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The study aimed to determine whether athletes who practice biofeedback are able to self-regulate by reaching resonance frequency and gaining physiological control quicker than if practice time integrates imagery or a rest period. Intervention effectiveness (e.g., intervention length, time spent training) was also explored. Twenty-seven university athletes were assigned to one of three groups: (a) biofeedback (i.e., continuous training), (b) biofeedback/imagery (i.e., interspersed with imagery), and (c) biofeedback/rest (i.e., interspersed with a rest period). Five biofeedback sessions training respiration rate, heart rate variability, and skin conductance were conducted. A repeated-measure analysis of variance showed a significant interaction between groups over time (p ≤ .05) for respiration rate, heart rate variability, and skin conductance, indicating that resonance frequency and physiological control was regained following imagery or a rest period. Postmanipulation check data found intervention length and training time to be sufficient. Combining imagery with biofeedback may optimize management of psychophysiological processes.

With the aim of supporting anxiety screening of student-athletes, this study examined the psychometric performance of the GAD-7 and GAD-2 for assessing anxiety and other clinical mental health concerns (depression, past-year and recent suicidality) in student-athletes. Data from intercollegiate varsity athletes (N = 7,584) were drawn from the Healthy Minds Study. Reliability estimates were good in the sample. Area under the curve values were excellent for anxiety and fair to good for depression and suicidality. Across all clinical indicators, a cutoff of 6 (GAD-7) and 2 (GAD-2), respectively, yielded the most balanced sensitivity and specificity rates. Both measures positively correlated with functional impairment, academic impact, and perceived mental health and negatively correlated with positive mental health. Overall, results supported the reliability, accuracy, and construct validity of the GAD-7 and GAD-2 in a national student-athlete sample. Discussion focuses on clinical implications and practical usage of the GAD-7 and GAD-2 with student-athletes.

Sport provides many youth participants with a central life project, and yet very few eventually fulfill their athletic dreams, which may lead them to disengage from sport entirely. Many studies have explored the processes of athletic retirement, but little is known about how youth athletes actually reconstruct their relationship with sport and embodiment postretirement. The authors explored these issues in the story of “Pilvi,” a Finnish alpine skier who disengaged from sport in her late adolescence. Employing an existential-phenomenological approach, they conducted six low-structured interviews with Pilvi, combined with visual methods, and identified key themes relating to the body, space, culture, and time. Their findings highlight the difficulty of building a new relationship with sport and the often restrictive cultural horizons of sport and exercise culture that limit the “possible selves.” The authors discuss the significant implications for applied practitioners helping youth athletes and effectively supporting them in leaving their sport.

Coaches have been shown to play key roles in the life-skills development and transfer process. The purpose of the study was to examine coaches’ approaches to teaching life skills and their transfer in youth sport. A multiple case study design was employed. Each case was composed of one coach and at least two of their athletes involved in youth baseball, rugby, soccer, and sailing. The data collection involved pre- and postseason interviews and in-season journaling with coaches, as well as postseason interviews with athletes. The results indicated that the coaches predominantly used implicit approaches, with just over half identified as using some explicit approaches to teach life skills. The coaches discussed several factors that influenced their decisions to use or not use explicit life-skills teaching approaches. The results have implications for future research and applied efforts aimed at maximizing the developmental gains athletes can derive from their participation in sport.

The psychological environment where sporting activity is undertaken has been suggested to influence performance. The coach orchestrates practice activities and their perception of the psychological environment has been regularly evaluated in competition research but not in practice. The aim of this study was to explore coach perceptions of the psychological influencing factors present in the practice environment. Participants were six U.K. academy basketball coaches (mean age = 35 years). Data were collected through semi-structured interviews and analyzed using interpretative phenomenological analysis. Five superordinate themes were constructed from data analysis, which were player characteristics, team-first orientation, current performance perceptions, coach characteristics, and coaching structure. Results suggest that the coach has a unique insight into the psychological influencing factors of the practice environment. Combined with the practice environment framework offered by Smith, Cotterill, and Brown, a model is offered to aid practitioners in understanding the interrelatedness of psychological influencing factors in the practice environment.

There appears to be general agreement that interaction with significant challenge should be a central feature of the development pathways for future high performers. There is, however, far less clarity about how such programs should be designed and delivered against core psychological principles. Accordingly, the purpose of this paper is to offer guidelines for talent development practitioners seeking to offer athletes the opportunity to maximize their growth and development. The authors propose that genuinely developmental experiences will likely offer a level of emotional disturbance and, as a result, more fully engage performers, prompting self and other facilitated reflection, and motivate future action. Furthermore, there is a necessity for these experiences and their follow-up, to be managed in a coherent manner and integrated with existing skills, experience, and future performance aims. In highlighting these issues, the authors offer recommendations for talent development coaches, managers, psychologists, and parents of athletes.

This Participatory and Appreciative Action and Reflection (PAAR) investigation illustrates a leader’s first steps in a “values-to-action” journey. Drawing on the interface between transformational leadership and organizational culture, this study focused on the birth of the Severn Stars—a professional netball club in the United Kingdom. In particular, this PAAR investigation explored how the leader’s values were operationalized through the club’s inaugural year. Fourteen operational managers, coaches, and players were individually interviewed in order to gain an appreciative gaze and subsequently reframe their lived experience. Results demonstrated how transformational leadership was manifested through the pragmatic deployment of club values and how the organizational culture was, in part, characterized by individualized consideration, intellectual stimulation, idealized influence, and inspirational motivation. These behaviors and the organizational culture were shown to enhance prosocial relationships and social connections across the club, the influence of the Super Stars, and stakeholders’ perceptions of autonomy.

Approximately 90% of players in Minor League Baseball will be released at some point in their career. The purpose of this study was to qualitatively explore the role of individuals’ basic psychological needs during the release from professional baseball and throughout their subsequent transition to a new career. Semistructured interviews were conducted with 12 former Minor League Baseball players. Thematic analysis generated four themes: (a) The release resulted in immediate but temporary basic psychological need thwarting, (b) the “liberating experience” of the release allowed individuals to perceive autonomy in the transition out of affiliated baseball, (c) perceptions of competence served as the foundation for a positive transition to a new career, and (d) meaningful connections fostered individuals’ perception of relatedness in the transition out of affiliated baseball. The findings suggest that need fulfillment might act as a buffer between potential stressors in the transition process and athletes’ cognitive, emotional, and behavioral response.

Cultural competence, identified as the ability to understand other cultures and being aware of one’s own cultural assumptions, has been found to be important for sport psychology professionals (SPPs). In the current study, one of a few exploring the SPPs’ own perceived cultural competence, a sample of 203 SPPs completed an online survey examining the perceptions of their own levels of cultural competence. Most participants reported receiving formal training in cultural competence. However, this training was perceived as only moderately effective and only able to predict the reported level of the SPPs’ perceived cultural competence in a limited way. These results could be attributed to the reported lack of support for SPPs engaging in culturally centered self-reflective practice and to the limited role that these factors have played in training programs. Additional findings are described and discussed, along with recommendations for professional development and applied training.

Efficacy beliefs and communication are key constructs that have been targeted to develop task cohesion. This study’s purpose was to (a) examine whether collective efficacy, team-focused other-efficacy, and team-focused relation-inferred self-efficacy are predictive of task cohesion and (b) evaluate the possibility that communication mediates efficacy–task cohesion relationships. British university team-sport athletes (N = 250) completed questionnaires assessing efficacy beliefs, communication (i.e., positive conflict, negative conflict, and acceptance communication), and task cohesion (i.e., attractions to group, group integration). Data were subjected to a multigroup path analysis to test mediation hypotheses while also addressing potential differences across males and females. Across all athletes, collective efficacy and team-focused other-efficacy significantly predicted attractions to group and group integration directly. Positive conflict and acceptance communication significantly mediated relationships between efficacy (team-focused other-efficacy, collective efficacy) and cohesion (attractions to group, group integration). Findings suggest that enhancing athletes’ collective efficacy and team-focused efficacy beliefs will encourage communication factors affecting task cohesion.