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The purpose was to study the relationships between psychological factors and perceptually-based values (Ratings of Perceived Exertion: RPE and Estimated Time Limit: ETL). The researchers obtained the scores of several psychological factors (anxiety, extraversion-introversion, neuroticism-stability, self-esteem, motivation, psychological resistance and endurance, desire for success, social desirability, dynamism, competitiveness, activity control, risk-taking, emotional control, aggressiveness, sociability, cooperation, acceptance of a judgment, and leadership) among 23 cyclists. The cyclists performed a graded exercise test in which the researchers collected RPE and ETL at 150, 200, 250 and 300W. Correlations between RPE/ETL and psychological factors were examined. RPE was correlated with leadership, psychological resistance and endurance. ETL was significantly correlated with psychological endurance. These results suggest a link between psychological factors, effort perception, and the time limits predicted by teleoanticipation. These relationships varied according to intensity.

The yips in golf is the interruption of a smooth putting movement by an involuntary jerk or freezing of the arm. Psychological factors seem to worsen the phenomenon. However, published data on how the yips in golf is cognitively and emotionally experienced are very limited. Moreover, the focus of attention in yips-affected golfers has not been investigated. Thus, we interviewed 17 yips-affected golfers to record the thoughts and feelings that are experienced in a situation in which the yips occurs. In addition, we asked them about their focus of attention right before putting. Content analysis revealed a negative cognitive and emotional pattern for all golfers. Furthermore, 11 participants reported focusing either internally or on possible mistakes. The results contribute to an understanding of the yips in golf and provide a starting point for further investigations into possible interventions for the yips.

This article highlights four key principles of cognitive behavior therapy (CBT) and proposes situations where these tenets would be relevant from an applied sport psychology perspective. To achieve this aim, a case study of an athlete with a dysfunctional perfectionist mindset is employed. We conclude with possible research directions in applied sport psychology informed by CBT. These recommendations include the need to further develop an evidence based formulation system and the relevance of building a repertoire of “evidence-based” behavioral experiments to improve practice.

Whether life skills are developed through sport greatly depends on how coaches create suitable environments that promote the development of youth (Gould & Carson, 2008). The purpose of this study was to examine, using Gould and Carson’s (2008) model of coaching life skills, the philosophies and strategies used by model high school coaches to coach life skills and how to transfer these life skills to other areas of life. Interviews were conducted with both coaches and their student-athletes. Results indicated that coaches understood their student-athletes preexisting make up and had philosophies based on promoting the development of student-athletes. Results also demonstrated that coaches had strategies designed to coach life skills and educate student-athletes about the transferability of the skills they learned in sport. Although variations were reported, coaches and student-athletes generally believed that student-athletes can transfer the skills learned in sport to other areas of life. These results are discussed using Gould and Carson’s model and the youth development literature.

Using the mental toughness framework of Jones, Hanton and Connaughton (2007), the authors interviewed thirteen highly-experienced swimming coaches in a two-part study to determine the specific mental toughness subcomponents present in mentally tough swimmers, and to examine the factors that led swimmers to develop mental toughness. Interviews were transcribed and analyzed using methods outlined by Creswell (2007). While confirming eleven of thirteen subcomponents of mental toughness previously identified by Jones et al. (2007), the participants identified (a) “coachability” and (b) “retaining psychological control on poor training days” as previously unidentified subcomponents of mental toughness. In the second part of the study, the authors identified six higher-order themes describing how both the coach and the swimmer acted to develop mental toughness in the swimmer. Implications for researchers, swimming coaches, and sport psychology consultants are discussed.

Belief in streaks—known as a hot (or cold) hand in sports—is a common element in human decision making. In three video-based experiments, we investigated the belief–behavior relationship and how allocation decisions in volleyball are affected by the expertise of participants measured in years of experience. The participants watched video sequences of two volleyball players in which the base rates of these players were kept constant. In addition, one player showed a hot hand (or cold hand), which was manipulated by length and perfection. Results showed that participants of different expertise levels were sensitive to all kinds of streaks, allocated more/less balls to the hot/cold player and reported strong beliefs in the hot or the cold hand. Developing tactics can benefit from this line of research.

A follow-up of the 1990s review of qualitative research articles published in three North American sport psychology journals (Culver, Gilbert, & Trudel, 2003) was conducted for the years 2000–2009. Of the 1,324 articles published, 631 were data-based and 183 of these used qualitative data collection techniques; an increase from 17.3% for the 1990s to 29.0% for this last decade. Of these, 31.1% employed mixed methods compared with 38.1% in the 1990s. Interviews were used in 143 of the 183 qualitative studies and reliability test reporting increased from 45.2% to 82.2%. Authors using exclusively quotations to present their results doubled from 17.9% to 39.9%. Only 13.7% of the authors took an epistemological stance, while 26.2% stated their methodological approach. We conclude that positivist/postpositivist approaches appear to maintain a predominant position in sport psychology research. Awareness of the importance of being clear about epistemology and methodology should be a goal for all researchers.