This assignment is focused on a male international Cypriot swimmer of twenty-one years of

age who is six feet, weighing 180 pounds, and specialises in the 50-meter freestyle and
breaststroke. The athlete has been involved in swimming since the age of five reaching
international level and representing Cyprus since the age of fifteen. In 2019, the athlete
relocated from Cyprus to England in the pursuit of improving his performance. Since the
athlete’s relocation, the athlete’s training program has doubled including 8 swimming
sessions, 3 gym sessions and 3 pilates sessions a week. Succeeding successful and
promising performances the past year the athlete is preparing to race in February 2022 to
qualify for the FINA World Championships occurring in May. For the purpose of this
assignment, the athlete investigated will be referred to as Harry to preserve confidentiality.

In order to identify a psychosocial issue that Harry may possess, a profound knowledge of the
sport’s psychological demands are required. Swimming’s psychological demands are
prominent due the high-training loads swimmers must endure, and the consistency required
from them to perform (Sheard and Golby, 2006). These demands are comprised of
motivational skills, detailed concentration, mental toughness, high levels of confidence and
high optimism (Sheard and Golby, 2006; Kardi, 2019). To gain a further depth of
understanding concerning the psychological demands an informal discussion was conducted
with the Head Swimming Coach at the University of Bath. From the discussion, emerged
additional terms including ‘enjoyment’, ‘emotional intelligence’ and ‘determination’. From
exploring the psychological demands associated with swimming this allows the researcher to
generate a clearer understanding of the sport and the events in which Harry specialises.

This assignment aims at uncovering a psychosocial issue experienced by Harry that is having
a negative impact on his wellbeing, lifestyle or performance and proposing an intervention
strategy to help him manage or overcome the psychosocial issue identified. First and foremost,
this assignment will critically discuss and justify the methods adopted to conduct a needs
analysis. From the needs analysis a psychosocial issue will be identified and explored
meticulously through theory and research. Lastly, using contemporary research the
assignment will propose an intervention plan to help Harry manage or overcome the
psychosocial issue identified.

Needs analysis:

A needs analysis aims at gathering and analysing information gathered through mixed
methods to produce a clear overall picture that enables a greater level of understanding of the
needs of the athlete (Keegan et al., 2017). The needs analysis will be conducted by interview
and observations and refined with a questionnaire. Alternative methods of needs analysis

1
include performance profiling (Butler and Hardy, 1992) and video-analysis (Carson, 2008).
Despite significant support of both methods (O’Donogue, 2006; Gucciardi and Gordon, 2009;
Castillo and Chow, 2020) these needs analysis methods focus solely on performance limiting
the opportunity of the needs analysis to produce a detailed and comprehensive analysis of the
athlete (Weston, 2008).

(a) Interview:

A semi-structured interview will be used, aiming to collect ‘the important information about the
topic of interest while giving the participants the opportunity to report their own thoughts and
feelings’ (Sparkes and Smith, 2013, p.84). Using semi-structured interviews allows greater
control to the participant, thus puts the participant at ease as they have the freedom to explore
a question further or not reducing pressure on the athlete. Furthermore, semi-structured
interviews enable a dialogue, where further questions may be explored from the participants
responses (Smith and Osborn, 2003). Despite many advantages, semi-structured interviews
have been critiqued due to their structure, limiting the participant’s freedom of what they can
discuss, thus critical information may be missed (Smith and Osborn, 2003). To mitigate against
the loss of information, open-ended questions will be used enabling a wider range of answers
to be provided and encouraging the participant to provide richer detail (Bearman, 2019).
Elucidating upon this, the interviews are a first method of gathering detailed information about
the participant and undergo a broad needs analysis (Adams, 2015).

(b) Observations:

As a second method of needs analysis, four observations in a training environment will be

used. From the information gathered in the interviews, the researcher will be acquainted with
the participant and the broad need analysis results. Therefore, the observations are aimed at
discovering the ‘unremarkable features of everyday life that interviewees might feel not worth
commenting on’ (Sparkes and Smith, 2013, p.100). Observations are beneficial as they allow
an athlete’s behaviour to be assessed, allowing the researcher to uncover indicators of
psychosocial processes (Holder and Winter, 2017) by collecting data that would not arise, or
be a focus within interviews or questionnaires (Krane and Baird, 2005), allowing the
researcher to situate the athlete within a wider context (Reeves, Kuper and Hodges, 2008).
Observations are often critiqued due to observer bias (Jones and Smith, 2017), therefore the
researcher will take an etic position (Sparkes and Smith, 2013). Furthermore, the observer will
take an informal approach enabling a wider range of information to be gathered (Holder and
Winter, 2017) and utilize overt observations, although argued as limited due the researcher’s

2
presence influencing the participant’s actions or behaviours (Jones and Smith, 2017). To
mitigate against this occurrence, the participant will be informed of the observation procedure
(i.e., confidentiality, access, etic position), reducing potential stress and discomfort.

Results:
Succeeding the interview, the transcript (Appendix 1.1) was analysed extensively revealing
key themes (Appendix 1.2). Firstly, the athlete placed a high emphasis on the lack of balance
between his social life and his swimming life that may be understood by the athlete mentioning
there is only a 2-3 week break from swimming during the whole year. Furthermore, the athlete
discusses increased pressure and expectations and a lack of enjoyment from the sport that is
repeated throughout the interview and explained by the increased training load and the
additional time spent on the sport. Despite setting short term goals and a long-term goal, the
athlete did not wish to share his goal and mentioned the end of his career may be in sight
(Appendix 1.1).The observations revealed additional key findings (Appendix 1.3) such as an
exhausted appearance before all sessions began, observed by his facial features and body
language, repeated comments referring to how tired he is and a perceived lack of engagement
and enjoyment in the training sessions. From the findings of the two needs analysis methods,
it is supposed that the identified psychosocial issue is burnout however to confirm the
psychosocial issue is correct Harry was provided with a third method of needs analysis.

(c) Questionnaire

As a third and complementary method of needs analysis, the Athlete Burnout Questionnaire
(ABQ) was selected due to the athlete showing early symptoms of athletic burnout (Raedeke
and Smith, 2001). The ABQ provides a quantitative method of assessing athletic burnout
evaluating emotional and physical exhaustion, devaluation, and reduced sense of
accomplishment through fifteen questions using a 5-point Likert scale ranging from 1 “Almost
never” to 5 “Almost always”. The ABQ was selected due to its reliability and validity and
specific application to athletic burnout differing from other questionnaires such as the Maslach
Burnout Inventory (MBI) (Gabana et al., 2019; Maslach, Jackson and Leiter, 1996).
Furthermore, the ABQ has been investigated worldwide and proven as an effective tool to
assess athletic burnout (Martínez-Alvarado et al.,2019; Arce et al., 2012; Isoard-Gautheur et
al., 2010; Gerber et al., 2018). The ABQ relies on the trustworthiness of the athlete to obtain
realistic and meaningful scores thus may be limited if the athlete provides deceitful answers.
To mitigate against this, the ABQ will be self-administered enabling the athlete to not feel
influenced by the researcher presence. High scores emerged concerning emotional and
physical exhaustion and lower scores for devaluation and reduced sense of accomplishment.

3
Overall, Harry scored 50 for total burnout which situates itself comfortably in the upper half of
the overall range (15-75). Drawing together all needs analysis methods, it is proposed Harry
presents early signs of burnout.

Theory and research:

(a) Athlete Burnout: Theories and Research

Athlete Burnout has been defined by numerous researchers, however, there is a lack of
consensus of one universally accepted definition, due to the different perspective’s athlete
burnout can be seen through (Gould and Whitley, 2009). Within this assignment athlete
burnout is viewed as: ‘a physical, emotional and social withdrawal from a formerly enjoyable
sport activity. This withdrawal is characterized by emotional and physical exhaustion, reduced
sense of accomplishments, and sport devaluation. Moreover, burnout occurs as a result of
chronic stress and motivational orientations and changes in the athlete’ (Gould and Whitley,
2009, p.3). Athlete burnout has been explained and described through six detailed sport-
specific models.

Gustaffson, Kenttä and Hassmén’s (2011) Integrated Model of Athletic Burnout is the most
recent model explaining athlete burnout that integrates previous models to provide a more
comprehensive understanding of athlete burnout. The model consists of examining burnout
as a process thus can be understood by examining its antecedents and early signs that have
the potential to manifest themselves into the three core dimensions of burnout (Raedeke and
Smith, 2001) that may lead to maladaptive consequences. The model also suggests
entrapment and personality, coping skills and environmental factors influence burnout in
athletes.

Within the models’ antecedents, Silva’s (1990) Negative Stress Response Model is utilized as
Silva suggests burnout is a response to physical training that puts stress on the athlete
physically and psychologically. Silva’s model (1990) has received support (Kentta and
Hassmén, 1998; Kenttä, Hassmén and Raglin, 2001) however has been critiqued as the
original study investigating the model study showed 47% of the whole sample experienced
burnout, inducing doubt as within most studies the percentages of burnout range between 1-
5% (Gustaffson et al., 2007; Gould and Dieffenbach, 2002).

Within the models’ early signs, Smith’s (1986) Cognitive-Affective Stress Model is referred to
implying stress and burnout evolve simultaneously. Smith’s (1986) model has received

4
significant support due to the support of personality and motivational factors’ role in the
development of burnout and the role of stress within burnout (Gould et al., 1996, 1997,
Gustafsson et al., 2007, Cresswell and Eklund, 2005, 2007; Hill et al., 2008; Lemyre, Hall and
Roberts, 2008; Schaufeli and Buunk, 2003). Smith’s (1986) model must however be treated
with caution as all athletes who experience stress do not burnout (Raedeke,1997) and the
model is not based on modern definitions of burnout therefore is not viewed as a
multidimensional construct (Maslach, Schaufeli and Leiter, 2001; Raedeke, 1997; Gustafsson,
Kenttä and Hassmén., 2011).

Within Gustafsson, Kenttä and Hassmén’s (2011) model, entrapment originates from
Raedeke’s (1997) Entrapment Theory suggesting burnout occurs when one feels trapped
within one’s sport often due to a high athletic identity. The model has received great support
principally due to the relationship between athletic identity and burnout (Raedeke, 1997,
Coakley, 1992, Brewer, Van Raalte and Linder, 1993). Although the model is supported, there
is evidence suggesting athletic identity does not differentiate between a burnt-out and a non-
burnt-out athlete (Gould et al., 1996).

Ultimately, Coakley’s (1992) Unidimensional Identity Development and External Control Model
is referred to suggesting burnout is caused by the social organization of high-performance
sport, therefore burnout occurs when one desires an alternative identity and control over one’s
life (Gustaffson, Kenttä and Hassmén, 2011). Research has supported the model (Amorose,
Anderson-Butcher and Cooper, 2009; Hodge, Lonsdale, and Ng, 2008). However, the model
was developed using a sample of convenience and an unclear conceptualization of burnout
thus could be confused with other concepts such as dropout (Gustafsson, Kenttä and
Hassmén, 2011; Gustaffson, Madigan and Lundkvist, 2018).

Furthermore, Ryan and Deci’s (2000,2017) Self-Determination Theory (SDT) has been used
to explain athlete burnout (Cresswell and Eklund,2006; Lemyre, Treasure and Roberts, 2006).
SDT proposes that intrinsic motivation derives from three human basic psychological needs
including autonomy, competence, and relatedness (Ryan and Deci,2000) whilst less self-
determined motivation is related with higher burnout levels (Lonsdale, Hodge, and Rose
2009). SDT in athletic burnout has gained a wide range of support (Li, Wang, and Kee., 2013;
Lonsdale and Hodge, 2011; Quested and Duda, 2011). Whilst there are few limitations to the
model, the studies supporting the model are often limited due to the low levels of burnout
experienced, thus, must be treated with caution.

The six models provide a detailed conceptualization of athlete burnout through multiple lenses;
however, it must be recognized that athlete burnout is a unique experience differing from

5
athlete to athlete therefore the models may not be applicable to all (Weinberg and Gould,
2014).

(b) The effects of athlete burnout

Athlete burnout has been extensively researched through models due to its profound effects
on performance, health, and wellbeing. Burnout has been examined within team sports and
individual sports, with a higher prevalence of burnout in individual sports such as swimming
(Koutedakis and Sharp, 1998). According to Goodger, Wolfenden and Lavallee (2007) burnout
leads to affective, cognitive, motivational, and behavioural consequences that may be
illustrated through dropout (Gould et al.,1996) or more stringent outcomes such as illness
(Gusftasson, Madigan and Lundkvist, 2018) or depression (Hakanen and Schaufeli, 2012).
Despite copious literature on athlete burnout, there is a lack of information on the recovery
process following burnout. From few studies investigating the recovery process, recovery
varied from months to over a year where solely four out of thirteen athletes made a return to
the sport (Gustafsson et al., 2007, 2008; Gustafsson, Kenttä and Lundkvist., 2011). These
figures induce one to ponder on all the athletes lost due to burnout and the extreme recovery
process they must endure; therefore, it is essential to exert all efforts in managing and
preventing burnout from at the earlier stages.

Intervention:

(a) Mindfulness Training

A myriad of researchers has supported the notion that burnout and stress are interrelated
(Gustaffson and Skoog, 2012; Raedeke and Smith, 2004). Furthermore, it is supposed Harry
suffers from early signs of burnout induced by stress due to his psychological and physical
exhaustion and the countless hours spent training (Appendix 1.1, 1.3). Therefore, the
intervention proposed will be focused on stress management to prevent burnout (Moen,
Abrahhamsen and Furrer, 2015). Mindfulness has been defined as “the awareness that
emerges through paying attention on purpose, in the present moment, and nonjudgmentally
to the unfolding of experience moment by moment” (Kabat-Zinn, 2003, p.145) and
characterized by its three components of non-evaluation, open receptivity and present
centeredness enabling the mindful awareness state (Weinstein and Ryan, 2011). Mindfulness
has been supported as a way to manage stress and act as a method of preventing burnout in
athletic (Walker, 2013; Gustafsson et al., 2015) and non-athletic populations (Roeser et al,
2013; Zhang et al., 2016). A 12-weeks mindfulness training intervention is proposed, inspired

6
from Moen, Abbrahamsen and Furrer’s (2015) study. The intervention consists of two sessions
per week of two hours with a mindfulness coach occurring at the beginning of the season
introducing mindfulness and its practice through various techniques such as body-scanning
and breathing techniques (Moen, Abbrahamsen and Furrer, 2015). To illustrate the benefits
of mindfulness training on Harry, a model has been created designed from previous research
that may be viewed in Appendix 1.4 (Marks, 2008; Weinstein, Brown and Ryan, 2009; Moen,
Abrahhamsen and Furrer, 2015; Thomas, Maynard and Hanton, 2007; Bishop, 2002; Jouper
and Gustaffson, 2013; Weinstein and Ryan, 2011; Walker, 2013; Zhang et al., 2016).
Furthermore, the mindfulness training intervention is related to the six athletic burnout models
that may be viewed in Appendix 1.5.

The proposed intervention however might be limited due to the athlete’s engagement within
the intervention. Furthermore, Moen, Abrahamsen and Furrer’s (2015) study is however
limited as the sample selected was predominantly cross-country skiers, thus the application
to swimming may be limited. Additionally, the study had no effect on the athlete’s perceived
levels of stress however similar studies implementing mindfulness training found a reduction
in the athlete’s perceived levels of stress (Walker, 2013). Despite the study’s limitations,
multiple studies have supported mindfulness training thus will be utilized to support Harry
(Gardner and Moore, 2007; Jouper and Gustafsson, 2013; Furrer, Moen and Firing, 2015).
Furthermore, despite proposing an intervention centrally focused on stress management it is
acknowledged burnout is not solely a product of stress and is influenced by other
characteristics (Gould et al., 1996, 1997) therefore a second intervention is crucial in the
prevention of burnout.

(b) Autonomy-supportive training

The role of social support plays a paramount in an athlete’s career (Crouse, 2008). Coaches’
and parents’ behaviours have been strongly related to athlete burnout (Vealey et al., 1998;
Udry et al., 1997). Deciphering this, a study by Price and Weiss (2000) revealed controlling
behaviours from coaches’ and parents were related to higher levels of athlete burnout whilst
supportive behaviours were related to higher levels of enjoyment from the athlete. From the
needs analysis methods, the athlete did not mention his parents’ involvement however the
observations revealed the coach engaged in less-autonomy supportive behaviour (Appendix
1.3), therefore a 4-week autonomy-supportive intervention targeting his coaches is suggested.
The intervention is tied to Ryan and Deci’s (2000) self-determination theory therefore aims to
promote autonomy supportive behaviours in his coaches to improve Harry’s wellbeing. The
proposed intervention may nonetheless be limited due to the theory and practice gap (Ahlberg,
Mallett and Tinning, 2008) however will be mitigated against as within the intervention a

7
practice section will be included within the 4-week course. Furthermore, autonomy-supportive
coaching is limited due to the influence of the coaching context (Occhino et al., 2014) that will
be discussed during the proposed course. Conclusively, during the interview, observation and
questionnaire, tiredness, and a lack of time away from swimming emerged, thus, a reduction
in workload is ultimately proposed due to its support as a technique of preventing burnout
(Goodger, Wolfenden and Lavallee, 2007).

(c) Evaluation of the interventions

From the needs analysis methods, interviews, questionnaires, and observations can be used
to evaluate the effectiveness of all proposed interventions. Interviews may be used as a form
of gathering answers from the athlete and coaches on the effectiveness of the interventions
including their thoughts and feelings. Furthermore, the Athletic Burnout Questionnaire (ABQ)
may be readministered to the athlete following the interventions allowing the pre and post
intervention scores to be compared. Lastly, observations may be used to evaluate the
effectiveness of the interventions as observable behaviours may change (e.g. body language).

The aim of this assignment was to conduct a needs analysis with an athlete with the aim of
uncovering a psychosocial issue the athlete may experience that is having a negative impact
on his wellbeing, lifestyle or performance and suggesting a tailored intervention strategy to
help him overcome or manage the psychosocial issue identified. Within this assignment, the
athlete investigated was a 21-year-old male international Cypriot swimmer that specialised in
the 50-meter freestyle and breaststroke who has recently transitioned to a different country in
the pursuit of developing his career and education. Three methods of needs analysis were
used including by interview, observations, and a questionnaire. From the needs analysis, it
was identified that the athlete may display early signs of burnout. Using theory and research
on burnout, a tailored intervention strategy was proposed including mindfulness training and
a reduction in workload. To support the athlete further, it would be beneficial to conduct further
interviews and observations over a prolonged period of time to gain a deeper understanding
of the athlete’s personality characteristics and background to provide a more tailored
intervention.

8
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 Appendices

Appendix 1.1. Interview Transcript

Date of interview: 06/11/21

Location of interview: Bathwick Hill, Bath
List of Acronyms: IN= Interviewer, HP= Harry Parker

[Beginning of Transcript: 00.00.67]

IN: Hello, thank you for agreeing and taking time to participate in this interview. Before
beginning, I would like to go over a few key points to ensure you are comfortable and aware
of the interview procedure.
1. Your name as well as any other names mentioned in the interview will be changed
once transcribed, therefore will not appear in the transcript.
2. During the interview, you are under no obligation to answer any questions if you don’t
want to and you are free to move on to the next question without providing any
explanation.
3. You are free to withdraw at any given time from the interview, without needing to
provide a reason.
4. Succeeding the interview, the transcript will be sent to you to ensure you are
comfortable with the script. In the likelihood you wish to remove any answers you
provided, you are free to do so, and will be removed immediately.
The interview is aimed at conducting a needs analysis.
The interview will last around 20-30 min.
Do you have any questions before beginning the interview?

HP: No, all good.

IN: Fantastic, could you begin telling me your name and how old you are?

HP: My name is Harry and I'm 21 years old.

IN: What sport do you do?

HP: Swimming.

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IN: Okay I'm going to now ask a few questions to get to know a bit more about the sport so
do you train alone or within a team?

HP: Within a team.

IN: Okay and how many people do you train with would you say?

HP: Ten other people.

IN: Okay and do you have multiple coaches or one coach?

HP: I have one swimming coach, one S&C coach and one physio.

IN: How many times on average would you say you trained a week?

HP: Eight swimming sessions, three gym sessions and three Pilates session”

IN: And how long is each session?

HP: The swimming sessions are approximately between 90 minutes to two hours, S & C
sessions are one hour to one hour and 30 minutes depending on the program that day and
the Pilates are around 30 minutes each.

IN: Are the training sessions all on weekdays?

HP: No, we have one session on Saturday, on Saturday morning.

IN: Okay, so what would you say swimming season look like? Sort of when does it begin,
when does it end?

HP: It usually begins in September and uhh September to December is usually the short
course season which is quite different than the longcourse season and then January till
June, July or August depending on what competition we choose to do is the longcourse
season.

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IN: Do you have any breaks within that one year?

HP: Well, it depends on again on what kind of year it is but usually I would say it’s a 2-3
week break in August after the last competition.

IN: Of the whole year?

HP: Yes.

IN: What would you consider the essential qualities a swimmer must possess? So, for
example physical skills or psychological skills, what for you comes to mind?

HP: Erm I would say physical skills can be different and individual for each person so I
wouldn’t say there is a certain set of specific physical abilities that a swimmer is required to
have to achieve that erm greatness in the sport but then I would say mentally the swimmer
needs to be mentally strong er they need to be confident and be confident in their ability to
perform they need to be able to cope with high levels of stress and I would say the most
important thing is to be able to be consistent in one’s training.

IN: Okay, so I’m going to ask a few questions now to get to know a bit more about your
background and why you came into the sport. Beginning with when did you begin
swimming?

HP: I began swimming when I was five years old erm I took it as a hobby till I was nine or ten
then started competing on a national level then started competing on international
competition around 15 to 16 but never took it seriously till I was 18 years old.

IN: Okay, so what do you think were the reasons you started swimming so young and why
do you think you continued the sport for this amount of time?

HP: Erm I started swimming because mum wanted me to learn how to swim. That’s the
basic reason of why I started swimming and sorry what was the second part of the question?

IN: Why do you think you continued it for this amount of time? Were there specific things you
enjoyed?

HP: I think I continued swimming because I just enjoy being in the water like even when I
was young going at the beach and swimming at the sea was really enjoyable for me so I

18
really like the water regardless of if I like the training or not I really enjoy being in the water
and having fun with my friends at training and stuff like that.

IN: When you say had fun with your friends do you think that changed as you got older?

HP: Er it definitely did because as I got older my expectations and erm responsibilities for
the sport became bigger and that caused me to feel more pressure and not enjoy the sport
as much as I did when I was a kid.

IN: Okay. When you talk about pressure what sort of pressure would you say you were
referring to? Lifestyle pressure, personal pressure?

HP: Erm I would say both, so swimming is a very demanding sport so there’s really not any
balance between my social life and my swimming life, swimming is very time consuming so I
basically have to spend all my time either preparing for a session or recovering from a
session or actually doing a session which doesn’t give me any time to socialize or be with
my friends or be with my girlfriend or my family which can be quite hard sometimes.

IN: So, is that what you would say you dislike about competitive swimming? The lack of
balance?

HP: That would definitely be one of the downsides of swimming that I can’t really find a
balance between my social life and swimming.

IN: As you’ve said that’s one of the downsides would you like to expand on other
downsides?

HP: I sometimes the pressure can get too much so like all these hours that I spend training
preparing for a certain meet that I have very high expectations of myself and sometimes that
pressure can really get to me and make me not perform as well as I am able to.

IN: Okay.

HP: Yeah.

IN: What is your best event in swimming?

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HP: Erm my 50 breaststroke and my 50 freestyle are quite on the similar level but I would
say my signature event is the 50 freestyle.

IN: How long does it take you to swim those events?

HP: Well, 50mm freestyle usually takes 22-23 seconds whereas 50 breaststroke is around
27-28 seconds which is basically both of them are basically an anaerobic type of exercise.

IN: What is your greatest accomplishment in swimming?

HP: My greatest accomplishment would be when I came second at the Balcan junior
swimming championships when I was 16 years old. 17 years old. 16 I don’t remember.

IN: Is it your best accomplishment because you enjoyed the race, what do you think are the
factors that made it your best accomplishment?

HP: Purely the fact because I got a medal on an international level that’s why I consider it my
best achievement.

IN: What stage are you at in your career, would you say?

HP: In what term?

IN: If you put in on a line with the different steps so for example national champion at 10 ,
where do you see yourself going and what stage would you say you are at now in relation to
where you want to be?

HP: I think I’m at the end of my career so I reckon this year or the next this season or the
next season might be my last because I don’t quite enjoy the sport as much as I did it’s
getting quite hard to balance my social life and swimming.

IN: Okay, what are your goals then? So, would you say you have more shorter-term goals or
long-term goals?

HP: Err I have both I usually set long term goals that are maybe a season goals so year
goals which is usually a time that I want to accomplish in that season and to actually get to
that goal I set short term goals to lead me to that long term goal.

20
IN: What is your goal?

HP: I don’t want to say”

IN: Okay, that’s perfectly. fine. When you spoke about your goals were they created purely
by yourself or did you liaise with your coach for example and you created them together?

HP: Erm yeah it was ugh with my coach that I set my goals.

IN: What would you consider your strengths and weaknesses in swimming and personal life?

HP: [Pause] My strengths I would say are [Pause] mean physical, physically or mentally?

IN: Both, if possible.

HP: Strengths I would say I’m quite strong and powerful and I can generate speed erm some
physical negatives is that I’m not flexible enough I’m not as flexible as sprint swimming
requires you to be a world class level swimmer. In terms of mentally I would say I’m really
confident in my abilities I can handle the stress of competition quite well sometimes,
sometimes not but I would say the biggest negative is I don’t quite enjoy it as much, so I
struggle finding motivation to train.

IN: Okay. Moving on to our last question, have you experienced any recent events that have
influenced your wellbeing or performance?

HP: Yes because ever since coming to the university I have higher expectations of myself
and as I said before I started taking the sport seriously at 18 which is when I came to
university so I started training a lot more and spending a lot more time on the sport than I
used to and I think that was quite a big transition from going to going from almost nothing to
doing everything came as a shock kind of.

IN: Okay, do you have anything you would like to add about what we have discussed in the
interview?

HP: No

21
IN: Okay, thank you so much for your time. I hope you have a lovely day.

HP: You too.

[End of Transcript: 16.04.10]

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Appendix 1.2. Key themes identified from the interview

Key Themes Interview Quotes

“a 2-3 week break in August after the last
competition”

“there’s really not any balance between my

social life”

“swimming is very time consuming so I

basically have to spend all my time either
preparing for a session or recovering from a
session or actually doing a session”
Lack of balance between swimming and
social life “doesn’t give me any time to socialize or be
with my friends or be with my girlfriend or
my family which can be quite hard
sometimes”

“I can’t really find a balance between my

social life and swimming”

“it’s getting quite hard to balance my social

life and swimming”

“as I got older my expectations and erm

responsibilities for the sport became bigger
and that caused me to feel more pressure”
“sometimes the pressure can get too much”

Increased pressure and expectations “I have very high expectations of myself

and sometimes that pressure can really get
to me”

“ever since coming to the university I have

higher expectations of myself”
“ that caused me to […] not enjoy the sport
as much as I did when I was a kid”
“I don’t quite enjoy the sport as much as I
Lack of enjoyment
did”

“I don’t quite enjoy it as much”

“I think I’m at the end of my career”
Perceived end of career
“I reckon this year or the next this season or
the next season might be my last”

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Appendix 1.3. Observation Notes

Observation Number: 1
Date of Observation: 22/10/21
Time: 14:30
Observation Location: University of Bath, Swimming Pool
Session Length: 2.30 hours
Type of session: In-water session
Athlete observed: Harry Parker

The athlete seems tired before starting the session- eyes look tired, a lot of eye rubbing.
Yawns during the coach presentation of the session.
Comments:
“I’m really tired mate” (talking to teammate)
“Yeah, I’m just tired today” (talking to coach)
“Bro really this set?” (talking to teammate)
Keeps checking the clock on the wall during the session.

Observation Number: 2
Date of Observation: 24/10/21
Time: 06.00
Observation Location: University of Bath, Swimming Pool
Session Length: 2.00 hours
Type of session: In-water session
Athlete observed: Harry Parker

Harry seems particularly tired this morning – this could be due to the time of session.
Put hands behind head and closes eyes.
Didn’t laugh when teammates were making jokes.
When supposed to be foam-rolling, Harry laid flat on his back on a mat with the foam-roller
behind his head to do his neck but didn’t move to another part of his body.
The coach didn’t want the group to do the set by themselves.

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Observation Number: 3
Date of Observation: 24/10/21
Time: 08.00
Observation Location: University of Bath, Gym 1
Session Length: 1.00 hour
Type of session: Gym session
Athlete observed: Harry Parker

Observation 3 occurred directly after Observation 2.

Replied to family, friends and girlfriend’s messages on his phone during breaks within sets.
Seemed reluctant to add on weight when the strength and conditioning coach suggested it.
Proposed a different exercise to the coach and coach dismissed the idea immediately.

Comments:
“I just haven’t had time to enter my competition meet” (talking to coach)
“I can’t wait to go back to bed” said in a laughing tone (talking to teammate)

Observation Number: 4
Date of Observation: 25/10/21
Time: 15.00
Observation Location: University of Bath, Swimming Pool
Session Length: 2.00 hours
Type of session: In-water session
Athlete observed: Harry Parker

Usual coach was not present at the session. Another swimming coach stepped in.
Seems disinterested when coach proposed a game (relay between teams).
Asked throughout the session if anyone could give him a lift home.

Comments:
“Yeah, I’m tired too” (talking to teammate)

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Appendix 1.4. An integrated model illustrating the benefits of mindfulness on Harry

Appendix 1.5. An integrated model illustrating the connection between mindfulness training
and the six athlete burnout models

26