The history of sport psychology dates back almost 200 years. In 1830, Carl Friedrich Koch published Calisthenics from the Viewpoint of Dietetics and Psychology. Later, in 1879, Wilhelm Wundt established the first psychology laboratory, where some of the earliest sport psychology experiments were conducted. In 1884, Konrad Rieger researched muscular endurance and hypnosis, while in 1891, Angelo Mosso studied mental fatigue and physical performance. The term "sport psychology" was first used in 1900 by Pierre de Coubertin.
In Europe, the field developed largely in Germany. In the early 1920s, Dr. Carl Diem founded a sport psychology laboratory in Berlin. Around the same time, Robert Werner Schulte established the Deutsche Hochschule für Leibesübungen and published Body and Mind in Sport. In Russia, experiments began in Moscow and Leningrad in 1925, with formal departments forming around 1930. The Cold War spurred increased investment in sport science by both the Soviet Union and the United States.
In North America, early work included studies of motor behavior and social facilitation. Norman Triplett’s 1898 study demonstrated that bicyclists were more likely to cycle faster with a competitor. In 1921, researchers tested Babe Ruth, finding his talent linked to superior reflexes and motor skills. The field began to coalesce with the formation of the International Society of Sport Psychology in 1965, the North American Society for the Psychology of Sport and Physical Activity in 1967, and the Canadian Society for Psychomotor Learning and Sport Psychology in 1969. The American Psychological Association recognized sport psychology as a branch of psychology in 1986.
Coleman Griffith worked as an American professor of educational psychology at the University of Illinois where he first performed comprehensive research and applied sport psychology. He performed causal studies on vision and attention of basketball and soccer players. Griffith began his work in 1925 and published The Psychology of Coaching (1926) and The Psychology of Athletics (1928). He outlined the tasks of a sport psychologist: teaching coaches psychological principles, adapting psychological knowledge to sport, and using scientific methods to discover new principles.
In 1938, Griffith consulted for the Chicago Cubs, examining player ability, personality, leadership, and skill learning. Though offered a full-time position, he declined to focus on his son’s education. Griffith emphasized the importance of field studies and believed sport psychology could promote both performance enhancement and personal growth.
Behavioral sport psychology focuses on identifying and measuring target behaviors for improvement. Treatment procedures are based on the principles of Pavlovian and operant conditioning. Cognitive–behavior therapy, focusing on cognitive processes, is frequently used. Single-subject research designs are common, allowing for individualized interventions. Accountability for all involved in the intervention is also valued.
Skill acquisition engages experts of their fields to conduct research on how the neuromuscular system functions to activate and coordinate the muscles in the performance of a motor skill.
Sport psychology remains influential to athletic performance at all levels. Researchers measure performance through self-report and objective data. Meta-analyses have shown that there is a benefit to using sport psychology techniques to improve an athlete's performance.
Motivation is the intensity and direction of effort. Self-determination theory identifies various motivational states, ranging from amotivation to intrinsic motivation. Intrinsic motivation, driven by enjoyment, is considered most beneficial.
Imagery (or motor imagery) can be defined as using multiple senses to create or recreate experiences in one's mind. Both anecdotal evidence from athletes and research findings suggest imagery is an effective tool to enhance performance and psychological states relevant to performance.
Pre-performance routines refer to the actions and behaviors athletes use to prepare for competition. These routines help develop consistency and predictability.
Self-talk refers to the thoughts and words athletes use internally. Instructional self-talk focuses on technique, while motivational self-talk builds confidence.
Genetics influences athletic performance, but interacts with training and environment. Some genes may contribute to performance, motivation, endurance, and injury risk. For example, the ACTN3 gene is linked to power performance, while the AMPD1 and PPARGCIA genes influence endurance. The COL5A1 gene is associated with tendon and ligament injury risk. Genes related to mental resilience and cognitive function also contribute to athletic success. The dopamine related genes (DRD, COMT, and DAT1) can influence motivation and stress response.
Organizational sport psychology focuses on understanding behavior and social processes within sport organizations to promote optimal functioning.
Sport psychologists may also work on helping athletes cope with how training and competition demands affect mental health.
Exercise psychology studies the psychological theories and issues related to physical activity and exercise. Research explores the effects of exercise on mental health and strategies to promote physical activity.