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The aim of the present study was to compare the effectiveness of a learned preperformance routine (PPR) with an intuitively developed one before a simulation race on advanced swimmers’ speed and motor efficiency, as well as self-efficacy and emotional regulation. In total, 46 National Collegiate Athletic Association Division I swimmers were stratified to either the control (intuitively developed PPR) or the PPR condition, which included four instructional sessions aimed at developing a PPR. A simulated competitive race was organized before and after the intervention. For each simulation, speed and motor efficiency were measured during the race, and self-efficacy and emotions, after the completion of the race. Nonsignificant effects were revealed for speed, motor efficiency, and self-efficacy following the intervention. However, performing a learned PPR prior to racing significantly influenced the swimmers’ emotional state. These results provide some support for the effect of a PPR on emotional regulation prior to a swimming race.

Mentoring has been identified as an important antecedent for coaches’ professional and leadership development. I examined how the gender composition of head coach and assistant coach mentorship moderates the relationship between the quality of mentorship and assistant coaches’ leadership skills. The participants were 239 pairs of assistant and head coaches in U.S. college sports. The assistant coaches assessed the quality of mentorship with their head coaches, while the head coaches assessed their assistant coaches’ leadership skills. Mentorship quality was generally related to assistant coaches’ leadership skills, yet the relationships were positive and significant for dyads that involve female head coaches and not significant for dyads that involve male head coaches. The results indicate that gender composition may need to be considered in increasing the effectiveness of coaches’ mentorship. The findings inform the current practices in the implementation of mentoring for coaches’ leader development.

The stress experiences and their impact upon the daily lives and mental well-being of English Premier League professional (soccer) football coaches were explored using an in-depth qualitative design. Eight participants were interviewed using a semi-structured approach with thematic and causal network analysis revealing that (a) a range of contextually dependent demands were experienced and interpreted in relation to their situational properties; (b) many demands were appraised and emotionally responded to in a negative manner; (c) a range of coping strategies were adopted to cope with stress experiences, with many reported as ineffective; and (d) stress experiences often led to negative implications for their daily lives and eudaimonic and hedonic well-being. Positive adaptations to some demands experienced were reported and augmented perceptions of mental well-being. The findings of this study make a novel and significant contribution to understanding the interrelationships between the principal components of the stress process and the prospective links between stress and mental well-being.

The purpose of this study was to explore the sources of stress reported by professional jockeys. In total, 15 jockeys participated in semistructured interviews that included apprentice, conditional, and senior jockeys. Reflexive thematic analysis was used to analyze qualitative data that included inductive and deductive approaches. Jockeys reported a wide range of stress sources. Four core themes were identified and categorized as competitive (current form or being in a slump, pressure, horse, injury, opponents, tactical, and race day), racing industry (weight, workload, travel demands, injury concerns, suspension, and facilities), interpersonal (trainer, other jockeys, expectations of others, support networks, and communication), and career stressors (career uncertainty, career opportunities, and transitions). The findings highlight unique stressors to the jockey population, as well as stressors common with other athlete groups. Practical applied recommendations and future research directions are provided.

This study explored the experiences of elite athletes during the initial stages of lockdown as a result of the COVID-19 pandemic. The eight recruited participants (three females, five males) were asked to tell a story of their lockdown experience. Narrative analysis was used to explore the athletes’ stories. The athletes’ narrative is best represented in four distinct sections: (a) threat to goals, (b) ongoing consequences, (c) overcoming COVID-19, and (d) adapting to COVID-19. Four narrative themes were also coconstructed from the athletes’ stories: (a) factors athletes found challenging, (b) loss, (c) strategies that benefitted athletes psychologically, and (d) silver linings. Combined, these findings suggest that the initial stages of lockdown are best described as a critical pause. The authors present applied implications for athletes and sport psychology practitioners. The authors also recommend that future research investigate the longitudinal effect of prolonged lockdown on athletes’ lives and a potential return to sport.

High school athletes are at risk for heavy alcohol use, which is associated with consequences that may negatively impact performance and eligibility to participate in sports. This study evaluated the efficacy of a web-based personalized normative feedback intervention on reducing alcohol use among high school athletes in their senior year. Class periods were randomized to the intervention or an assessment-only control group. Athletes completed surveys at baseline and at a 6-week follow-up. They were classified as high-risk or low-risk drinkers based on baseline reports of binge drinking. Results indicated that for athletes classified as high-risk drinkers, those in the intervention group reported significantly greater reductions in quantity of weekly drinking and peak drinking quantity compared with those in the assessment-only control group. There were no significant intervention effects for frequency of alcohol use. Findings support the efficacy of web-based personalized normative feedback intervention for reducing alcohol use among high school senior athletes.

In an effort to increase perceptions of cohesion among intercollegiate soccer players, a team-based mindfulness meditation program was undertaken. This team-building program was delivered by using a personal-disclosure mutual-sharing approach. A total of 31 female intercollegiate soccer players from two teams participated. Assigned to the intervention condition was a Canadian intercollegiate team (U Sports), while the control condition was an American intercollegiate team (NCAA, Division II). The participants completed a measure of cohesion (Group Environment Questionnaire) pre- and postintervention. Controlling for the preintervention scores, the 8-week team-based mindfulness meditation program resulted in significantly higher perceptions of social cohesion for the intervention group compared with the control group at postintervention. However, there were no significant differences in task cohesion between the intervention and control groups at postintervention. Using personal disclosure, mutual sharing seems a viable approach by which to deliver a team-based mindfulness meditation program to enhance a team’s social cohesion.