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RESEARCH IN ACTION: The Power of Internal
Motivation 128
Additional Explanations 129
Principles of Effective Goal Setting 129
Set Appropriate Goals 130
Develop Goal Achievement Strategies
TEST YOURSELF: Goal Commitment Scale
IMPACT ON YOUTH: Why Coach-Set Goals Do
Work for Some Athletes 137
Chapter 6– Arousal
and Anxiety 145
Understanding Arousal and Anxiety 146
Physiology of Arousal 147
Psychology of Arousal 148
TEST YOURSELF: How Do You Think
About Stress? 151
Measuring Arousal and Anxiety 151
Self-Report Measures 152
Behavioral Measures 154
Physiological Measures 154
FOCUS ON NEUROSCIENCE: How Brain Activation
Can Differentiate Professional
From Amateur Athletes 155
Understanding the Arousal/
Anxiety–Performance Link 156
Drive Theory 156
Social Facilitation Theory 157
Inverted-U Theory 160
RESEARCH IN ACTION: Why—And When—Do
Home Teams Choke? 160
Extensions of Inverted-U Theory 161
Individual Zone of Optimal Functioning
Theory 164
Flow 164
IMPACT ON YOUTH: The Confidence–Flow
Link 166
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CO N T E N T S vii
Chapter 7 – Psychological
Skills Training 175
Understanding Psychological Skills
133 Training 176
136 Coping Strategies 176
Phases of Psychological Skills
Training 177
Misunderstandings About Psychological
Skills Training 178
Regulating Arousal 179
Behavioral Strategies 179
Cognitive Strategies 180
TEST YOURSELF: How Mindful Are You? 182
Cognitive-Behavioral Strategies 183
Arousal Energizing Strategies 184
Attention and Concentration 185
Understanding Attention 185
Common Attentional Problems 188
FOCUS ON NEUROSCIENCE: Can Squeezing
a Ball Lead to Better Performance? 189
Strategies for Improving Attention
and Concentration 189
RESEARCH IN ACTION: The Power
of Superstition 192
Imagery 193
Understanding Imagery 193
IMPACT ON YOUTH: Why Earlier Is Better
for Imagery Training 194
Theories Explaining the Power of Imagery 195
Explaining the Imagery–Performance Link 196
Chapter 8 – Aggression 209
Understanding Aggression 210
Types of Aggression 210
Measuring Aggression 213
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 viii CO N T E N T S

FOCUS ON NEUROSCIENCE: Does Winning Impact Factors Contributing to Stereotyping

Fans’ Testosterone? 213
TEST YOURSELF: The Competitive Aggressiveness
and Anger Scale 214
The Aggression–Performance Link
Theories of Aggression 216
Instinct Theory 216
Social Learning Theory 216
IMPACT ON YOUTH: The Powerful Impact
of Modeling Aggression 217
Frustration–Aggression Theory 218
Moral Reasoning Theory 219
General Aggression Model 219
Factors Influencing Aggression
in Athletic Performance 221
Personality 221
Team Factors 222
Uniform Color 223
RESEARCH IN ACTION: Are Referees Biased
Against Teams Wearing Red? 224
Game Factors 224
Strategies for Reducing Violence
in Sports 225
Punish Aggression 225
Model Prosocial Behavior 228
Emphasize Character and
Sportsmanship 228
Limit Alcohol Use 229
Chapter 9 – Stereotypes,
Prejudice, and
Discrimination 239
Understanding Common Athlete
Stereotypes 240
Gender 240
Race/Ethnicity 241
Sexual Orientation 242
and Prejudice 244
Social Learning Theory 244
Social Identity Theory 246
215 IMPACT ON YOUTH: The Impact of Gender
Differences in Sport Photos 246
Cognitive Biases 248
RESEARCH IN ACTION: Does Race Impact
Referees’ Calls? 249
Consequences of Athlete Stereotypes 249
Negative Self-Evaluations 250
Self-Fulfilling Prophecy 250
Stereotype Threat 251
TEST YOURSELF: How Strongly Do You Perceive
the Dumb Jock Stereotype? 253
Strategies for Reducing Prejudice
and Discrimination in Sport Settings 254
Presence of Role Models 254
FOCUS ON NEUROSCIENCE: Do Athletes Have
Bigger Brains? 255
Equal Status Contact 256
Pursuit of Common Goals 257
Sanction by Authority 257
Chapter 10 – Team Cohesion 267
Understanding Team Cohesion 268
Types of Cohesion 268
The Development of Cohesion 269
Measuring Cohesion 271
TEST YOURSELF: How Cohesive Is Your Team? 272
Factors Influencing Team Cohesion 272
Environmental Factors 273
Personal Factors 273
Team Factors 274
FOCUS ON NEUROSCIENCE: The Power of Group
Identification 275
Leadership Factors 276

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Explaining the Cohesion–Performance
Link 276
Mechanisms Explaining the Cohesion–Performance
Link 277
RESEARCH IN ACTION: Does Touching Lead
to Winning? 279
Factors Moderating the Cohesion–Performance
Link 279
Direction of Causality 281
The Downside of (Social) Cohesion 281
Strategies for Building Team Cohesion 282
For Coaches and Team Leaders 282
For Team Members 285
IMPACT ON YOUTH: The Real Value of Positive
Coaching 285
Chapter 11 – Leadership 295
General Theories of Leadership 296
Trait (or “Great Man”) Theory 296
Behavior Theories 297
Interactional Approach 299
Sport-Specific Models of Leadership
Multidimensional Model
of Leadership 302
TEST YOURSELF: Leadership Scale for Sports
Leadership Behavior Model 305
IMPACT ON YOUTH: Why Good Coaching Really
Helps Young Athletes 307
Model of Coaching Efficacy 307
Communication 309
Types of Communication 309
Common Communication Problems 311
RESEARCH IN ACTION: Why Anger Management
Matters 312
Improving Communication 313
FOCUS ON NEUROSCIENCE: Good Coaching Looks
Different in the Brain 315
00-Sanderson-FM.indd 9
CO N T E N T S ix
Chapter 12 – Common Issues:
Injury and Burnout 325
Understanding Injuries 326
FOCUS ON NEUROSCIENCE: The Lasting Impact
of Head Injuries 327
Physical Factors Associated
With Athletic Injuries 328
Psychosocial Factors Associated
With Athletic Injuries 329
RESEARCH IN ACTION: The Media’s Role
in Characterizing Athletic Injuries 330
Reactions to Athletic Injuries 332
Stage Models 333
Injury Response Model 334
Loss of Identity 336
Positive Emotions 336
Psychological Strategies
for Recovering From Injury 337
Provide Information and Education 338
Maintain Social Support 338
Learn Coping Skills 339
302 Understanding Burnout 340
Symptoms of Burnout 340
Factors Contributing to Burnout 341
304 TEST YOURSELF: Athlete Burnout Questionnaire 341
IMPACT ON YOUTH: The Hazards of Perfectionism 344
Models of Burnout 346
Negative-Training Stress Response Model 346
Investment Model of Burnout 346
Empowerment/Unidimensional Identity
Development Model 347
Cognitive-Affective Stress Model of Burnout 347
Burnout in Sports Professionals 348
Coaches 348
Officials 350
Athletic Trainers 350
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 x CO N T E N T S

Treating and Preventing Burnout 350 Detection 379

Create a Good Social Support System 350 RESEARCH IN ACTION: Are Steroid Users Cheaters?
Maintain a Positive Mindset 351 Yes! 379
Emphasize Internal Motivation 352 Legislation 381
Develop Stress Management Skills 352 Understanding Eating Disorders 381
Emphasize an Athlete-Centered Model 353 Types of Eating Disorders 381
TEST YOURSELF: Eating Attitudes Test 382
Prevalence of Eating Disorders in Sports 383
Chapter – Unhealthy
13
Consequences of Eating Disorders 384
Behaviors: Drug Abuse Predisposing Factors 385
and Disordered Eating 367 Personality 385
Type of sport 386
IMPACT ON YOUTH: Weight Concerns Appear Even
Understanding Drug Abuse 368
for Young Girls Involved in Aesthetic Sports 387
Types of Performance-Enhancing Drugs
Coach and Peer Pressure 388
and Procedures 368
Sociocultural Factors 389
Prevalence of Performance-Enhancing Drugs 370
Prevalence of Recreational Drug Use Among Reducing Eating Disorders in Athletes 390
Athletes 371 Emphasize Healthy Eating and Exercise
Consequences of Drug Use 372 Habits 390
FOCUS ON NEUROSCIENCE: The Impact Emphasize Fitness and Performance,
of Steroids on Aggression 373 Not Weight 390
Identify and Intervene Early 391
Factors Predicting Drug Use 374
Change Rules and Regulations 392
Physical Motivation 375
Psychological Motivation 376
Glossary 405
Social Motivation 377
Photo Credits 415
Decreasing Substance Abuse 378 Index 419
Prevention 378

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 Preface
One of the most rewarding aspects of teaching sport
psychology is that virtually all students in this class
are truly interested in the material. Most students
taking this class have some type of personal experi-
ence in athletics, whether as a high school or college
athlete, adult recreational athlete, or sports fan. And
many students will use the material they learn in this
class in some way in their own lives: perhaps they will
learn strategies for improving their own athletic suc-
cess, pursue coaching or personal training as a career,
or volunteer with their own children’s teams. My
hope in teaching sport psychology—and now in writ-
ing a sport psychology textbook—is that students
will learn not only the essential theories and research
in this field, but also practical skills and strategies
they can put to use in their own lives.
The Goals of This Text
My primary goal in writing this textbook was to pre­
sent a comprehensive review of key theories and cur-
rent research in sport psychology, in a streamlined
13 chapters to fit the needs of teaching of the tradi-
tional semester system. This is a challenging goal, in
that summarizing research in sport psychology
means reviewing material from diverse disciplines
within psychology—developmental, social, cogni-
tive, clinical, biological—as well as disciplines out-
side of psychology—medicine, sociology, education.
Of course, the diversity of material covered within
this book also makes it more interesting to write and,
I hope, to read!
This book also places a strong emphasis on
the science underlying the field of sport psychology.
For example, the opening chapter includes a
00-Sanderson-FM.indd 11
comprehensive review of research methods used in
this field to help students understand the strengths
and weaknesses of different approaches to conduct-
ing research. I want students to understand the meth-
ods that researchers use to test particular questions
within this field and the importance of critically
thinking about how a specific research method could
influence the conclusions we draw.
Finally, because ultimately this book is designed
to be read by students, I have used a writing style that
is clear and engaging and included specific features
designed to help students make connections between
the book and their own lives. My hope is that stu-
dents will enjoy reading this textbook, in part be-
cause they will see its personal relevance.
Pedagogical Features
The specific pedagogical features in this book are de-
signed to provide students with vivid real-world ex-
amples and personally relevant information as well as
skills in understanding the science behind research
and theory in sport psychology. These features in-
clude the following:
• Emphasis on real-world examples: Each chap-
ter opens with a recent real-world event to grab
students’ attention, such as Serena Williams’s
loss in the 2015 U.S. Open Semi-Finals, Luis
Suarez’s biting of an opponent in the 2014
World Cup (which led to his suspension), and
Duke’s win over Wisconsin in the 2015 National
Collegiate Athletic Association (NCAA) bas-
ketball tournament. Moreover, this text includes
numerous references to other real-world events
xi
9/28/16 11:16 PM
 xii PR E FAC E
in the chapter as well as photographs of such
events and four marginal quotes by current elite
athletes to help students link course material to
the real world.
• Connection to students’ own lives: Each chap-
ter includes a Test Yourself feature so that stu-
dents can rate themselves on various individual
difference inventories—such as burnout, per-
fectionism, and leadership style—and thus di-
rectly apply the information they have learned
to their own lives.
• Strong emphasis on research: The first chapter
includes a comprehensive review of different
research methods used in the field of sport psy-
chology as well as the strengths and weaknesses
of each. In addition, each chapter includes a Re-
search in Action box that describes the methods
and findings of a study in depth, and two data
figures that illustrate specific research findings.
These examples are chosen to be highly interest-
ing to students, such as the impact of supersti-
tion on athletic performance, how big contracts
influence hitting in baseball, and whether uni-
form color influences aggression.
• Coverage of cutting-edge neuroscience
­material: Each chapter includes a specific box
feature—Focus on Neuroscience—that de-
scribes, in a clear and simple way, a recent study
showing how the brain and hormones may
impact athletic performance. Once again, these
studies are chosen to be intriguing and engaging
for students, such as how hormone levels change
while fans watch a game and the lasting impact
of head injuries on the brain.
• Emphasis on youth: Each chapter includes a
box—Impact on Youth—to help students un-
derstand how theories and principles of sport
psychology apply to young athletes. These boxes
describe how mental imagery can be used by
young athletes, how coaching influences chil-
dren’s self-esteem, and the importance of em-
phasizing skill development instead of winning.
• Focus on diversity: This text includes a specific
focus on diversity issues, which impact athletes
00-Sanderson-FM.indd 12
and athletic performance in numerous ways.
The opening chapter includes a description of
the lack of racial and ethnic diversity in both
research studies on sport psychology and lead-
ership position in real-world athletics. This text
also includes a distinct chapter (not seen in
other books) that describes how stereotypes,
prejudice, and discrimination regarding gender,
race/ethnicity, and sexual orientation influence
sport participation and performance. Finally,
careful attention is paid throughout the text,
including in examples, photographs, and quotes,
to represent women athletes and coaches as well
as athletes and coaches of color.
In addition, this book uses traditional features to
help students master the material in each chapter.
These include key terms in bold when they first
appear in a chapter, a comprehensive glossary at the
end of the chapter, and a bulleted chapter summary.
Organization
After the opening chapter, this text is roughly orga-
nized into four distinct sections. This text begins with
an opening chapter reviewing the field of sport psy-
chology and research methods used in this field
(­Chapter 1). The first section then discusses how indi-
vidual difference factors—such as personality (Chap-
ter 2), attributions and cognitions (Chapter 3), and
motivation (­ Chapter 4)—influence athletic perfor-
mance in various ways. The next section of the text
examines how principles in sport psychology can
­
in­
­ fluence performance, including goal setting
­(Chapter 5), arousal and anxiety (Chapter 6), and psy-
chological skills (Chapter 7). The third section of the
text describes how social and group processes impact
ath­letic performance. These chapters examine aggres-
sion (Chapter 8), stereotypes, prejudice, and discrimi-
nation (Chapter 9), cohesion (Chapter 10), and
leadership (Chapter 11). The final two chapters of the
book describe common problems that athletes may
face, including injury and burnout (Chapter 12) and
drug abuse and disordered eating (Chapter 13).
9/28/16 11:16 PM
 Supplements Package

For Instructors For Students

Instructor’s Manual For each chapter of the textbook,
the Instructor’s Manual includes the following:
• Chapter outlines
• Key concepts
• Test bank including multiple choice and true/
false questions
• Video playlist organized by chapter with videos
selected to bring key concepts from the chapter
to life
• PowerPoint slides
Companion Website Available at no extra cost, the
Companion Website provides students with the fol-
lowing resources helpful for review:
• Chapter outlines: Detailed outlines give an
overview of each chapter
• Key concepts
• Flashcards
• Practice quizzes

xiii

00-Sanderson-FM.indd 13 9/28/16 11:16 PM

00-Sanderson-FM.indd 14 9/28/16 11:16 PM
 Acknowledgments
Writing a book is a long, and sometimes arduous, pro-
cess and this book is substantially better thanks to
the assistance of many people. I am particularly
grateful to the numerous reviewers commissioned by
Oxford University Press, who shared with me their
thoughts on the challenges they face in teaching
sport psychology and made numerous suggestions
(large and small) for improving this book. These re-
viewers include the following:
Gregg Amore, DeSales University
Amy Baltzell, Boston University
Frankie G. Collins, South Carolina State
University
Peggy A. De Cooke, State University of New
York at Purchase College
Tonya Dodge, Skidmore College
Joshua Feinberg, Saint Peter’s University
August John Hoffman, Metropolitan State
­University/University of Wisconsin
Marcus Kilpatrick, University of South Florida
Eric Lind, State University of New York at
Oneonta
Kirsten Lupinski, Albany State University
Scott B. Martin, University of North Texas
Stuart McKelvie, Bishop’s University
Shane Murphy, Western Connecticut State
University
Katherine M. Polasek, State University of New
York at Cortland
Lacey Reynolds, Texas Southern University
00-Sanderson-FM.indd 15
Christopher Stanley, Florida Gulf Coast
University
Traci Statler, California State University,
Fullerton
Jennifer Sturm, University of Cincinnati
Brooke Taylor, Northwestern Oklahoma State
University
Judy L. Van Raalte, Springfield College
Todd Wilkinson, University of Wisconsin–
River Falls
Emily Williams, Northwestern Oklahoma State
University
I must also acknowledge the considerable assis-
tance from Oxford University Press, and in particular
my editor, Jane Potter. Jane deserves substantial
credit for first suggesting I write such a book and then
providing prompt advice and guidance at virtually
every stage of this process. I feel fortunate to have
worked under the direction of such a supportive, en-
couraging, and thoughtful editor. I also appreciate
the considerable efforts of Maura MacDonald, Abi-
gail Roberts, and Larissa Albright, who assisted with
gathering and summarizing reviews, researching
photographs, and providing editorial support. Last,
but not least, I am grateful for the careful review and
final preparation of this book by Amy Gehl, Senior
Project Manager, and Marianne Paul, Senior Produc-
tion Editor.
I also want to thank numerous students from
Amherst College who assisted with this book in vari-
ous ways. Lauren Coape-Arnold and Kevin Boova
are responsible for first suggesting I teach a class in
sport psychology. Many students provided support
xv
9/28/16 11:16 PM
 xvi AC K N O W L E D G M E N T S
during the writing process, including gathering re-
search studies, real-world examples, and video clips:
Christine Cantore, Stephanie Clegg, Scott ­DeSantis,
Bryce Monroe, Michael Samela, and Jason Stein. Par-
ticular thanks go to Ben Pollack, a member of the var-
sity basketball team at Amherst College, who
compiled all references, provided vivid and compel-
ling examples of current sport stories, and gathered
relevant video clips.
On a personal note, I thank my immediate family
members, who provided so many vivid examples
from a range of sports that are included in this book.
My son Andrew just won the Most Valuable Player
award on his high school varsity water polo team,
which is a particularly impressive accomplishment
since he had never played water polo at the start of
high school (and was not a strong swimmer) and thus
provides a compelling example of motivation and
goal setting. My son Robert plays high school lacrosse
and hockey and experienced a concussion as I was
writing this book (making the chapter on injury and
burnout particularly difficult to write). My daughter
Caroline is a competitive figure skater, who is fortu-
00-Sanderson-FM.indd 16
nate to work with two fabulous coaches who epito-
mize positive coaching (as described in the chapter
on leadership). And last, but not least, my husband,
Bart, who continues to pursue amateur sports and is
a dedicated sports fan, who provides regular exam-
ples of superstitious behaviors when watching sports
on television (such as changing how he wears his hat
when his team is losing and refusing to watch certain
teams for fear of being bad luck).
Finally, I thank the professors who have chosen
to use this text for their class, and especially the stu-
dents who have made the wise decision to take a sport
psychology class. I hope you enjoy learning about the
exciting field of sport psychology and that you find
information you can use in this book in your personal
and/or professional life.
Best wishes for the semester,
Catherine A. Sanderson
Amherst College
9/28/16 11:16 PM
 1
Introduction and
CHAPTER OUTLINE
Understanding Sport

Research Methods
Psychology
Types of sport psychologists
Specializations in sport psychology
Careers in sport psychology
IMPACT ON YOUTH: The Benefits of
Sport Psychology for Young Athletes

A History of Sport
Psychology
The early years
The formative years
Contemporary sport psychology
FOCUS ON NEUROSCIENCE: What Does
Failure Look Like in the Brain?

Understanding Research
Methods
Procedures for testing research
ideas
Descriptive methods
TEST YOURSELF: Are You a
Perfectionist?
Experimental methods
Improving the quality
of research studies
RESEARCH IN ACTION: Why Teams
Traveling East Win More

Current Issues in Sport

Psychology
Upholding ethical standards
Increasing attention on diversity
Expanding the focus on research

PHOTO 1.1: Simone Biles.

1

01-Sanderson-Chap01.indd 1 9/28/16 11:28 PM

 2 Chapter 1 I n tr o ducti o n a n d R ese a rc h M et h o ds

In July 2013, 16-year-old gymnast Simone Biles competed for the first
time as a senior in the Secret U.S. Classic meet. Her performance went
poorly: she fell on both the bars and the floor exercise, had a shaky routine
on beam, and chose not to complete her vault. Not surprisingly, Biles
placed second to last in the competition.
To restore her confidence and improve her performance in subsequent
competitions, Biles chose to meet with the sport psychologist Robert
­A ndrews. Her work with Andrews clearly paid off: at the P&G Champion­
ship in August 2013, Biles was crowned National Champion, and in
­September 2013, she won the All-Around title at the World Gymnastics
Championships. Biles is now a four-time U.S. All-Around champion
(2013, 2014, 2015, 2016) and the 2016 Olympic All-Around gold medalist.

When we watch or hear about inspiring athletic
feats—18-year-old Katie Ledecky winning five gold
medals (and setting two world records) at the 2015
World Aquatics Championships, the Denver Broncos
defying predictions with a decisive 2016 Super Bowl
win over the Carolina Panthers, 21-year-old golfer
Jordan Spieth winning the 2015 U.S. Open (and be-
coming the youngest U.S. Open champion in 92 years),
or Carli Lloyd scoring three goals to lead the U.S.
women’s soccer team to a victory in the 2015 World
Cup—we often assume the ability to perform at such
a high level is determined largely, or even entirely, by
an athlete’s or team’s physical attributes (their size,
their strength, their flexibility, and so on). But a grow-
ing amount of evidence now points to the role of psy-
chological factors in influencing athletic performance
at all levels, as you will learn in this book. For exam-
ple, although all Olympic athletes are clearly masters
of the physical skills relevant to their sport, successful
Olympic athletes may have also mastered psycholog-
ical skills: they avoid distractions (e.g., media, trans-
portation, opening ceremony), create and stick to
clear mental and physical plans, and have a sense of
team cohesion, regardless of whether they are com-
peting in an individual or a team sport (Gould &
Maynard, 2009).
The field of sport psychology uses psychological
theories and skills to understand the role that psy-
chological factors play in athletic performance, give
athletes and coaches strategies for improving perfor-
mance and well-being, and examine how participa-
tion in sports can shape development and well-being
(http://www.apa.org/ed/graduate/specialize/sports
.aspx/). In this first chapter, you will learn about the
field of sport psychology and its history, research
techniques used to examine questions in sport psy-
chology, and current issues in the field.
Understanding Sport
Psychology
Sport psychology is a science in which the broad prin-
ciples of psychology are applied, in a sport or exercise
setting, to enhance a person’s performance and maxi-
mize his or her potential. Here are some examples of
how sport psychology may be used to improve ath-
letic performance:
• Many Olympic teams hire sport psychologists
to help their athletes prepare to perform well
under conditions of intense pressure.

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 U n dersta n di n g S p o rt P s yc h o lo g y 3

• College and professional sports

teams may use sport psychologists
to help teams achieve greater
cohesion, develop and work
toward team goals, and improve
communication.
• A recreational athlete may use
principles in sport psychology to
learn strategies for maintaining
motivation during long months of
­training for a marathon.
• Youth coaches may use findings
from sport psychology to rein­
force particular skills and habits,
learn more effective leadership
techniques, and reduce burnout. PHOTO 1.2: In June 2015, 92-year-old Harriette Thompson ran the San Diego Rock
‘n’ Roll Marathon.
Although sport psychology has been
most commonly used to help elite,
professional athletes perform well in highly compe­ athletes, find such a possibility intriguing and excit-
titive settings, the broad principles of sport psychology ing. However, the broad field of sport psychology in-
are useful to athletes at all levels. In fact, each chapter cludes a number of different types of more specific
in this book will include a ­specific boxed feature on the career paths.
relevance of sport psychology for youth sports, such as First, some sport psychologists are research-
the benefits of emphasizing internal motivation for ers, meaning they ask questions about the psycho-
athletic participation (Chapter 4: Motivation), the logical factors that predict athletic performance and
value of positive coaching techniques for reducing design research studies to answer these questions.
sport dropout (Chapter 11: Leadership), and The research that you will read about throughout
strategies for avoiding burnout in young athletes this textbook was conducted by researchers in
(Chapter 12: Common Issues: Injury and Burnout). ­d ifferent core disciplines within psychology, includ-
Sport psychology also examines how participa­ ing social, personality, developmental, and cogni-
tion in athletics influences a person’s psychological tive. Although these researchers are not necessarily
well-being. As you will learn later in this book, some trained specifically in the field of sport psychology,
research suggests that participation in sports in they examine a number of fascinating questions
general, and even in particular types of sports, shapes with clear applications to athletics, including the
and changes particular personality traits. Other following:
research points to the inf luence of participation in • Do athletes who play team sports have different
athletics on levels of aggression, burnout, substance personalities than athletes who play individual
abuse, and disordered eating. sports?
• Do athletes who wear black uniforms behave
Types of Sport Psychologists more aggressively?
Are you considering a career in sport psychology? • Does using imagery help improve athletic
Many college students, especially current and former performance?

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 4 Chapter 1 I n tr o ducti o n a n d R ese a rc h M et h o ds
These and many more questions are answered in this
textbook. This type of career is a great choice for
people who enjoy conducting research. (You will
learn more about the process of conducting research
in the next section.)
Other sport psychologists teach about the impact
of psychology on athletic performance, at either the
undergraduate or the graduate level. I regularly teach
a course in sport psychology, and such courses are
offered in both psychology and physical education
departments at many colleges and universities. This
career can be particularly rewarding for people who
love teaching and who want to help students under-
stand, and potentially be able to apply, the key prin-
ciples of sport psychology.
Some sport psychologists work directly as thera-
pists, or clinical psychologists, and may work individ-
ually with athletes who are struggling in some way
with their sport. For example, a figure skater who
masters jumps in practices but consistently falls in
competitions may need a sport psychologist to help
reduce the anxiety and arousal that lead to poor
performance. The tennis player Andy Murray, the
golfer Ernie Els, and the baseball player Matt Harvey
PHOTO 1.3: Karen Cogan, a Senior Sport Psychologist with the United States
Olympic Committee, helps athletes manage the high pressure of the Olympics.
01-Sanderson-Chap01.indd 4
have all used sport psychologists when they were
struggling with some aspect of their performance.
However, clinicians and therapists who work with
athletes often spend much of their time providing
basic mental health care and not specifically address-
ing issues related to athletic performance.
Still other sport psychologists work as consul-
tants with coaches and/or teams to improve overall
team performance. In this capacity, a sport psycholo-
gist could help a team develop strategies for increas-
ing cohesion or staying focused and motivated after a
losing streak. A number of professional sports teams
use sport psychologists, including the New York
Yankees, the San Antonio Spurs, and the Dallas
Cowboys, as do many college sports programs.
“I’ve learned over the years that if you start thinking
about the race, it stresses you out a little bit. I just
try to relax and think about video games, what
I’m gonna do after the race, what I’m gonna do
just to chill. Stuff like that to relax a little before
the race.”
By Usain Bolt, Gold Medal Olympic sprinter
and supposed “fastest person ever”
Although I have described these
three roles—­research, teaching, and
consulting—as distinct, it is, of course,
also possible for sport psychologists to
work in two or even all three of these
capacities. Many people who conduct
research on issues in sport psychology
also teach a class on this topic and/or
consult directly with athletes and teams
on the findings of their research.
Specializations in Sport
Psychology
In addition to the three distinct roles in
which a sport psychologist might work,
the pathways to a career in this field
differ. These different roles involve
distinct types of education, training,
9/28/16 11:28 PM
 U n dersta n di n g S p o rt P s yc h o lo g y 5

and specialization, so understanding these differences the term “psychologist” is restricted to individuals
is important. who are actually licensed psychologists, with
Clinical (or counseling) sport psychologists doctorate degrees in this area. Licensed psychologists
have extensive training in the field of clinical or who lack specific training in sport and exercise
counseling psychology. They typically have received training should therefore not be referred to as “sport
a doctorate (PhD) in one of these fields and are li- psychologists,” nor should individuals with extensive
censed by a state board to treat people with psycho- training in sport and exercise training but who lack a
logical disorders. In addition, they have received doctorate in psychology. Similarly, one can earn a
specific training in issues related to sport and exercise master’s degree in counseling and become licensed as
psychology, such as the impact of arousal on perfor- a professional counselor to provide psychological
mance, the influence of weight-related pressures in services, including services to athletes, but again,
particular sports on disordered eating, and how per- such training does not meet the criteria needed to be
sonality disorders can impact performance. called a sport psychologist. In sum, only licensed
psychologists with a doctorate degree in clinical
“At the end of the day, you can be physically strong, psychology who have also received specific training
you can have all the tools out there, but if your in the field of sport and exercise psychology should
mental state isn’t good enough, you can’t bring technically be considered sport psychologists.
yourself to bigger and better things.” Although relatively few people meet the criteria
By Carli Lloyd, two-time Oympic to be considered a sport psychologist, a growing
gold medal soccer player number of people who are working in this field are
considered sport psychology consultants. In 1991, the
In contrast, educational sport psychology spe­ Association for the Advancement of Applied Sport
cialists have extensive training specifically in sport Psychology (AAASP) developed a set of certification
and exercise science, including physical education criteria for people who want to work as a sport and
and kinesiology. Their training is often
completed through a department of
physical education or sport and exer­
cise science, with additional training in
principles of psychology and coun­
seling that relates to sports. People
with this background are able to help
educate athletes and coaches about
how psychological factors influence
performance, strategies for managing
arousal and anxiety, and principles of
effective goal setting. They are not,
however, able to treat an athlete with a
psychological disorder.
Although these two types of
specialization have distinct differences
in their training, the most effective sport
psychologists need training in the
PHOTO 1.4: The United States brought nine sport psychologists, including five
principles of psychology as well as to work specifically with ski and snowboard athletes, to the 2014 Winter Olympics
­e xercise and sport science. Moreover, in Sochi.

01-Sanderson-Chap01.indd 5 9/28/16 11:28 PM

 6 Chapter 1 I n tr o ducti o n a n d R ese a rc h M et h o ds

exercise consultant. Becoming a Certified Consultant– However, it is important to recognize that

AASP requires training and education in both sport
and psychological sciences, including a doctorate in
some field (e.g., psychology, sport science, or physical
education), specific courses in different areas, and
some practical, supervised experience in implement­
ing psychological skills training with athletes and
teams. The U.S. Olympic Committee now requires
sport psychologists to have this type of certification
and also to be a member of the American Psychologi­
cal Association (APA) to work with Olympic athletes.
Careers in Sport Psychology
The field of sport psychology is of great interest as a
career to many students, especially former athletes.
Career opportunities in this field appear to be grow­
ing, in part because of the increased awareness of the
importance of psychological principles in influencing
athletic performance. Many professional teams and
elite athletes consult with sport psychologists, as do
some college and university teams. Sport psychology
consultants also work directly with particular
organizations, such as the U.S. Tennis Association
(USTA) and the U.S. Olympic Committee (USOC).
The Impact on Youth feature describes how sport
psychologists can help young athletes perform at a
higher level.
relatively few people are able to make a full-time
living working only as sport psychologists with high-
profile teams and athletes. Many more people work
in academic settings, as teachers and researchers, or
as psychologists in private practice and devote some
of their time to studying, teaching, and/or consulting
about issues in sport psychology. Moreover, the path-
way to such a career is not short; sport psychology
consultants typically have doctorate degrees as well
as additional training working with athletes.
Sport psychologists must also master a range of
different skills. Effective sport psychologists have not
only knowledge of both sport science and psychol-
ogy, but also interpersonal skills that allow them to
build relationships with athletes (Lubker, Visek,
Geer, & Watson, 2008; Partington & Orlick, 1987;
Sharp & Hodge, 2011). Skills in empathy, communi-
cation, and building rapport are all essential, as are
particular interpersonal traits such as approachability,
openness, flexibility, trustworthiness, and friend­
liness. Not surprisingly, sport psychologists must have
expertise in strategies for enhancing performance.
Sport psychologists also need some knowledge of the
particulars of the athlete’s sport. After all, divers face
different types of psychological challenges than do
quarterbacks, and effective sport psychologists need

IMPACT ON YOUTH

The Benefits of Sport Psychology for Young Athletes

Although sport psychology is often
seen as primarily for elite athletes,
a growing number of young athletes
are benefitting from working with a
sport psychologist. In many cases,
young athletes see a sport psychologist
to overcome a particular type of fear
that is impairing their performance,
such as a figure skater or gymnast
worrying about completing a particular
move or a golfer panicking after a bad
hole and having trouble recovering.
Sport psychologists can help train the
athlete to use particular strategies for
overcoming such challenges, such as
reducing arousal, setting goals, and
staying focused even when frustrated.
In this way, sport psychologists are
simply another resource young athletes
can use to prepare for competition,
just as they might work with a
nutritionist, strength coach, or
recruiting consultant.

01-Sanderson-Chap01.indd 6 9/28/16 11:28 PM


an understanding of the particular performance
demands of different sports and different positions
within a given sport. Although having a background
as a competitive athlete might be helpful for sport
psychologists, such experience is not essential.
Finally, although relatively few people work
full-time providing psychological services to ath-
letes, the skills learned in the field of sport psy-
chology are certainly relevant to consulting outside
of athletics. Some people who are trained to pro-
vide sport psychology services also work in related
areas, such as exercise psychology, which involves
applying psychological principles to promote phys-
ical activity and exercise. Other people focus on
providing performance psychology, which involves
using psychological principles and techniques to
improve performance in a variety of fields, such as
in the performing arts and business. The skills one
acquires through training to provide sport psychol-
ogy services can therefore be used in a number of
different fields.
A History of Sport
Psychology
Although the specific field of sport psychology is
relatively new, research in this area first started more
than 100 years ago. In fact, Pierre de Coubertin, the
president of the International Olympic Committee
(IOC) from 1896 to 1925, published an article in 1890
titled “La psychologie du sport” (Kornspan, 2007).
This is believed to be the first time the term sport
psychology was used. For the purposes of this book,
the history of the discipline has been categorized into
three distinct periods: the early years, the formative
years, and contemporary sport psychology.
The Early Years
The first historical example of research conducted on
sport psychology was in 1897. As you will learn more
about in Chapter 6: Anxiety and Arousal, Norman
Triplett, a social psychologist at Indiana University,
noted that cyclists were faster when they raced with
01-Sanderson-Chap01.indd 7
A Histo ry o f S p o rt P s yc h o lo g y 7
other cyclists than when they raced alone (S. F. Davis,
Huss, & Becker, 1995). To examine the effects of the
presence of other people on athletic performance,
Triplett (1898) asked children to wind string on a
fishing reel as fast as they could. His findings revealed
that children who performed the task in the presence
of other children wound the string significantly faster
than children who performed the task alone. This
­research on social facilitation was the first known
study to examine how psychological factors could in-
fluence athletic performance.
Although Triplett is credited with conducting
the first study on sport psychology, Coleman Griffith,
a psychologist at the University of Illinois, is con-
sidered the father of American sport psychology
(Gould & Pick, 1995; Kroll & Lewis, 1970). In 1923,
Griffith developed the first class—called Psychology
and Athletics—in sport psychology, and in 1925
he established the first sport psychology laboratory.
Griffith published numerous empirical studies on
topics within sport psychology, including studies on
the link between personality factors and physical
performance, as well as how psychological growth
could result from participation in sports.
In addition to Griffith’s academic research and
writing, he also made broader contributions to the field
of sport psychology. He wrote two books—Psychology
of Coaching and Psychology of Athletics—which were
widely used at the time. In 1938, Griffith was hired by
P. K. Wrigley, the owner of the Chicago Cubs, to help
the team improve its performance (although his in-
volvement was not appreciated by the coaching staff;
Green, 2003).
Other researchers followed Griffith’s lead and
established their own laboratories to study issues in
sport psychology. These included Franklin M.
Henry (at the University of California), John
Lawther (at Pennsylvania State University), Arthur
Slater-­Hammel (at Indiana University), and Warren
­Johnson (University of Maryland). These research­
ers focused specifically on examining how psycho­
logical factors influenced sport performance in
various ways and created sport psychology as an
academic discipline.
9/28/16 11:28 PM
 8 Chapter 1 I n t r o d u c t i o n a n d R e s e a r c h M e t h o d s
PHOTO 1.5: In 1938 P. K. Wrigley, the owner of the Chicago Cubs, hired sport
psychologist Coleman Griffith to help the team improve their performance.
The first woman known to have conducted
­research on sport psychology was Dorothy Yates,
a clinical psychology professor at San Jose State
College (now San Jose State University). Her research
examined whether principles of psychology could be
used to help improve performance in boxers.
At the approximate time that sport psychology
was developing as a field in the United States, the dis-
cipline was also evolving in Europe. As noted earlier,
the term sport psychology was first used by Pierre
de Coubertin, who was French. Two professors in the
Soviet Union, Avksenty Cezarevich Puni and Piotr
Antonovich Roudik, also established sport psychol-
ogy laboratories in the 1920s.
The Formative Years
The period from 1950 to 1980 is known as the “forma­
t­ive years” in the field of sport psychology (Landers,
1995). During this period, sport psychology changed
from focusing largely on issues of exercise physiology
and motor learning to placing greater emphasis on
how psychological factors influence athletic skills
and performance. For example, research during this
01-Sanderson-Chap01.indd 8
period focused on identifying the
optimal states of arousal, the benefits
of imagery, strategies for managing
anxiety, and the impact of personality
on athletic performance. This period
also marked the first graduate sport
psychology specialization, which was
started by Dorothy Harris at Penn
State (Gill, 1995).
In addition, sport psychology moved
during this period from being much
more academic in focus to becoming
more applied (Weiss & Gill, 2005).
Research during this period moved
outside academic sport psychology
laboratories and into sport settings,
which increased its ability to directly
apply to real-world issues (R. Martens,
1979). Moreover, in 1966 Bruce Ogilvie
and Thomas Tutko published a book
called Problem Athletes and How to
Handle Them. This book, which included the
influential (and controversial) Athletic Motivation
Inventory, was read widely by coaches and athletes,
not just other sport psychology researchers. One of
its authors (Ogilvie) is known as the father of applied
sport psychology in North America for his role in
providing psychological services to elite and pro­
fessional athletes.
The growing acceptance of sport psychology as
a distinct discipline was also clear given the creation
of a number of professional organizations. In 1965,
the International Society of Sport Psychology was
formed in Rome, and in 1966 the North American
Society for the Psychology of Sport and Physical
Activity was established. In 1979, the first journal
devoted specifically to research in sport psychology
(initially called the Journal of Sport Psychology, now
called Sport and Exercise Psychology) was established.
Contemporary Sport Psychology
Sport psychology as a discipline has continued to grow
tremendously over the past 30 to 40 years. In 1980,
the U.S. Olympic Committee developed the Sport
10/3/16 10:52 PM
Another random document with
no related content on Scribd:
 The Project Gutenberg eBook of Survey of
London, Volume 05 (of 14), the parish of St.
Giles-in-the-Fields, part 2
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: Survey of London, Volume 05 (of 14), the parish of St.

Giles-in-the-Fields, part 2

Author: George Laurence Gomme

William Edward Riley

Release date: November 16, 2023 [eBook #72144]

Language: English

Original publication: London: London County Council, 1912

Credits: Richard Tonsing, Bryan Ness, and the Online

Distributed Proofreading Team at https://www.pgdp.net
(This file was produced from images generously made
available by The Internet Archive/Canadian Libraries)

*** START OF THE PROJECT GUTENBERG EBOOK SURVEY OF

LONDON, VOLUME 05 (OF 14), THE PARISH OF ST. GILES-IN-
THE-FIELDS, PART 2 ***
Transcriber’s Note:
New original cover art included with this eBook is
granted to the public domain.
 LONDON COUNTY COUNCIL

SURVEY OF LONDON
ISSUED BY THE JOINT PUBLISHING

COMMITTEE REPRESENTING THE LONDON

COUNTY COUNCIL AND THE COMMITTEE

FOR THE SURVEY OF THE MEMORIALS OF

GREATER LONDON

UNDER THE GENERAL EDITORSHIP OF

SIR LAURENCE GOMME (for the Council)

PHILIP NORMAN (for the Survey

Committee)
 VOLUME V.

THE PARISH OF ST. GILES-IN-THE-FIELDS

(Part II.)

PUBLISHED BY THE LONDON COUNTY COUNCIL, SPRING

GARDENS, LONDON
1914
THE PARISH OF ST. GILES-IN-THE-FIELDS (PART II.), BEING
THE FIFTH VOLUME OF THE SURVEY OF LONDON, WITH
DRAWINGS, ILLUSTRATIONS AND ARCHITECTURAL
DESCRIPTIONS, BY W. EDWARD RILEY, ARCHITECT TO THE
COUNCIL. EDITED, WITH HISTORICAL NOTES, BY SIR
LAURENCE GOMME, CLERK OF THE COUNCIL.
JOINT PUBLISHING COMMITTEE
REPRESENTING THE LONDON COUNTY
COUNCIL AND THE COMMITTEE FOR THE
SURVEY OF THE MEMORIALS OF GREATER
LONDON.

Chairman.

E. L. MEINERTZHAGEN.

Members appointed by the Council.

GRANVILLE-SMITH, R. W.
JOHNSON, W. C.
MEINERTZHAGEN, E. L.
TAYLOR, ANDREW T.

Members appointed by the Survey Committee.

GODFREY, WALTER H.
LOVELL, PERCY.
NORMAN, PHILIP.
MEMBERS OF THE SURVEY COMMITTEE
DURING THE PERIOD OF THE WORK.

The former Presidents of the Committee were—

The late LORD LEIGHTON, P.R.A.

The late Rt. Hon. and Rt. Rev. Dr. CREIGHTON, LORD
BISHOP OF LONDON.

President.

The Rt. Hon. EARL CURZON OF KEDLESTON, G.C.S.I.,

G.C.I.E., F.R.S.

Honorary Members and Subscribers.

The Rt. Hon. Lord Aberdare.

The Board of Agriculture.
C. E. Allen.
Mrs. J. W. Allen.
Sir Robert Allison.
The Society of Antiquaries.
William Sumner Appleton.
The Architectural Association.
The Society of Architects.
The Royal Institute of British Architects.
The Athenæum.
John Avery.
Samuel P. Avery.
E. Burrell Baggallay.
E. J. Barron.
B. T. Batsford.
Boylston A. Beal.
Henry Forbes Bigelow.
Mrs. Percy Bigland.
Arthur L. Bilham.
Harry W. Birks.
The Birmingham Central Library.
The Bishopsgate Institute.
John Briggs.
E. W. Brooks.
A. Herve Browning.
Alfred Burr.
Mrs. Cadic.
The Worshipful Company of Carpenters.
Miss A. G. E. Carthew.
W. J. Checkley.
Cyril S. Cobb.
E. C. Colquhoun.
The Columbia University Library.
The Constitutional Club.
William W. Cordingley.
The Rt. Hon. Lord Courtney of Penwith, P.C.
Walter Crane.
The Rt. Hon. the Earl Of Crawford, F.S.A.
The Croydon Public Library.
G. J. Crosbie Dawson.
George H. Duckworth.
The Board of Education.
The Rt. Hon. the Earl Ferrers.
Mrs. Charles Fewster.
Owen Fleming.
Mrs. Wickham Flower.
Miss Forbes.
Sir George Frampton, R.A., F.S.A.
Miss Agnes Garrett.
Sir Rickman Godlee.
Goldsmiths’ Library, University of London.
A. Gray, K.C.
Miss I. I. Greaves.
Maj.-Gen. Sir Coleridge Grove, K.C.B.
The Guildhall Library.
Richard Waldon Hale.
Edwin T. Hall, F.R.I.B.A.
Mrs. Henry Hankey.
Ambrose Heal.
David Hills.
S. J. G. Hoare.
R. R. Hodgson.
V. T. Hodgson.
J. J. Holdsworth.
Charles H. Hopwood, F.S.A.
E. J. Horniman.
Miss Huth.
Mrs. Alfred Huth.
Edward Huth.
Douglas Illingworth.
Mrs. Illingworth Illingworth.
Miss Edith F. Inderwick.
The Rt. Hon. the Viscount Iveagh, K.P., G.C.V.O., F.R.S.
Edward Tyrrell Jaques.
Gilbert Jenkins.
Philip M. Johnston, F.R.I.B.A., F.S.A.
Miss Caroline A. Jones.
C. H. F. Kindermann.
C. L. Kingsford.
Sir Hugh Lane.
Miss E. M. Lang.
G. C. Lawson.
Sir W. H. Lever, Bt., M.P.
H. W. Lewer.
Owen C. Little.
The London Library.
Dr. G. B. Longstaff.
Mary, Countess of Lovelace.
W. L. Lucas.
Justin Huntly Mccarthy.
William McGregor.
The Manchester Central Library.
C. O. Masters.
Miss B. A. Meinertzhagen.
The Metropolitan Public Gardens Association.
G. Vaughan Morgan.
John Murray, F.R.I.B.A.
The New York Public Library.
Allan Nickinson.
F. H. Norman.
R. C. Norman.
Mrs. Robert Norman.
The Rev. J. P. Noyes.
Vere L. Oliver.
The Oxford and Cambridge Club.
F. W. Peters.
Mrs. W. Wilton Phipps.
F. W. Platt.
D’Arcy Power, F.R.C.S.
Sir E. J. Poynter, P.R.A., F.S.A.
F. W. Procter.
The Public Record Office.
Mrs. F. L. W. Richardson.
Colin E. Reader.
The Reform Club.
Sir Joseph Savory.
Sion College.
Mrs. Vernon Smith.
A. G. Snelgrove.
W. J. Songhurst.
H. C. Sotheran.
Walter L. Spiers.
F. B. Spooner.
The Rt. Hon. Lord Alexander Thynne.
A. G. Warren.
The Library of Congress, Washington.
Mrs. Westlake.
Mrs. Wharrie.
J. Barrington White.
Miss M. J. Wilde.
Dr. George C. Williamson.
Walter Withall.
John E. Yerbury.
Keith D. Young, F.R.I.B.A.
 Active Members.

C. R. Ashbee.
Oswald Barron, F.S.A.
A. H. Blake.
W. W. Braines.
A. E. Bullock, A.R.I.B.A.
G. H. Chettle.
A. W. Clapham, F.S.A.
George Clinch, F.G.S., F.S.A., Scot.
A. O. Collard, F.R.I.B.A.
F. T. Dear.
William Doddington.
H. W. Fincham.
Matt. Garbutt.
Walter H. Godfrey.
Mrs. Ernest Godman.
T. Frank Green, A.R.I.B.A.
Edwin Gunn, A.R.I.B.A.
Osborn C. Hills, F.R.I.B.A.
E. W. Hudson.
T. Gordon Jackson, Licentiate R.I.B.A.
Max Judge.
P. K. Kipps, A.R.I.B.A.
Gilbert H. Lovegrove.
Ernest A. Mann, Licentiate R.I.B.A.
E. T. Marriott, M.A.
Cecil G. McDowell.
W. Monk, R.E.
Sydney Newcombe.
E. C. Nisbet.
Robert Pearsall.
A. Wyatt Papworth, A.R.I.B.A.
Francis W. Reader.
Ernest Railton.
John Ravenshaw.
Francis R. Taylor, Licentiate R.I.B.A.
George Trotman.
Miss E. M. B. Warren.
W. A. Webb, A.R.I.B.A.
A. P. Wire.
W. Wonnacott, A.R.I.B.A.
E. L. Wratten, A.R.I.B.A.
Edward Yates.
W. P. Young.
Philip Norman, F.S.A., LL.D., Editor of the Committee.
E. L. Meinertzhagen, J.P., Treasurer of the Committee.
Percy Lovell, B.A., A.R.I.B.A.,
Secretary of the Committee, 27, Abingdon Street, Westminster,
S.W.
CONTENTS.
 PAGE
GENERAL TITLE PAGE i
SPECIAL TITLE PAGE iii
MEMBERS OF THE JOINT PUBLISHING COMMITTEE iv
MEMBERS OF THE SURVEY COMMITTEE v
DESCRIPTION OF THE PLATES ix
PREFACE xv
THE SURVEY OF ST. GILES-IN-THE-FIELDS:—
Boundary of the Parish of St. Giles-in-the-Fields 1
High Holborn, from the Parish Boundary to Little
Turnstile 3
Nos. 3 and 4, Gate Street 10
High Holborn, between Little Turnstile and Kingsway 13
No. 211, High Holborn 16
Smart’s Buildings and Goldsmith Street 18
Nos. 181 and 172, High Holborn 23
Site of Rose Field (Macklin Street, Shelton Street,
Newton Street (part) and Parker Street (part)) 27
No. 18, Parker Street 33
Great Queen Street (general) 34
No. 2, Great Queen Street 38
Nos. 26 to 28, Great Queen Street 40
Nos. 55 and 56, Great Queen Street 42
Freemasons’ Hall 59
Markmasons’ Hall 84
Great Queen Street Chapel 86
Site of Weld House 93
Nos. 6 and 7, Wild Court 98
No. 16, Little Wild Street 99
No. 1, Sardinia Street 100
Site of Lennox House 101
Nos. 24 and 32, Betterton Street 104
No. 25, Endell Street 105
North of Short’s Gardens 106
Site of Marshland (Seven Dials) 112
The Church of All Saints, West Street 115
 Site of the Hospital of St. Giles 117
Church of St. Giles-in-the-Fields 127
Nos. 14 to 16, Compton Street 141
Nos. 4, 5, 6, 7, 9, 10 and 11, Denmark Street 142
North of Denmark Place 144
Site of The Rookery 145
Nos. 100, 101 and 102, Great Russell Street 147
Bedford Square (General) 150
No. 1, Bedford Square 152
Nos. 6 and 6A, Bedford Square 154
No. 9, Bedford Square 157
No. 10, Bedford Square 158
No. 11, Bedford Square 161
No. 13, Bedford Square 163
No. 14, Bedford Square 164
No. 15, Bedford Square 165
No. 18, Bedford Square 166
No. 23, Bedford Square 167
No. 25, Bedford Square 168
No. 28, Bedford Square 170
No. 30, Bedford Square 171
No. 31, Bedford Square 172
No. 32, Bedford Square 174
No. 40, Bedford Square 176
No. 41, Bedford Square 177
No. 44, Bedford Square 178
No. 46, Bedford Square 179
No. 47, Bedford Square 180
No. 48, Bedford Square 181
No. 50, Bedford Square 183
No. 51, Bedford Square 184
Nos. 68 and 84, Gower Street 185
North and South Crescents and Alfred Place 186
House in rear of No. 196, Tottenham Court Road 188
INDEX
PLATES Nos. 1 to 107
MAP OF THE PARISH