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APPLIED SPORT PSYCHOLOGY
wiL22391_fm_i-xxvi.indd 1 1/7/20 6:47 PM

CONTENTS
Preface xiii Teaching Several Skills: Blocked versus

Contributors xx Random Practice 26
Teaching Several Variations of a Skill:
Variable Practice 29
1 Sport Psychology: Past, Present, Future 1 Intervention Strategies 31
Jean M. Williams, University of Arizona, Case Study 34
Emeritus; Vikki Krane, Bowling Green State
Situation #1 Sample Response 34
University; Mallory E. Mann, Pacific Lutheran
University
3 A Positive Approach to Coaching Effectiveness
History of Sport Psychology 2
and Performance Enhancement 40
1965–1979: Birth of Sport Psychology and
Ronald E. Smith, University of Washington
Supporting Organizations 4
The 1980s: Increased Research, Professional Operant Conditioning: The ABCs
Growth, and Acceptance 6 of Behavior Control 41
1990–2019: Progress in Research, Application, Positive and Aversive Approaches to Influencing
and Professional Issues 9 Behavior 42
Future Directions in North American Applied Aversive Punishment: The Pain of It All 43
Sport Psychology 11 Response Cost: This’ll Cost You 44
Positive Reinforcement: Getting Good Things
to Happen 45
Performance Feedback: Providing Information
PART ONE—LEARNING, Needed to Improve Performance 49
MOTIVATION, AND SOCIAL
INTERACTION 4 The Motivational Climate, Motivation,
and Implications for Empowering Athletes
and the Promotion of the Quality of Sport
2 Motor Skill Learning for Effective
Engagement 57
Coaching and Performance 19
Joan L. Duda, The University of Birmingham,
Cheryl A. Coker, Plymouth State University
UK; Darren C. Treasure, University of Bath, UK
Motor Learning Defined 19
Achievement Goals: The Importance of How We
Phases of Motor Skill Learning 20 Judge Our Competence 59
The Cognitive Phase 20 Doing It for the Joy: The Determinants of Intrinsic
The Associative Phase 21 Motivation and Self-Determination 65
The Autonomous Phase 23 Pulling It Together: Toward More Empowering
Whole versus Part Practice 24 Sport Engagement 70
viii

Contents ix
5 The Self-Fulfilling Prophecy Theory:

When Coaches’ Expectations Become PART TWO—MENTAL
Reality 77 TRAINING FOR PERFORMANCE
Thelma S. Horn, Miami University; ENHANCEMENT
Jocelyn H. Newton, University of
Wisconsin-La Crosse; Curt L. Lox, 9 Psychological Characteristics of Peak
University of North Florida Performance 159
The Expectation–Performance Process 78 Vikki Krane, Bowling Green State University;
Sport Applications 86 Jean M. Williams, University of Arizona; Scott A.
Graupensperger, The Pennsylvania State University
6 Leadership in Sport: The Critical Overview of Peak Performance 160
Importance of Coach and Athlete Psychological Characteristics During Peak
Leadership 100 Experiences in Sport 160
Julia S. Ammary, Lehigh University; Flow and Clutch States 161
Jeff Janssen, Janssen Sports Leadership The Individualized Zone of Optimal
Center Functioning 162
Psychological Attributes and Skills of Successful
7 The Sport Team as an Effective and Less Successful Athletes 164
Group 122 A Profile of Mental Toughness 167
Mark Eys, Wilfrid Laurier University; Team, Coach, Family, and Organizational
Shauna M. Burke, Western University; Influences on Peak Performance 168
Blair Evans, The Pennsylvania State Conclusion: What It Takes to “Make It” 169
University
The Nature of Sport Groups 123 10 Increasing Awareness for Sport
Performance 176
Group Cohesion 123
Kenneth Ravizza, California State University at
Team Building 130
Fullerton; Angela Fifer, Breakthrough Performance
Consulting; Eric Bean, Get a Strong Mind
8 Communicating Effectively 139
The Importance of Awareness in Athletics 177
David P. Yukelson, The Pennsylvania
State University Awareness as It Relates to Skill Development 178
Techniques for Developing Awareness 183
Communication Defined 140
Communication in Sport 141
11 Goal-Setting for Peak Performance 189
Communication and Groups 143
Daniel Gould, Michigan State University
Goal-Setting Research and Theory 189
Examining Athletes’ and Coaches’ Uses of
Goal-Setting 192

x Contents
Goal-Setting and Technology 193 14 Cognitive Techniques for Building

Goal-Setting Guidelines 195 Confidence and Enhancing Performance 278
A Goal-Setting System for Coaches 200 Jean M. Williams, University of Arizona,
Common Problems in Setting Goals 201 Emeritus; Colleen M. Hacker, Pacific Lutheran
University
12 Understanding and Managing Stress Key Definitions: Confidence, Mental Toughness,
in Sport 210 Optimism, Self-Efficacy 279
Lee Baldock, University of South Wales, Common Misconceptions about Confidence 281
UK; Sheldon Hanton, Cardiff Metropolitan Prerequisites for Gaining Confidence 282
University, UK; Stephen D. Mellalieu, Self-Talk 285
Cardiff Metropolitan University, UK; Identifying Self-Talk 291
Jean M. Williams, University of Arizona, Techniques for Controlling Self-Talk 292
Emeritus
Cognitive-Behavioral Stress Management in Sport 15 Concentration and Strategies for
Psychology 211 Controlling It 314
Causes of and Responses to Stress 211 Jean M. Williams, University of Arizona,
Measurement of Stress-Related Symptoms 214 Emeritus; Jennifer Bhalla, Pacific University
Explaining the Relationship of Stress
Foundations for Attention Control Training 315
to Performance 215
Increasing Awareness of Types of Attention 320
Implications for Stress Management
Interventions 220 External Factors: Strategies to Minimize External
Distractions 323
Internal Factors: Strategies to Stay
13 Using Imagery as a Mental Training Focused 325
Tool in Sport 244
Robin S. Vealey, Miami University;
Samuel T. Forlenza, Shippensburg 16 Mindfulness in Sport 334
University Joe Mannion, Pepperdine University
What Is Imagery? 244 Eastern Roots and Western Branches:

Mindfulness and Culture 336
Evidence that Imagery Works to Enhance
Athletes’ Performance 247 Mindfulness in Sport Psychology 337
How Does Imagery Enhance Athletes’ Research Support for Mindfulness
Performance? 250 Interventions 338
How Do You Set Up an Imagery Training Formal Mindfulness-Based Modalities
Program? 256 in Sport 339
Imagery Cookbook for Coaches Doing Mindfulness with Athletes 341
and Practitioners 260 Interpersonal Mindfulness 344
Case Studies 266 A Word of Caution 346

Contents xi
19 Gender, Diversity, and Cultural

PART THREE—IMPLEMENTING Competence 409
TRAINING PROGRAMS Diane L. Gill, PhD, University of North Carolina
at Greensboro; Cindra S. Kamphoff, PhD,
17 Integrating and Implementing a Minnesota State University, Mankato
Psychological Skills Training Program 357 Overview and Framework 409
Robert S. Weinberg, Miami University; Jean M. The Cultural Context of Sport 411
Williams, University of Arizona, Emeritus Gender and Sexuality 415
Are Psychological Interventions Effective in Race and Ethnicity 417
Improving Sport Performance? 358 Cultural Competence and Social Justice in Sport
Who Will Benefit from Psychological Skills Psychology 420
Training? 359
Who Should Conduct the Psychological Skills
Training Program? 360 PART FOUR—ENHANCING
Components of Successful SPC Relationships and HEALTH AND WELL-BEING
Programs 361
When Should You Implement a Psychological
Skills Training Program? 362 20 When to Refer Athletes to Other
When Should Athletes Practice Psychological Helping Professionals 433
Skills? 363 David Tod, Liverpool John Moores University,
How Much Time Should Be Spent in Mental England; Hayley E. McEwan, University of the
Training? 363 West of Scotland, Scotland; Mark B. Andersen,
Setting Up a Mental Skills Training Program 364 Halmstad University, Sweden
Determining What Skills to Include 370 The False Dichotomy of Performance
Evaluation of Program Effectiveness 372 Enhancement Versus Problematic
Practical Pointers for Teaching Mental Skills 373 Personal Issues 434
Ethical Considerations for the Sport Psychology How to Start the Referral Process 436
Consultant 378 When Referrals Don’t Go Smoothly 438
Potential Problem Areas 379 Some Specific Athlete-Related Issues 439
Professional Development Tasks for Sport
Psychology Consultants and Students 444
18 A Social-Cognitive Approach to Conducting
Evidence Based Coach-Training Programs 386
Frank L. Smoll, University of Washington; 21 Doping in Sport: Causes and Cures 451
Ronald E. Smith, University of Washington Mark H. Anshel, Middle Tennessee State
University, Emeritus; Jean M. Williams,
Developing Coach-Training Programs 387
University of Arizona, Emeritus
Implementing Sport Psychology Workshops
for Coaches 395 Rationale for an Antidoping Policy in Sport 452
A Final Word 401 Review of Substances/Methods Banned in Sport 452

xii Contents
How Widespread Is Doping in Sport? 457 Athletes’ Reactions to Injury 498

Likely Causes of Doping in Sport 460 Teaching Specific Psychological Rehabilitation
Strategies for Controlling Doping 462 Strategies 507
22 Athlete Burnout: An Individual and 24 Athletes’ Careers and Transitions 519

Organizational Phenomenon 475 Natalia B. Stambulova, Halmstad University,
J. D. DeFreese, University of North Carolina Sweden
at Chapel Hill; Thomas D. Raedeke, Evolution and Current Structure of Athlete Career
East Carolina University; Alan L. Smith, Approaches in Sport Psychology 520
Michigan State University Career Development Frameworks
and Research 523
What Is Athlete Burnout? 475
Career Transition Frameworks and Research
How Prevalent Is Athlete Burnout? 476
Summary 527
Why Does Burnout Occur? A Review of
Insights from Cultural Praxis 531
Theoretically Informed Burnout Antecedents 477
Career Assistance Professional Philosophy and
Integrating the Burnout Knowledge Base: How the
Interventions 532
Individual and Organization Fit 481
Preventing Athlete Burnout: Individual and
Organizational Intervention Strategies 481 25 Exercise and Physical Activity
Participation: An Identity-Centered
Approach 542
23 Injury Risk and Rehabilitation:
Diane E. Whaley, University of Virginia;
Psychological Considerations 492
Duke Biber, University of West Georgia
Jean M. Williams, University of Arizona,
Emeritus; Carrie B. Scherzer, Mount Royal Psychological Benefits of Physical Activity 542
University The Case for an Identity-Centered Approach 546
Case Studies: Applying Theory to Practice 551
Factors That Predispose Athletes to Injury 492
Interventions to Reduce Injury Vulnerability 497 Index 563

P R E FAC E
Coaches and athletes have turned to applied sport New to This Edition
psychology to gain a competitive edge—to learn,
among other things, ways to manage competitive The same important topics, focus, and organiza-
stress, control concentration, improve confidence, tional structure have been retained for this eighth
increase communication skills, and promote team edition, but the revision reflects the latest research,
harmony. practice, and anecdotal examples in applied sport
The first edition of Applied Sport Psychology: psychology. In this edition, we have added a new
Personal Growth to Peak Performance, which was chapter on mindfulness. We also have taken new
published in 1986, was one of the first books writ- approaches to several of the topics. The coverage
ten specifically to introduce coaches and sport of building confidence and controlling concentra-
psychology consultants to psychological theories tion has been updated and extended. The chapter
and techniques that could be used to enhance on doping, previously referred to as drug abuse,
the performance and personal growth of sport integrates new conceptualizations on this topic. The
participants from youth sport to elite levels. The chapter on athletes’ career transitions reflects more
book focused primarily on three dimensions: contemporary theoretical approaches to under-
(a) techniques for developing and refining psycho- standing shifts in athletes’ focus and experiences
logical skills to enhance performance and personal during sport careers, as well as strategies to assist
growth; (b) suggestions for establishing a learning athletes going through transition periods. A new
and social environment that would enhance the approach also has been taken in the coverage of
effectiveness of coaches and maximize the skill exercise psychology, reflecting an identity approach
and personal growth of athletes; and (c) special to understanding exercise behaviors.
issues such as staleness and burnout, psychology All of the chapters have updated reference lists
of injury and injury rehabilitation, and retirement and integrate the most recent research into the dis-
from athletics. cussion of each topic. Also, throughout all of the
Later editions had the same focus but were chapters, new exercises and case studies have been
expanded to cover more topics and to add a phys- added to help students think more critically about
ical activity focus. New chapters were added on applied sport psychology and to apply the content
motivation, training youth sport coaches, improving to real-world situations. Current examples have
communication, referring athletes for professional been added to all chapters, as well as additional dis-
counseling, drug abuse in sport, cultural compe- cussion of practical applications reflecting today’s
tence, and exercise psychology. The last chapter coaches and athletes.
reflected the growing importance to applied sport Connect provides additional resources for in
psychology of understanding the psychological ben- structors and has been updated coinciding with the
efits and risks of exercise and the psychological and eighth edition of the book. Visit Connect to find helpful
behavioral principles for enhancing exercise adop- materials such as a test bank of questions, PowerPoint
tion and adherence. presentations, student learning experiences. The
xiii

xiv Preface
student learning experiences can assist instructors graduate course, the instructor may want to sup-
in bringing the content to life and applying it to real- plement it with readings from the research stud-
life situations. ies cited by the contributors.
Written Specifically for Sport Comprehensive Coverage of Topics

Psychologists and Coaches
No other text in applied sport psychology encom-
Approximately 400 books have been published on passes the comprehensive approach taken here. The
mental skills for peak performance, but most of first chapter discusses the past, present, and future
these books continue to be written primarily for the of sport psychology. The remainder of the book is
sport participant. Their coverage is not comprehen- divided into four parts.
sive enough for the sport psychology consultant or Part One covers learning, feedback, motiva-
coach who needs to understand the rationale behind tion, leadership, and social interactions that result
the psychological constructs and must know how in group cohesion and the development of effective
to make application across a wide variety of situa- groups and communication. For clarity and sim-
tions and sport participants. Books written for sport plicity, some of these chapters have been written in
psychology consultants and coaches are typically the vernacular of the coach. These chapters are not
general textbooks that attempt to cover the entire only useful for coaches, however. Sport psychology
field of sport psychology. Thus, their coverage of consultants frequently find it necessary to work with
applied issues—and particularly psychological inter- coaches in areas such as improving communication
ventions for enhancing sport performance, personal skills, building team rapport, and fostering more
growth, and exercise participation—is superficial effective leadership behaviors. Also, the same prin-
compared to the in-depth coverage this text pro- ciples of learning, motivation, and social interaction
vides. Other applied textbooks do not have the that help to increase a coach’s effectiveness apply
comprehensive coverage of this book, the expertise to the sport psychology consultant teaching mental
of the diverse contributors, or as clear a presenta- skills and interacting with athletes. Accordingly,
tion of the theories and research that provide the the knowledge and insight gained from reading the
foundation for application. chapters in Part Two are as appropriate for current
and prospective sport psychology consultants as
Based on the Latest Research they are for coaches.
and Practice Part Two of the book discusses mental train-
ing for enhancing performance. This section begins
The knowledge and experiential base in applied with a chapter on the psychological characteristics
sport psychology, particularly for science-based of peak performance; other chapters discuss identi-
interventions, has greatly expanded since the ini- fying ideal performance states, setting and achieving
tial publication of this book. Each new edition goals, managing stress and energy levels, training
has reflected the latest research and cutting-edge in imagery, identifying optimal concentration and
practice in applied sport psychology. Although learning how to control it, building confidence, and
the primary focus of the eighth edition contin- teaching mindfulness. Part Three deals with imple-
ues to be on application, each chapter provides menting training programs. The first chapter pro-
theoretical and research foundations when appro- vides suggestions for integrating and implementing
priate. When using the book as a textbook for a a psychological skills training program. The second

Preface xv
chapter provides guidance on how to conduct sport Integrated Organization and

psychology training programs with coaches. The
Writing Style
final chapter provides guidance and suggestions for
achieving cultural competence. The book has the major advantage of drawing on
Part Four focuses on enhancing health and the diverse expertise and perspectives of 44 con-
wellness. It contains chapters that address when tributors, but it avoids the common disadvantage
sport competitors should be referred to other help- of disparate coverage and diverse writing styles
ing professionals, causes and interventions for frequently found in edited textbooks. The content
doping in sport, the occurrence and prevention of and sequencing of chapters have been carefully
burnout, injury risk and rehabilitation, transitions coordinated to ensure comprehensive coverage
in sport careers, and the psychological benefits of and progressive development of concepts while
exercise, as well as interventions to increase exer- eliminating undesirable overlap and inconsis-
cise adoption and adherence. No sport psychology tency in terminology. Writing focus, styles, and
book has dealt with all of these issues, even though organization have been standardized as much as
they are crucial to sport performance, personal possible. In addition, many of the chapters in this
development, and the enhancement of sport and edition have been rewritten for even greater clarity
exercise participation and benefits. and succinctness. Each chapter cites appropriate
The appropriateness of these chapters for research and theory, applies this work to the world
certain courses will depend on the students’ back- of sport and/or exercise, and provides examples
grounds and interests. The book was planned to and intervention exercises whenever appropriate.
provide complete coverage of psychological theo- Each chapter also begins with an introduction that
ries, techniques, and issues relevant to enhancing highlights the content of the chapter and ends with
personal growth, sport performance, and exercise a conclusion or summary of the major psycholog-
participation. Instructors may select those chap- ical constructs and skills and study questions for
ters that are appropriate for their courses. For students.
example, Chapters 2 and 3 concern motor skills
learning and principles of reinforcement and feed-
back; this material might be redundant if students Application Examples and
already have a thorough background in motor Teaching Resources
learning. Chapter 23, on sport transitions, may
interest only individuals who work with athletes The numerous examples given throughout the book
facing transition. greatly facilitate the translation of psychological
theory and constructs into everyday practice. Many
of the examples involve well-known professional
Written by Leading Experts in and amateur sportspeople. The examples cut across
Sport Psychology a wide variety of sports and provide important anec-
dotal evidence that can be used to motivate individ-
The contributors to this volume are leading scholars uals to develop psychological and behavioral skills
and practitioners in sport and exercise psychology. for their sport and exercise participation. These
They work with physically active people from youth real-life examples are frequently supplemented with
sport to Olympic and professional levels, and many hypothetical examples, exercises, and case studies
have illustrious backgrounds as elite athletes or created by the contributors to clarify appropriate
coaches. applications.

xvi Preface
To further provide an optimal learning environ- climate of a sport program. The benefits that can be
ment for students, instructors can visit Connect for derived from this text will arise not just in sport per-
more resources. SmartBook® 2.0, chapter lecture formance but in overall performance outside of sport
PowerPoints, an objective test bank, and student and, perhaps most important, in general personal
learning experiences are available. growth and increased physical and mental health.
Applied Sport Psychology Provides Acknowledgments

Many Benefits
We thank Mallory Mann and Alan Kornspan for
The rewards are many for those who choose to ded- their help in updating the supplemental materials.
icate themselves to the pursuit of excellence and We also are indebted to the fine editorial staff at
personal growth through use of the theories and McGraw-Hill, most particularly we thank Erika Lo,
techniques of applied sport and exercise psychology. our product developer, for her efficiency and thor-
Coaches and sport participants acknowledge the oughness during the development of this edition.
importance of mental factors in sport development Finally, we would like to thank Katie Roman, our
and performance, yet the time individuals actually development editor, Rajendra Singh Bisht, our proj-
spend practicing mental skills belies this view. In pub- ect manager, and Lisa McCoy, our freelance copy-
lishing this book, we have made a serious effort to editor, for their attention to detail and guidance
help abolish that inconsistency by supplying not only during the production process.
the necessary knowledge to improve performance
but also the knowledge to improve the psychological Jean M. Williams & Vikki Krane

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CONTRIBUTORS
Jean M. Williams is a professor emeritus at the Mark B. Andersen is a registered clinical psychologist
University of Arizona. She taught courses in stress in Australia and an adjunct professor at Halmstad
and coping and psychology of excellence. She con- University in Sweden. He has published nine books,
sulted with intercollegiate athletes and coaches and more than 180 journal articles and book chapters, and
with top amateur and professional athletes. Earlier has made over 100 national and international confer-
in her career she coached nationally ranked fencing ence presentations, including 18 invited keynotes on
teams. Williams has published nine books (seven four different continents. Besides his psychodynamic
are edited texts) and more than 100 research arti- and Buddhist/mindfulness approaches in his clinical
cles and book chapters. She is a past president, work with private clients, he also supervises psycholo-
fellow, and certified consultant in the Association gists in eight different countries around the world (via
of Applied Sport Psychology and a fellow in the Skype). He lives in Hobart, Tasmania.
National Academy of Kinesiology.
Mark H. Anshel is a professor in the Department
Vikki Krane is a professor of teaching excellence of Health and Human Performance, with a joint
in the School of Human Movement, Sport, and appointment in the Department of Psychology
Leisure Studies at Bowling Green State University. at Middle Tennessee State University. His aca-
Krane’s scholarship focuses on gender and sex- demic degrees include a BS in physical education
uality in sport. She has published over 100 book (Illinois State University) and an MA (McGill
chapters and journal articles and is editor of the University) and PhD (Florida State University) in
book Sex, Gender, and Sexuality in Sport: Queer motor behavior/sport psychology. He is the author
Inquiries. Krane has been the editor of The Sport of Sport Psychology: From Theory to Practice (5th
Psychologist and the Women in Sport and Physical ed.), Applied Exercise Psychology, and Concepts in
Activity Journal. Krane has consulted with a variety Fitness: A Balanced Approach to Good Health. He
of athletes, including at the high school, rising elite has authored numerous book chapters and articles
adolescent, and college levels. in scientific journals. Anshel is a fellow with the
American Psychological Association (Div. 47).
Julia D. S. Ammary is the director of athletics lead-
ership development at Lehigh University where she Lee Baldock is a doctoral student and lecturer
is responsible for the oversight and facilitation of in the School of Health, Sport and Professional
comprehensive leadership development efforts for Practice at the University of South Wales, the
student-athletes and coaches and participates in the United Kingdom. His primary research interests lie
review, evaluation, and development of Lehigh’s 25 in exploring the stress and well-being of key stake-
Division I sports programs. Ammary played softball holders operating in sport organizations, with his
at Lehigh before earning her master’s degree in inter- PhD examining the stress and well-being of elite
collegiate athletics leadership from the University football (soccer) coaches. He is also a neophyte
of Washington. She joined the Janssen Sports practitioner (sport psychology) who has provided a
Leadership Center as an associate and conducts range of consultancy services to athletes, coaches,
leadership development seminars with student-ath- and national governing bodies from different sports
letes at high schools and colleges across the country. at the elite and nonelite level.
xx

Contributors xxi
Duke Biber is an assistant professor in Health and burnout, depression, anxiety, well-being) with athlete
Community Wellness in the College of Education, at social functioning (e.g., social support, negative social
the University of West Georgia. He is the research experiences) and physical functioning. DeFreese is the
coordinator for the Wolf Wellness Lab at the programs and services director for UNC’s Center for
University of West Georgia and teaches exercise the Study of Retired Athletes and program manager
psychology, mental and emotional wellness, and for the UNC’s Brain & Body Health and Milestone
research methods in health psychology. His research Wellness Programs, that provides comprehensive
examines the impact of emotional regulation (e.g., assessments to former NFL players completed in
self-compassion and mindfulness training) on col- collaboration with the NFLPA Players’ Association
lege student physical activity adherence. Burke has Trust services department and UNC hospitals.
also served as a mental skills consultant for Emory
University, Georgia Institute of Technology, Georgia Joan L. Duda is a professor of sport and exercise
Southern University, and Georgia State University. psychology in at The University of Birmingham, the
United Kingdom. She is president of the European
Shauna M. Burke is an associate professor in the College of Sport Sciences, past president of the
School of Health Studies at Western University. Her AASP, and has been a member of the executive
primary specialization is the psychology of health boards of several other professional organizations
and physical activity, with a focus on child obesity in the field. Duda has published over 300 papers
and family health. In addition to over 100 presen- and book chapters on motivational processes and
tations, workshops, and invited lectures at national the psychological and emotional dimensions of
and international scientific conferences, Burke has sport, exercise, and dance. As a mental skills con-
published several research articles and book chap- sultant, Duda has worked with athletes, coaches,
ters in the areas of group dynamics, childhood obe- and parents from the grassroots to the Olympic
sity, and physical activity, and has also co-authored and professional levels as well as performing art-
a textbook entitled Core Concepts in Health, now in ists. For her contributions to the field, she received
its third Canadian edition. an honorary doctorate degree from the Norwegian
School of Sport Sciences and is a recipient of the
Cheryl Coker is a professor in the Doctor of Physical Distinguished Scholar Award from NASPSPA.
Therapy Program at Plymouth State University.
She is a motor learning specialist who draws from M. Blair Evans is an assistant professor in the
her experiences an athlete, coach, and movement Department of Kinesiology at Pennsylvania
educator to assist practitioners in putting theory State University. He completed his doctoral stud-
into practice. She has given over 100 presentations ies at Wilfrid Laurier University, followed by a
throughout the United States and internationally post-doctoral fellowship at Queen’s University
on coaching and motor behavior, has contributed (Canada). Evan’s teaching and research interests
to numerous scholarly and practitioner journals, share an assumption that small groups—collectives
and is the author of the textbook Motor Learning like sport teams and exercise groups—are a vital
and Control for Practitioners, which has been well context for promoting physical activity while also
received for its applications-based approach. being a place for social participation in the com-
munity. Along with colleagues and students in the
J. D. DeFreese is a clinical assistant professor in Penn State Team lab, he leverages theories pertain-
the Department of Exercise and Sport Science at ing to group dynamics to target social issues rang-
the University of North Carolina at Chapel Hill. ing from promoting youth well-being to enhancing
His research examines associations among current sport experiences for individuals with physical
and former athlete psychological functioning (e.g., disabilities.

xxii Contributors
Mark Eys is the Canada Research Chair in Group and she has presented over 100 scholarly papers
Dynamics and Physical Activity and a professor at at national and international conferences. She is
Wilfrid Laurier University (Canada) in the depart- former editor of the Journal of Sport and Exercise
ments of Kinesiology/Physical Education and Psychology and former president of APA Division
Psychology. His research focus is group dynam- 47, the North American Society for the Psychology
ics in sport and exercise, with specific interests in of Sport and Physical Activity, and the Research
cohesion and individual roles within a group envi- Consortium of AAHPERD (now SHAPE).
ronment. Eys is an Early Researcher Award recip-
ient from the Ministry of Research and Innovation Daniel Gould is the director of the Institute for the
(Province of Ontario). He is also a former intercol- Study of Youth Sports and a professor at Michigan
legiate basketball player and has coached soccer at State University. His research focuses on competi-
club and university levels. tive stress and coping, positive youth development
through sport, and the effectiveness of psychologi-
Angela Fifer is a performance enhancement trainer cal skills training interventions. He is also involved
at the United States Military Academy at West in coaching education and children’s sports. Gould
Point, where she provides performance excellence has been a consultant to elite international athletes
training to numerous varsity and club teams and in a wide variety of sports. Formerly a wrestler and
individuals. Fifer completed her PhD in kinesiol- football and baseball player, he remains an avid fit-
ogy at Michigan State University. Her research ness enthusiast. Gould was the founding co-editor
has focused on recreational female marathoners of The Sport Psychologist. He served as president
and how they find life meaning through running. of the AASP and held leadership positions with
She won the 2009 AASP Distinguished Student numerous organizations such as U.S.A. Wrestling
Practitioner Award. Angie is an avid marathoner and the U.S. Olympic and Paralympic Committee.
and recent Ironman finisher.
Scott Graupensperger is a doctoral student in kine-
Samuel T. Forlenza is an associate professor of exer- siology at The Pennsylvania State University, where
cise science at Shippensburg University. He teaches he studies the impact of group and peer influences
courses in sport and exercise psychology, research in sport and exercise settings. Graupensperger’s
design and statistics, stress management, and first- research entails understanding how teammates and
year seminars. Forlenza’s research interests primarily the team environment may influence student-ath-
center around the application of imagery for sport letes’ decisions to engage in health-risk behavior
and exercise performance. He also is interested (e.g., alcohol misuse) with a particular focus on the
in students’ perceptions of older adults and their role of social identity on adherence to group norms.
interest in serving the older adult population in the He is currently supported by a National Research
future. When Sam is not teaching and conducting Service Award (F31) from the National Institute of
research, he enjoys cooking, exercising, and reading. Alcoholism and Alcohol Abuse.
Diane L. Gill is a professor in the Department of Colleen M. Hacker is a professor in the Department
Kinesiology at the University of North Carolina at of Kinesiology at Pacific Lutheran University. She is
Greensboro. Her research emphasizes social psy- a fellow in the National Academies of Practice, is a
chology, with a focus on physical activity and psycho- CMPC, and is listed on the USOC Sport Psychology
logical well-being. Her publications include the text, and Mental Skills Registry. She served on the coach-
Psychological Dynamics of Sport and Exercise (now ing staff in six Olympic Games. Hacker also serves as
in its fourth edition), and over 100 journal articles, the mental skills coach to professional, international,

Contributors xxiii
and Olympic athletes in a variety of sports, including authored The Team Captain’s Leadership Manual,
MLB, the NFL, PGA, LPGA, MLS, and NWSL. Championship Team Building, How to Develop
She received the Distinguished Professional Practice Relentless Competitors, The Commitment Continuum
Award from AASP; the Presidential Citation from System, and The Seven Secrets of Successful Coaches.
APA; and has delivered over 200 professional pre-
sentations, published more than 40 articles, book Cindra S. Kamphoff, is the director of The Center of
chapters and co-authored a book. Sport and Performance Psychology and a professor
in sport and performance psychology at Minnesota
Sheldon Hanton is pro vice-chancellor for research State University. Her research focuses on the psy-
and innovation at Cardiff Metropolitan University, chology of running and marathoning, and gender
the United Kingdom, and a professor of sport and cultural diversity in sport and physical activity.
psychology. He is the editor-in-chief of The Sport She received the 2006 NASPE Sport and Exercise
Psychologist international journal. Hanton is a char- Psychology Academy Dissertation Award. She is
tered psychologist with the British Psychological an active member of SHAPE and AASP, and reg-
Society and Practitioner with the Health and Care ularly works as a consultant teaching mental skills
Professions Council. His research interests focus on to athletes. Kamphoff authored the bestselling book
competition and organizational stress, positive orga- Beyond Grit: Ten Powerful Practices to Gain the High
nizational psychology, mental toughness, reflective Performance Edge. She also is a Certified Mental
practice, and injury psychology, amassing in excess Performance Consultant through AASP.
of 250 journal articles, edited texts, book chapters,
and conference communications. Curt L. Lox is dean of the Brooks College of
Health at the University of North Florida. Lox has
Thelma Sternberg Horn is a professor in the coached at the youth and high school levels and
Department of Kinesiology and Health at Miami has worked as a sport psychology consultant for
University (Ohio). Her research interests are players and coaches at the interscholastic, inter-
focused on the social psychological factors that collegiate, national, and professional levels. His
influence the psychosocial development of chil- research interests center around the psychologi-
dren, adolescents, and young adults in sport and cal impact of exercise for special populations. He
physical activity settings. Horn is a former editor of completed his master’s degree at Miami University
the Journal of Sport and Exercise Psychology, and the (Ohio) and doctoral degree at the University of
fourth edition of her edited text, Advances in Sport Illinois at Urbana-Champaign. Lox is co-author of
Psychology, was published in 2019. She has coached The Psychology of Exercise: Integrating Theory and
at both interscholastic and intercollegiate levels and Practice which is currently in its fifth edition.
teaches courses that focus on children and youth in
sport and coaching behavior and practices. Joe Mannion earned his doctorate in clinical psychol-
ogy at Pepperdine University, where he developed a
Jeff Janssen is one of the world’s top experts on sport-based mindfulness program for his dissertation.
sports leadership and president of the Janssen Sports He completed his predoctoral internship at Wake
Leadership Center. Mr. Janssen’s pioneering work Forest University and two 1-year externships in neu-
on sports leadership has led to the creation of com- ropsychology at the Sports Concussion Institute
prehensive and cutting-edge leadership academies and Long Beach VA Hospital. Mannion earned his
for student-athletes and coaches at North Carolina, Master of Science degree in sport psychology at
Michigan, Illinois, Arkansas, LSU, NC State, Georgia Southern University and completed a year
Colorado, and many other schools. He also has of extended graduate studies at Victoria University

xxiv Contributors
in Melbourne, Australia. He has been an adjunct at Rugby Science Network. Mellalieu is also a char-
two universities and is a regular participant in Team tered psychologist with the British Psychological
Denmark and Team Switzerland’s private “mind- Society and a practitioner with the Health and Care
fulness and acceptance approaches in elite sport” Professions Council, with consultancy experience
summit. Mannion collaborates with athletes, entre- in a number of Olympic and professional sports.
preneurs, and other performers in a private consult-
ing practice and enjoys connecting through social Jocelyn Horn Newton is an associate professor in
media (e.g., LinkedIn, ResearchGate). the Department of Psychology at the University of
Wisconsin La Crosse where she primarily teaches
Mallory E. Mann is an assistant professor in the graduate classes in school psychology. Newton is
Department of Kinesiology at Pacific Lutheran an associate editor for the journal Psychology in
University. Her scholarly interests include coaching the Schools. Her research interests center around
effectiveness and cultural sport psychology. Mann the study of parent and teacher behaviors that
is a certified consultant through the Association for affect the preschool child. Newton completed a BA
Applied Sport Psychology (AASP). She has experi- at the College of Wooster, an MA, and a PhD in
ence consulting with youth and college athletes in mul- school psychology at Ball State University. She is
tiple sports. Before attaining her current position as a nationally certified school psychologist and has
a faculty member in the Department of Kinesiology, experience in psychoeducational assessment and
she coached college basketball and has over 15 years consultation in elementary and preschool settings.
of coaching experience at the youth level.
Thomas Raedeke is a professor in kinesiology at East
Hayley McEwan teaches in the School of Health and Carolina University. Given his interest in motivation,
Life Sciences, University of the West of Scotland stress, and well-being, one of his research specialties
(UWS), Lanarkshire, Scotland. She received her focuses on burnout. Currently, he is an associate
doctorate from UWS in 2016. Her research interests editor for Research Quarterly for Exercise and Sport
include the training and supervision of practitioners and on the editorial boards of the Journal of Applied
and the development of professional judgement and Sport Psychology and Sport, Exercise, and Performance
decision-making expertise in sport practitioners. Psychology. Raedeke is a certified consultant through
Since 2009, Hayley has worked as a sport psychol- the Association of Applied Sport Psychology, has
ogy practitioner with athletes and coaches. She was served as chair for the Sport and Exercise Psychology
a Great Britain age-group triathlete and continues Academy, and was a recipient of the University of
to compete in sprint distance triathlon. North Carolina Board of Governors Award for
Excellence in Teaching. Prior to university employ-
Stephen D. Mellalieu is a professor in sport psy- ment, he was a research assistant at the American
chology in the Cardiff School of Sport and Health Coaching Effectiveness Program/Human Kinetics
Sciences at Cardiff Metropolitan University, the and the United States Olympic Training Center.
United Kingdom. He has published over 100
research papers and co-edited several texts within Kenneth Ravizza now deceased, was professor emer-
the applied sport psychology field. His research itus at California State University at Fullerton. His
interests lie in stress, well-being and performance, research examined the nature of peak performance in
psychological skills training, and the organizational a variety of domains. Ravizza was posthumously con-
environment of elite sport. He is the current editor ferred as a Certified Mental Performance Consultant
of the Journal of Applied Sport Psychology, a former (CMPC) Emeritus through AASP. He developed and
editorial board member of The Sport Psychologist, implemented performance-enhancement programs
and co-founder and network editor of the World for business groups, health care and school staffs,

Contributors xxv
cancer patients, police officers, and physicians. He personality, stress and coping, and sport psychology
worked with his university’s baseball, softball, and research and interventions. Smith has directed per-
gymnastics teams; with Olympic athletes such as U.S. formance enhancement programs for several pro-
baseball, water polo, softball, and figure skaters; and fessional baseball organizations, and his research
with professional teams such as the Anaheim Angels team has developed widely used sport psychol-
and New York Jets. He also consulted with numerous ogy measurement tools, including the Coaching
athletic departments in the area of coaching effective- Behavior Assessment System, the Sport Anxiety
ness (UCLA, Texas, LSU, Harvard). Scale-2, the Athletic Coping Skills Inventory-28, the
Motivational Climate Scale for Youth Sports, and
Carrie B. Scherzer is an assistant professor of psy- the Achievement Goal Scale for Youth Sports.
chology at Mount Royal University in Calgary,
Alberta. She completed her doctorate at the Frank L. Smoll is a professor of psychology at the
University of Arizona in clinical psychology, with University of Washington. His research focuses on
an emphasis in sport psychology. Scherzer received coaching behaviors in youth sports and on the psy-
her BA in psychology (Honours) from Concordia chological effects of competition on children and
University and her MS in athletic counseling at adolescents. He has published more than 145 scien-
Springfield College. Her research interests include tific articles and book chapters, and he is co-author
rehabilitation from injury, eating disorders, and pro- of 22 books and manuals on children’s athletics.
fessional training and development. She is a Certified Professor Smoll is a fellow of the APA, AAKPE,
Mental Performance Consultant (CMPC) and for- and AASP. In 2002, he was the recipient of AASP’s
merly chaired the certification review committee of Distinguished Professional Practice Award. Smoll
AASP. She currently serves on the editorial board for has extensive experience in conducting psycholog-
the Journal of Clinical Sport Psychology. She has done ically oriented coaching clinics and workshops for
performance enhancement, injury rehabilitation, and parents of young athletes.
academic counseling with intercollegiate athletes.
Natalia B. Stambulova is a professor in sport and
Alan L. Smith is a professor and chair in the exercise psychology at the School of Health and
Department of Kinesiology at Michigan State Welfare at Halmstad University, Sweden, and a
University. His research addresses the link of sport visiting professor at the School of Sports Science
and physical activity involvement with young peo- and Clinical Biomechanics at Southern Denmark
ple’s psychological and social functioning. This University, Denmark. Her research and about
work includes issues surrounding peer relationships, 200 publications are about athletes’ career/tal-
motivational processes, and athlete burnout. Smith ent development, transitions, and evidence-based
has served as associate editor of the Journal of Sport strategies for career assistance. She is a fellow
& Exercise Psychology and on the editorial boards and a winner of the Distinguished International
of Child Development, International Journal of Sport Scholar Award of the Association of Applied Sport
Psychology, and Journal of Applied Sport Psychology. Psychology (2004), a fellow and former vice-pres-
He is president of the North American Society for ident (2009–2017) of the International Society of
the Psychology of Sport and Physical Activity and Sport Psychology, and a member of several editorial
is a fellow of the National Academy of Kinesiology. boards.
Ronald E. Smith is a professor of psychology at the David Tod teaches in the Department of Psychology,
University of Washington. He is a co-founder and Aberystwyth University, the United Kingdom. He
past president of the Association of Applied Sport received his doctorate from Victoria University in
Psychology. His major research interests are in 2006. His research interests include the training and

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6. Mrs. Greene’s will makes the five children equal beneficiaries.
In event of death of any of them the survivors share alike; and if all
should die the estate goes to their families, if any.
7. The sleeping-rooms of the Greenes are arranged thus: Julia’s
and Rex’s face each other at the front of the house; Chester’s and
Ada’s face each other in the centre of the house; and Sibella’s and
Mrs. Greene’s face each other at the rear. No two rooms
intercommunicate, with the exception of Ada’s and Mrs. Greene’s;
and these two rooms also give on the same balcony.
8. The library of Tobias Greene, which Mrs. Greene believes she
had kept locked for twelve years, contains a remarkably complete
collection of books on criminology and allied subjects.
9. Tobias Greene’s past was somewhat mysterious, and there
were many rumors concerning shady transactions carried on by him
in foreign lands.
First Crime
10. Julia is killed by a contact shot, fired from the front, at 11.30 P.
M.
11. Ada is shot from behind, also by a contact shot. She
recovers.
12. Julia is found in bed, with a look of horror and amazement on
her face.
13. Ada is found on the floor before the dressing-table.
14. The lights have been turned on in both rooms.
15. Over three minutes elapse between the two shots.
16. Von Blon, summoned immediately, arrives within half an hour.
17. A set of footprints, other than Von Blon’s, leaving and
approaching the house, is found; but the character of the snow
renders them indecipherable.
18. The tracks have been made during the half-hour preceding
the crime.
19. Both shootings are done with a .32 revolver.
20. Chester reports that an old .32 revolver of his is missing.
21. Chester is not satisfied with the police theory of a burglar, and
insists that the District Attorney’s office investigate the case.
22. Mrs. Greene is aroused by the shot fired in Ada’s room, and
hears Ada fall. But she hears no footsteps or sound of a door
closing.
23. Sproot is half-way down the servants’ stairs when the second
shot is fired, yet he encounters no one in the hall. Nor does he hear
any noise.
24. Rex, in the room next to Ada’s, says he heard no shot.
25. Rex intimates that Chester knows more about the tragedy
than he admits.
26. There is some secret between Chester and Sibella.
27. Sibella, like Chester, repudiates the burglar theory, but
refuses to suggest an alternative, and says frankly that any member
of the Greene family may be guilty.
28. Ada says she was awakened by a menacing presence in her
room, which was in darkness; that she attempted to run from the
intruder, but was pursued by shuffling footsteps.
29. Ada says a hand touched her when she first arose from bed,
but refuses to make any attempt to identify the hand.
30. Sibella challenges Ada to say that it was she (Sibella) who
was in the room, and then deliberately accuses Ada of having shot
Julia. She also accuses Ada of having stolen the revolver from
Chester’s room.
31. Von Blon, by his attitude and manner, reveals a curious
intimacy between Sibella and himself.
32. Ada is frankly fond of Von Blon.
Second Crime
33. Four days after Julia and Ada are shot, at 11.30 p. m., Chester
is murdered by a contact shot fired from a .32 revolver.
34. There is a look of amazement and horror on his face.
35. Sibella hears the shot and summons Sproot.
36. Sibella says she listened at her door immediately after the
shot was fired, but heard no other sound.
37. The lights are on in Chester’s room. He was apparently
reading when the murderer entered.
38. A clear double set of footprints is found on the front walk. The
tracks have been made within a half-hour of the crime.
39. A pair of galoshes, exactly corresponding to the footprints, is
found in Chester’s clothes-closet.
40. Ada had a premonition of Chester’s death, and, when
informed of it, guesses he has been shot in the same manner as
Julia. But she is greatly relieved when shown the footprint patterns
indicating that the murderer is an outsider.
41. Rex says he heard a noise in the hall and the sound of a door
closing twenty minutes before the shot was fired.
42. Ada, when told of Rex’s story, recalls also having heard a
door close at some time after eleven.
43. It is obvious that Ada knows or suspects something.
44. The cook becomes emotional at the thought of any one
wanting to harm Ada, but says she can understand a person having
a reason to shoot Julia and Chester.
45. Rex, when interviewed, shows clearly that he thinks some
one in the house is guilty.
46. Rex accuses Von Blon of being the murderer.
47. Mrs. Greene makes a request that the investigation be
dropped.
Third Crime
48. Rex is shot in the forehead with a .32 revolver, at 11.20 a. m.,
twenty days after Chester has been killed and within five minutes of
the time Ada phones him from the District Attorney’s office.
49. There is no look of horror or surprise on Rex’s face, as was
the case with Julia and Chester.
50. His body is found on the floor before the mantel.
51. A diagram which Ada asked him to bring with him to the
District Attorney’s office has disappeared.
52. No one up-stairs hears the shot, though the doors are open;
but Sproot, down-stairs in the butler’s pantry, hears it distinctly.
53. Von Blon is visiting Sibella that morning; but she says she
was in the bathroom bathing her dog at the time Rex was shot.
54. Footprints are found in Ada’s room coming from the balcony
door, which is ajar.
55. A single set of footprints is found leading from the front walk
to the balcony.
56. The tracks could have been made at any time after nine
o’clock that morning.
57. Sibella refuses to go away on a visit.
58. The galoshes that made all three sets of footprints are found
in the linen-closet, although they were not there when the house was
searched for the revolver.
59. The galoshes are returned to the linen-closet, but disappear
that night.
Fourth Crime
60. Two days after Rex’s death Ada and Mrs. Greene are
poisoned within twelve hours of each other—Ada with morphine,
Mrs. Greene with strychnine.
61. Ada is treated at once, and recovers.
62. Von Blon is seen leaving the house just before Ada swallows
the poison.
63. Ada is discovered by Sproot as a result of Sibella’s dog
catching his teeth in the bell-cord.
64. The morphine was taken in the bouillon which Ada habitually
drank in the mornings.
65. Ada states that no one visited her in her room after the nurse
had called her to come and drink the bouillon; but that she went to
Julia’s room to get a shawl, leaving the bouillon unguarded for
several moments.
66. Neither Ada nor the nurse remembers having seen Sibella’s
dog in the hall before the poisoned bouillon was taken.
67. Mrs. Greene is found dead of strychnine-poisoning the
morning after Ada swallowed the morphine.
68. The strychnine could have been administered only after 11 p.
m. the previous night.
69. The nurse was in her room on the third floor between 11 and
11.30 p. m.
70. Von Blon was calling on Sibella that night, but Sibella says he
left her at 10.45.
71. The strychnine was administered in a dose of citrocarbonate,
which, presumably, Mrs. Greene would not have taken without
assistance.
72. Sibella decides to visit a girl chum in Atlantic City, and leaves
New York on the afternoon train.
Distributable Facts
73. The same revolver is used on Julia, Ada, Chester, and Rex.
74. All three sets of footprints have obviously been made by
some one in the house for the purpose of casting suspicion on an
outsider.
75. The murderer is some one whom both Julia and Chester
would receive in their rooms, in negligé, late at night.
76. The murderer does not make himself known to Ada, but
enters her room surreptitiously.
77. Nearly three weeks after Chester’s death Ada comes to the
District Attorney’s office, stating she has important news to impart.
78. Ada says that Rex has confessed to her that he heard the
shot in her room and also heard other things, but was afraid to admit
them; and she asks that Rex be questioned.
79. Ada tells of having found a cryptic diagram, marked with
symbols, in the lower hall near the library door.
80. On the day of Rex’s murder Von Blon reports that his
medicine-case has been rifled of three grains of strychnine and six
grains of morphine—presumably at the Greene mansion.
81. The library reveals the fact that some one has been in the
habit of going there and reading by candle-light. The books that
show signs of having been read are: a handbook of the criminal
sciences, two works on toxicology, and two treatises on hysterical
paralysis and sleep-walking.
82. The visitor to the library is some one who understands
German well, for three of the books that have been read are in
German.
83. The galoshes that disappeared from the linen-closet on the
night of Rex’s murder are found in the library.
84. Some one listens at the door while the library is being
inspected.
85. Ada reports that she saw Mrs. Greene walking in the lower
hall the night before.
86. Von Blon asserts that Mrs. Greene’s paralysis is of a nature
that makes movement a physical impossibility.
87. Arrangements are made with Von Blon to have Doctor
Oppenheimer examine Mrs. Greene.
88. Von Blon informs Mrs. Greene of the proposed examination,
which he has scheduled for the following day.
89. Mrs. Greene is poisoned before Doctor Oppenheimer’s
examination can be made.
90. The post mortem reveals conclusively that Mrs. Greene’s leg
muscles were so atrophied that she could not have walked.
91. Ada, when told of the autopsy, insists that she saw her
mother’s shawl about the figure in the hall, and, on being pressed,
admits that Sibella sometimes wore it.
92. During the questioning of Ada regarding the shawl Mrs.
Mannheim suggests that it was she herself whom Ada saw in the
hall.
93. When Julia and Ada were shot there were, or could have
been, present in the house: Chester, Sibella, Rex, Mrs. Greene, Von
Blon, Barton, Hemming, Sproot, and Mrs. Mannheim.
94. When Chester was shot there were, or could have been,
present in the house: Sibella, Rex, Mrs. Greene, Ada, Von Blon,
Barton, Hemming, Sproot, and Mrs. Mannheim.
95. When Rex was shot there were, or could have been, present
in the house: Sibella, Mrs. Greene, Von Blon, Hemming, Sproot, and
Mrs. Mannheim.
96. When Ada was poisoned there were, or could have been,
present in the house: Sibella, Mrs. Greene, Von Blon, Hemming,
Sproot, and Mrs. Mannheim.
97. When Mrs. Greene was poisoned there were, or could have
been, present in the house: Sibella, Von Blon, Ada, Hemming,
Sproot, and Mrs. Mannheim.
When Markham had finished reading the summary, he went
through it a second time. Then he laid it on the table.
“Yes, Vance,” he said, “you’ve covered the main points pretty
thoroughly. But I can’t see any coherence in them. In fact, they seem
only to emphasize the confusion of the case.”
“And yet, Markham, I’m convinced that they only need
rearrangement and interpretation to be perfectly clear. Properly
analyzed, they’ll tell us everything we want to know.”
Markham glanced again through the pages.
“If it wasn’t for certain items, we could make out a case against
several people. But no matter what person in the list we may assume
to be guilty, we are at once confronted by a group of contradictory
and insurmountable facts. This précis could be used effectively to
prove that every one concerned is innocent.”
“Superficially it appears that way,” agreed Vance. “But we first
must find the generating line of the design, and then relate the
subsidi’ry forms of the pattern to it.”
Markham made a hopeless gesture.
“If only life were as simple as your æsthetic theories!”
“It’s dashed simpler,” Vance asserted. “The mere mechanism of a
camera can record life; but only a highly developed creative
intelligence, with a profound philosophic insight, can produce a work
of art.”
“Can you make any sense—æsthetic or otherwise—out of this?”
Markham petulantly tapped the sheets of paper.
“I can see certain traceries, so to speak—certain suggestions of a
pattern; but I’ll admit the main design has thus far eluded me. The
fact is, Markham, I have a feeling that some important factor in this
case—some balancing line of the pattern, perhaps—is still hidden
from us. I don’t say that my résumé is insusceptible of interpretation
in its present state; but our task would be greatly simplified if we
were in possession of the missing integer.”
Fifteen minutes later, when we had returned to Markham’s main
office, Swacker came in and laid a letter on the desk.
“There’s a funny one, Chief,” he said.
Markham took up the letter and read it with a deepening frown.
When he had finished, he handed it to Vance. The letter-head read,
“Rectory, Third Presbyterian Church, Stamford, Connecticut”; the
date was the preceding day; and the signature was that of the
Reverend Anthony Seymour. The contents of the letter, written in a
small, precise hand, were as follows:
The Honorable John F.-X. Markham,

Dear Sir: As far as I am aware, I have never betrayed a
confidence. But there can arise, I believe, unforeseen circumstances
to modify the strictness of one’s adherence to a given promise, and
indeed impose upon one a greater duty than that of keeping silent.
I have read in the papers of the wicked and abominable things
that have happened at the Greene residence in New York; and I
have therefore come to the conclusion, after much heart-searching
and prayer, that it is my bounden duty to put you in possession of a
fact which, as the result of a promise, I have kept to myself for over a
year. I would not now betray this trust did I not believe that some
good might possibly come of it, and that you, my dear sir, would also
treat the matter in the most sacred confidence. It may not help you—
indeed, I do not see how it can possibly lead to a solution of the
terrible curse that has fallen upon the Greene family—but since the
fact is connected intimately with one of the members of that family, I
will feel better when I have communicated it to you.
On the night of August 29, of last year, a machine drove up to my
door, and a man and a woman asked that I secretly marry them. I
may say that I am frequently receiving such requests from runaway
couples. This particular couple appeared to be well-bred dependable
people, and I concurred with their wishes, giving them my
assurances that the ceremony would, as they desired, be kept
confidential.
The names that appeared on the license—which had been
secured in New Haven late that afternoon—were Sibella Greene, of
New York City, and Arthur Von Blon, also of New York City.
Vance read the letter and handed it back.

“Really, y’ know, I can’t say that I’m astonished——”
Suddenly he broke off, his eyes fixed thoughtfully before him.
Then he rose nervously and paced up and down.
“That tears it!” he exclaimed.
Markham threw him a look of puzzled interrogation.
“What’s the point?”
“Don’t you see?” Vance came quickly to the District Attorney’s
desk. “My word! That’s the one fact that’s missing from my
tabulation.” He then unfolded the last sheet and wrote:
98. Sibella and Von Blon were secretly married a year ago.
“But I don’t see how that helps,” protested Markham.

“Neither do I at this moment,” Vance replied. “But I’m going to
spend this evening in erudite meditation.”
CHAPTER XXIV.
A Mysterious Trip
(Sunday, December 5)
The Boston Symphony Orchestra was scheduled that afternoon

to play a Bach Concerto and Beethoven’s C-Minor Symphony; and
Vance, on leaving the District Attorney’s office, rode direct to
Carnegie Hall. He sat through the concert in a state of relaxed
receptivity, and afterward insisted on walking the two miles back to
his quarters—an almost unheard-of thing for him.
Shortly after dinner Vance bade me good night and, donning his
slippers and house-robe, went into the library. I had considerable
work to do that night, and it was long past midnight when I finished.
On the way to my room I passed the library door, which had been left
slightly ajar, and I saw Vance sitting at his desk—his head in his
hands, the summary lying before him—in an attitude of oblivious
concentration. He was smoking, as was habitual with him during any
sort of mental activity; and the ash-receiver at his elbow was filled
with cigarette-stubs. I moved on quietly, marvelling at the way this
new problem had taken hold of him.
It was half past three in the morning when I suddenly awoke,
conscious of footsteps somewhere in the house. Rising quietly, I
went into the hall, drawn by a vague curiosity mingled with
uneasiness. At the end of the corridor a panel of light fell on the wall,
and as I moved forward in the semidarkness I saw that the light
issued from the partly open library door. At the same time I became
aware that the footsteps, too, came from that room. I could not resist
looking inside; and there I saw Vance walking up and down, his chin
sunk on his breast, his hands crammed into the deep pockets of his
dressing-gown. The room was dense with cigarette-smoke, and his
figure appeared misty in the blue haze. I went back to bed and lay
awake for an hour. When finally I dozed off it was to the
accompaniment of those rhythmic footfalls in the library.
I rose at eight o’clock. It was a dark, dismal Sunday, and I had my
coffee in the living-room by electric light. When I glanced into the
library at nine Vance was still there, sitting at his desk. The reading-
lamp was burning, but the fire on the hearth had died out. Returning
to the living-room, I tried to interest myself in the Sunday
newspapers; but after scanning the accounts of the Greene case I lit
my pipe and drew up my chair before the grate.
It was nearly ten o’clock when Vance appeared at the door. All
night he had been up, wrestling with his self-imposed problem; and
the devitalizing effects of this long, sleepless concentration showed
on him only too plainly. There were shadowed circles round his eyes;
his mouth was drawn; and even his shoulders sagged wearily. But,
despite the shock his appearance gave me, my dominant emotion
was one of avid curiosity. I wanted to know the outcome of his all-
night vigil; and as he came into the room I gave him a look of
questioning expectancy.
When his eyes met mine he nodded slowly.
“I’ve traced the design,” he said, holding out his hands to the
warmth of the fire. “And it’s more horrible than I even imagined.” He
was silent for some minutes. “Telephone Markham for me, will you,
Van? Tell him I must see him at once. Ask him to come to breakfast.
Explain that I’m a bit fagged.”
He went out, and I heard him calling to Currie to prepare his bath.
I had no difficulty in inducing Markham to breakfast with us after I
had explained the situation; and in less than an hour he arrived.
Vance was dressed and shaved, and looked considerably fresher
than when I had first seen him that morning; but he was still pale,
and his eyes were fatigued.
No mention was made of the Greene case during breakfast, but
when we had sought easy chairs in the library, Markham could
withhold his impatience no longer.
“Van intimated over the phone that you had made something out
of the summary.”
“Yes.” Vance spoke dispiritedly. “I’ve fitted all the items together.
And it’s damnable! No wonder the truth escaped us.”
Markham leaned forward, his face tense, unbelieving.
“You know the truth?”
“Yes, I know,” came the quiet answer. “That is, my brain has told
me conclusively who’s at the bottom of this fiendish affair; but even
now—in the daylight—I can’t credit it. Everything in me revolts
against the acceptance of the truth. The fact is, I’m almost afraid to
accept it. . . . Dash it all, I’m getting mellow. Middle-age has crept
upon me.” He attempted to smile, but failed.
Markham waited in silence.
“No, old man,” continued Vance; “I’m not going to tell you now. I
can’t tell you until I’ve looked into one or two matters. You see, the
pattern is plain enough, but the recognizable objects, set in their new
relationships, are grotesque—like the shapes in an awful dream. I
must first touch them and measure them to make sure that they’re
not, after all, mere abortive vagaries.”
“And how long will this verification take?” Markham knew there
was no use to try to force the issue. He realized that Vance was fully
conscious of the seriousness of the situation, and respected his
decision to investigate certain points before revealing his
conclusions.
“Not long, I hope.” Vance went to his desk and wrote something
on a piece of paper, which he handed to Markham. “Here’s a list of
the five books in Tobias’s library that showed signs of having been
read by the nocturnal visitor. I want those books, Markham—
immediately. But I don’t want any one to know about their being
taken away. Therefore, I’m going to ask you to phone Nurse O’Brien
to get Mrs. Greene’s key and secure them when no one is looking.
Tell her to wrap them up and give them to the detective on guard in
the house with instructions to bring them here. You can explain to
her what section of the book-shelves they’re in.”
Markham took the paper and rose without a word. At the door of
the den, however, he paused.
“Do you think it wise for the man to leave the house?”
“It won’t matter,” Vance told him. “Nothing more can happen there
at present.”
Markham went on into the den. In a few minutes he returned.
“The books will be here in half an hour.”
When the detective arrived with the package Vance unwrapped it
and laid the volumes beside his chair.
“Now, Markham, I’m going to do some reading. You won’t mind,
what?” Despite his casual tone, it was evident that an urgent
seriousness underlay his words.
Markham got up immediately; and again I marvelled at the
complete understanding that existed between these two disparate
men.
“I have a number of personal letters to write,” he said, “so I’ll run
along. Currie’s omelet was excellent.—When shall I see you again? I
could drop round at tea-time.”
Vance held out his hand with a look bordering on affection.
“Make it five o’clock. I’ll be through with my perusings by then.
And thanks for your tolerance.” Then he added gravely: “You’ll
understand, after I’ve told you everything, why I wanted to wait a bit.”
When Markham returned that afternoon a little before five Vance
was still reading in the library; but shortly afterward he joined us in
the living-room.
“The picture clarifies,” he said. “The fantastic images are
gradually taking on the aspect of hideous realities. I’ve substantiated
several points, but a few facts still need corroboration.”
“To vindicate your hypothesis?”
“No, not that. The hypothesis is self-proving. There’s no doubt as
to the truth. But—dash it all, Markham!—I refuse to accept it until
every scrap of evidence has been incontestably sustained.”
“Is the evidence of such a nature that I can use it in a court of
law?”
“That is something I refuse even to consider. Criminal
proceedings seem utterly irrelevant in the present case. But I
suppose society must have its pound of flesh, and you—the duly
elected Shylock of God’s great common people—will no doubt wield
the knife. However, I assure you I shall not be present at the
butchery.”
Markham studied him curiously.
“Your words sound rather ominous. But if, as you say, you have
discovered the perpetrator of these crimes, why shouldn’t society
exact punishment?”
“If society were omniscient, Markham, it would have a right to sit
in judgment. But society is ignorant and venomous, devoid of any
trace of insight or understanding. It exalts knavery, and worships
stupidity. It crucifies the intelligent, and puts the diseased in
dungeons. And, withal, it arrogates to itself the right and ability to
analyze the subtle sources of what it calls ‘crime,’ and to condemn to
death all persons whose inborn and irresistible impulses it does not
like. That’s your sweet society, Markham—a pack of wolves watering
at the mouth for victims on whom to vent its organized lust to kill and
flay.”
Markham regarded him with some astonishment and
considerable concern.
“Perhaps you are preparing to let the criminal escape in the
present case,” he said, with the irony of resentment.
“Oh, no,” Vance assured him. “I shall turn your victim over to you.
The Greene murderer is of a particularly vicious type, and should be
rendered impotent. I was merely trying to suggest that the electric
chair—that touchin’ device of your beloved society—is not quite the
correct method of dealing with this culprit.”
“You admit, however, that he is a menace to society.”
“Undoubtedly. And the hideous thing about it is that this
tournament of crime at the Greene mansion will continue unless we
can put a stop to it. That’s why I am being so careful. As the case
now stands, I doubt if you could even make an arrest.”
When tea was over Vance got up and stretched himself.
“By the by, Markham,” he said offhandedly, “have you received
any report on Sibella’s activities?”
“Nothing important. She’s still in Atlantic City, and evidently
intends to stay there for some time. She phoned Sproot yesterday to
send down another trunkful of her clothes.”
“Did she, now? That’s very gratifyin’.” Vance walked to the door
with sudden resolution. “I think I’ll run out to the Greenes’ for a little
while. I sha’n’t be gone over an hour. Wait for me here, Markham—
there’s a good fellow; I don’t want my visit to have an official flavor.
There’s a new Simplicissimus on the table to amuse you till I return.
Con it and thank your own special gods that you have no Thöny or
Gulbranssen in this country to caricature your Gladstonian features.”
As he spoke he beckoned to me, and, before Markham could
question him, we passed out into the hall and down the stairs.
Fifteen minutes later a taxicab set us down before the Greene
mansion.
Sproot opened the door for us, and Vance, with only a curt
greeting, led him into the drawing-room.
“I understand,” he said, “that Miss Sibella phoned you yesterday
from Atlantic City and asked to have a trunk shipped to her.”
Sproot bowed. “Yes, sir. I sent the trunk off last night.”
“What did Miss Sibella say to you over the phone?”
“Very little, sir—the connection was not good. She said merely
that she had no intention of returning to New York for a considerable
time and needed more clothes than she had taken with her.”
“Did she ask how things were going at the house here?”
“Only in the most casual way, sir.”
“Then she didn’t seem apprehensive about what might happen
here while she was away?”
“No, sir. In fact—if I may say so without disloyalty—her tone of
voice was quite indifferent, sir.”
“Judging from her remarks about the trunk, how long would you
say she intends to be away?”
Sproot considered the matter.
“That’s difficult to say, sir. But I would go so far as to venture the
opinion that Miss Sibella intends to remain in Atlantic City for a
month or more.”
Vance nodded with satisfaction.
“And now, Sproot,” he said, “I have a particularly important
question to ask you. When you first went into Miss Ada’s room on
the night she was shot and found her on the floor before the
dressing-table, was the window open? Think! I want a positive
answer. You know the window is just beside the dressing-table and
overlooks the steps leading to the stone balcony. Was it open or
shut?”
Sproot contracted his brows and appeared to be recalling the
scene. Finally he spoke, and there was no doubt in his voice.
“The window was open, sir. I recall it now quite distinctly. After Mr.
Chester and I had lifted Miss Ada to the bed, I closed it at once for
fear she would catch cold.”
“How far open was the window?” asked Vance with eager
impatience.
“Eight or nine inches, sir, I should say. Perhaps a foot.”
“Thank you, Sproot. That will be all. Now please tell the cook I
want to see her.”
Mrs. Mannheim came in a few minutes later, and Vance indicated
a chair near the desk-light. When the woman had seated herself he
stood before her and fixed her with a stern, implacable gaze.
“Frau Mannheim, the time for truth-telling has come. I am here to
ask you a few questions, and unless I receive a straight answer to
them I shall report you to the police. You will, I assure you, receive
no consideration at their hands.”
The woman tightened her lips stubbornly and shifted her eyes,
unable to meet Vance’s penetrating stare.
“You told me once that your husband died in New Orleans
thirteen years ago. Is that correct?”
Vance’s question seemed to relieve her mind, and she answered
readily.
“Yes, yes. Thirteen years ago.”
“What month?”
“In October.”
“Had he been ill long?”
“About a year.”
“What was the nature of his illness?”
Now a look of fright came into her eyes.
“I—don’t know—exactly,” she stammered. “The doctors didn’t let
me see him.”
“He was in a hospital?”
She nodded several times rapidly. “Yes—a hospital.”
“And I believe you told me, Frau Mannheim, that you saw Mr.
Tobias Greene a year before your husband’s death. That would have
been about the time your husband entered the hospital—fourteen
years ago.”
She looked vaguely at Vance, but made no reply.
“And it was exactly fourteen years ago that Mr. Greene adopted
Ada.”
The woman caught her breath sharply. A look of panic contorted
her face.
“So when your husband died,” continued Vance, “you came to Mr.
Greene, knowing he would give you a position.”
He went up to her and touched her filially on the shoulder.
“I have suspected for some time, Frau Mannheim,” he said kindly,
“that Ada is your daughter. It’s true, isn’t it?”
With a convulsive sob the woman hid her face in her apron.
“I gave Mr. Greene my word,” she confessed brokenly, “that I
wouldn’t tell any one—not even Ada—if he let me stay here—to be
near her.”
“You haven’t told any one,” Vance consoled her. “It was not your
fault that I guessed it. But why didn’t Ada recognize you?”
“She had been away—to school—since she was five.”
When Mrs. Mannheim left us a little later Vance had succeeded in
allaying her apprehension and distress. He then sent for Ada.
As she entered the drawing-room the troubled look in her eyes
and the pallor of her cheeks told clearly of the strain she was under.
Her first question voiced the fear uppermost in her mind.
“Have you found out anything, Mr. Vance?” She spoke with an air
of pitiful discouragement. “It’s terrible alone here in this big house—
especially at night. Every sound I hear . . .”
“You mustn’t let your imagination get the better of you, Ada,”
Vance counselled her. Then he added: “We know a lot more now
than we did, and before long, I hope, all your fears will be done away
with. In fact, it’s in regard to what we’ve found out that I’ve come
here to-day. I thought perhaps you could help me again.”
“If only I could! But I’ve thought and thought. . . .”
Vance smiled.
“Let us do the thinking, Ada.—What I wanted to ask you is this:
do you know if Sibella speaks German well?”
The girl appeared surprised.
“Why, yes. And so did Julia and Chester and Rex. Father insisted
on their learning it. And he spoke it too—almost as well as he spoke
English. As for Sibella, I’ve often heard her and Doctor Von talking in
German.”
“But she spoke with an accent, I suppose.”
“A slight accent—she’d never been long in Germany. But she
spoke very well German.”
“That’s what I wanted to be sure of.”
“Then you do know something!” Her voice quavered with
eagerness. “Oh, how long before this awful suspense will be over?
Every night for weeks I’ve been afraid to turn out my lights and go to
sleep.”
“You needn’t be afraid to turn out your lights now,” Vance assured
her. “There won’t be any more attempts on your life, Ada.”
She looked at him for a moment searchingly, and something in
his manner seemed to hearten her. When we took our leave the
color had come back to her cheeks.
Markham was pacing the library restlessly when we arrived
home.
“I’ve checked several more points,” Vance announced. “But I’ve
missed the important one—the one that would explain the
unbelievable hideousness of the thing I’ve unearthed.”
He went directly into the den, and we could hear him telephoning.
Returning a few minutes later, he looked anxiously at his watch.
Then he rang for Currie and ordered his bag packed for a week’s
trip.
“I’m going away, Markham,” he said. “I’m going to travel—they
say it broadens the mind. My train departs in less than an hour; and
I’ll be away a week. Can you bear to be without me for so long?
However, nothing will happen in connection with the Greene case
during my absence. In fact, I’d advise you to shelve it temporarily.”
He would say no more, and in half an hour he was ready to go.
“There’s one thing you can do for me while I’m away,” he told
Markham, as he slipped into his overcoat. “Please have drawn up for
me a complete and detailed weather report from the day preceding
Julia’s death to the day following Rex’s murder.”
He would not let either Markham or me accompany him to the
station, and we were left in ignorance of even the direction in which
his mysterious trip was to take him.
CHAPTER XXV.
The Capture
(Monday, December 13; 4 p. m.)
It was eight days before Vance returned to New York. He arrived

on the afternoon of Monday, December 13, and, after he had had his
tub and changed his clothes, he telephoned Markham to expect him
in half an hour. He then ordered his Hispano-Suiza from the garage;
and by this sign I knew he was under a nervous strain. In fact, he
had spoken scarcely a dozen words to me since his return, and as
he picked his way down-town through the late afternoon traffic he
was gloomy and preoccupied. Once I ventured to ask him if his trip
had been successful, and he had merely nodded. But when we
turned into Centre Street he relented a little, and said:
“There was never any doubt as to the success of my trip, Van. I
knew what I’d find. But I didn’t dare trust my reason; I had to see the
records with my own eyes before I’d capitulate unreservedly to the
conclusion I’d formed.”
Both Markham and Heath were waiting for us in the District
Attorney’s office. It was just four o’clock, and the sun had already
dropped below the New York Life Building which towered above the
old Criminal Courts structure a block to the southwest.
“I took it for granted you had something important to tell me,” said
Markham; “so I asked the Sergeant to come here.”
“Yes, I’ve much to tell.” Vance had thrown himself into a chair,
and was lighting a cigarette. “But first I want to know if anything has
happened in my absence.”
“Nothing. Your prognostication was quite accurate. Things have
been quiet and apparently normal at the Greene mansion.”

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Preface xiii Teaching Several Skills: Blocked versus

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5 The Self-Fulfilling Prophecy Theory:

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Goal-Setting and Technology 193 14 Cognitive Techniques for Building

What Is Imagery? 244 Eastern Roots and Western Branches:

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19 Gender, Diversity, and Cultural

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How Widespread Is Doping in Sport? 457 Athletes’ Reactions to Injury 498

22 Athlete Burnout: An Individual and 24 Athletes’ Careers and Transitions 519

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Written Specifically for Sport Comprehensive Coverage of Topics

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chapter provides guidance on how to conduct sport Integrated Organization and

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Applied Sport Psychology Provides Acknowledgments

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They’ll thank you for it.

Make it simple, Solutions for

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Study anytime, anywhere. “I really liked this

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Learning for everyone.

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The Honorable John F.-X. Markham,

Vance read the letter and handed it back.

“But I don’t see how that helps,” protested Markham.

The Boston Symphony Orchestra was scheduled that afternoon

It was eight days before Vance returned to New York. He arrived

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