enrolled at a Swedish sports academy, and they were competing on an elite level in both team and individual sports. K-means cluster analysis with a three-cluster solution was used.

The results show that the profile with high psychological flexibility had significantly lower levels of fear of failure, burnout and higher levels of satisfaction of their performance in school than the other two clusters. There were no significant differences between the different clusters on general health (GHQ-12) and satisfaction of sports performance; these results are not in line with results from earlier studies. The sample size is small, and therefore caution is needed when interpreting the result.

When translating and adapting psychological measures in different countries, besides the problem of language translations, there are several other problems a researcher has to be aware of, since there are some common methodological problems that all cross-cultural studies share. The Emotional Skills and Competence Questionnaire (ESCQ; Takšić, 1998) was developed in Croatian settings using the theoretical framework from the Mayer and Salovey emotional intelligence model (Mayer & Salovey, 1997). The ESCQ consists of 45 items, divided into three subscales which measure: the ability to Perceive and Understand emotions, the ability to Express and Label emotions, and the ability to Manage and Regulate emotions. The ESCQ is used in a large number of studies and has showed satisfying psychometric characteristics. It was translated and validated in several countries (Avsec, Takšić & Mohorić, 2009; Faria at al., 2006; Costa & Faria, 2016). In different cross-cultural studies, the ESCQ was applied to a large sample of university students, confirming the three-factor [BM1] structure. The question of cultural impact on the items in the ESCQ was examined by Differential Item Functioning (DIF) analyses. In the chapter, common cross-cultural methodology and statistical procedures performed on ESCQ data in various countries will be compared and discussed.