Camilla Jane Knight

• Santos, Fernando; Ferreira, Marta; Dias, Luís; Elliott, Samuel Kim; Milan, Fabrício João & Milistetd, Michel [Vis alle 7 forfattere av denne artikkelen] (2024). A scoping review of coach-parent interactions and relationships across youth sport settings. International Review of Sport and Exercise Psychology. ISSN 1750-984X. doi: 10.1080/1750984X.2024.2332986.
• Owen, Emily C.; Knight, Camilla J. & Hill, Denise M. (2024). A realist evaluation of a multi-component program with disengaged students. Evaluation and Program Planning. ISSN 0149-7189. 103. doi: 10.1016/j.evalprogplan.2024.102417.
• Furre, Runar; Johansen, Bjørn Tore; Knight, Camilla J.; Mosewich, A.D. & Solstad, Bård Erlend (2024). A longitudinal interpretative phenomenological analysis study of athletes' lived experiences in elite disc golf competitions. Scandinavian Journal of Medicine & Science in Sports. ISSN 0905-7188. 34(1). doi: 10.1111/sms.14556.
• Szabo, Sara W.; Owen, Emily C.; Kennedy, Michael D. & Knight, Camilla J. (2024). Keeping Girls in Sport: A Two-Part Evaluation of an E-Learning Program for Coaches and Activity Leaders. International Sport Coaching Journal. ISSN 2328-918X. 11(1), s. 31–40. doi: 10.1123/iscj.2022-0049.
• Uzzell, Katie S.; Knight, Camilla J.; Pankow, Kurtis & Hill, Denise M. (2024). Wellbeing in high-performance swimming: A grounded theory study. Psychology of Sport And Exercise. ISSN 1469-0292. 70. doi: 10.1016/j.psychsport.2023.102557.
• Haraldsen, Heidi Marian; Solstad, Bård Erlend; Fredriksen, Danielle C.; Gustafsson, Henrik; Nordin-Bates, Sanna M. & Knight, Camilla J. (2023). An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective. Frontiers in Education. ISSN 2504-284X. 8. doi: 10.3389/feduc.2023.1148922. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of the present study was to explore perceptions of shared reality in teacher-student partnerships in ballet, and how these perceptions were related to experiences of quality in the relationship and well-being. A longitudinal qualitative study design was adopted, with three female ballet students and their teacher participating in three semi-structured interviews each over an eight-month period. Data were analyzed using a combination of thematic and narrative analysis. Findings indicated that across the teacher-student relationships there were perceptions of a shared reality only on the professional and distanced level and not on a relational and personal level. This was achieved by a common experience of what matters in the world of ballet education as well as students finding their teacher as trustworthy. Furthermore, it appeared that the authoritarian apprenticeship culture in ballet, where the teachers give clear instructions and feedback, and where the student role is to listen and adapt to the teacher’s instructions, was a barrier to fully achieving a shared reality on a personal and deeper level. In turn, this influenced the quality of the relationship and the wellbeing of both teacher and students. The present study offers critical reflections on the cultural backdrop of teaching and learning in ballet and highlights the importance of teachers to facilitate a supportive, unconditional, and trustworthy relationship so that they can work together in a more productive manner.

• Stone, Maxwell J.; Knight, Camilla J.; Hall, Ross; Shearer, Catherine; Nicholas, Ross & Shearer, David A. (2023). The Psychology of Athletic Tapering in Sport: A Scoping Review. Sports Medicine. ISSN 0112-1642. 53(4), s. 777–801. doi: 10.1007/s40279-022-01798-6. Vis sammendrag

  Taper is a common training strategy used to reduce fatigue and enhance athletic performance. However, currently, no review has summarised what psychological research has been conducted examining taper, what this research shows and what future research needs to be undertaken to extend the field. Consequently, a scoping review was conducted with three aims: (a) to determine the characteristics of psychological research examining taper, (b) to summarise psychological research collected during taper with adult athletes and coaches, and (c) to identify gaps in psychological research examining taper. Forty-eight articles were identified following an exhaustive search strategy and charted following scoping review guidelines. Results showed most research was quantitative, used a longitudinal design, was conducted in swimming, triathlon, cycling or across multiple sports, and used a university-, regional- or national-level male athlete sample. Eight themes were developed to summarise the research: Mood, Perception of Effort, Perceived Fatigue and Wellness, Recovery-Stress, Taper as a Stressor, Stress Tolerance, Psychological Preparation and Cognitive Functioning. Additionally, four research recommendations were identified: (a) conducting exploratory research that examines the impact taper has on athletes’ and coaches’ competition preparation and stress experience, (b) asking more advanced psychological questions and conducting multi-disciplinary research, (c) including a more diverse participant sample in studies and (d) examining the impact of psychological interventions during taper. Overall, this scoping review has highlighted the limited research examining the psychology of taper and the need for focused research that asks more complex questions across diverse populations.

• Brown, Natalie & Knight, Camilla J. (2021). Understanding female coaches’ and practitioners’ experience and support provision in relation to the menstrual cycle. International journal of sports science & coaching. ISSN 1747-9541. doi: 10.1177/17479541211058579.
• Solstad, Bård Erlend; Granerud, Morten; Haraldsen, Heidi Marian; Gustafsson, Henrik & Knight, Camilla J. (2021). An exploration of reciprocity between female athletes and their coach in elite junior swimming: a shared reality theory perspective. Qualitative Research in Sport, Exercise and Health. ISSN 2159-676X. doi: 10.1080/2159676X.2021.1941211. Fulltekst i vitenarkiv Vis sammendrag

  Based on the proposition that the relationship between a coach and athlete is at its best when both parties contribute to enhancing its quality, the present study sought to investigate if Shared Reality Theory could provide new insights on the topic. Specifically, the purpose of the present study was to explore: (a) how a shared reality is established, or fails to be established, over the course of the sporting partnership between athletes and their coach; and (b) how the presence of a shared reality (or not) in the coach-athlete relationship is related to the experienced quality of the relationship between athletes and their coach, as recorded over time. Narrative inquiry, embedded within a longitudinal qualitative approach, was adopted. Six female elite junior swimmers and their head coach completing three interviews each over a 9-month period. Data were analysed using narrative thematic analysis, leading to the development of two narratives: A prevention-oriented narrative and a promotion-oriented narrative. Overall, the findings suggests that athletes who experience a shared reality with their coach are more motivated and report a higher sense of psychological well-being. To establish the experience of a shared reality, reciprocal and honest communication motivated by trust in the other is needed. Due to power imbalance, it is deemed important for coaches to be supportive and trustworthy to encourage athletes to communicate with them, so the coach and his/her athletes can work together in a synergistic manner.

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• Knight, Camilla J. & Solstad, Bård Erlend (2023). Ti råd til idrettsforeldre: Slik støtter du barna best . Fædrelandsvennen. ISSN 0805-3790.
• Stone, Maxwell J.; Knight, Camilla J.; Hall, Ross; Shearer, Catherine; Nicholas, Ross & Shearer, David A. (2023). Erratum: Correction to: The Psychology of Athletic Tapering in Sport: A Scoping Review (Sports medicine (Auckland, N.Z.) (2023) 53 4 (777-801)). Sports Medicine. ISSN 0112-1642. 53(4), s. 803–806. doi: 10.1007/s40279-023-01824-1.

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