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This study examined the effectiveness of a logbook and paperclip technique on awareness of the use and content of negative self-talk as well as the motivation to change negative self-talk. Participants (n = 73) completed a questionnaire measuring these variables, and were assigned to either a control, paperclip or logbook group. Participants performed three typical training sessions over a three-week period. The logbook group completed a self-talk logbook after each session whereas the paperclip group carried out a paperclip exercise during each session. Upon completion of the training sessions, the questionnaire was readministered. ANCOVAs revealed no significant differences between the groups for motivation to change and awareness of the content of negative self-talk. However, the logbook group had significantly greater awareness of their use of negative self-talk compared with the control group. A qualitative analysis of the logbook group’s use of negative self-talk provided insights into the situations that prompted negative self-talk, the content of the self-talk, and also the consequences of using negative self-talk. Collectively, the findings offer some support for the use of the logbook technique in the applied setting.

The current study’s primary purpose was to determine the impact of a sport psychology workshop on athletic training students’ sport psychology behaviors. Using a quasi-experimental research design, partial randomization was used to assign athletic training students (n = 160) to a treatment group or control group. A 2 × 2 repeated measures MANOVA revealed a significant multivariate effect for Group x Time interaction [Wilks’s Λ = .22, F (5, 154) = 1, p < .001, η² = .77]. Follow up ANOVAs revealed significant interactions for all sport psychology behaviors (allp < .01) except referring an injured athlete to a sport psychologist. Results from the current study revealed that members of the experimental group reported a significant increase in their use of total sport psychology behaviors at the six week follow-up when compared with those in the control group. Such increases highlight the need for increased exposure of athletic training students to sport psychology. Given the potential benefits that could be derived from the incorporation of sport psychology skills and techniques into injury rehabilitation by athletic training students’, the assertion that injured athletes’ physical rehabilitation could be enhanced with the incorporation of psychological skills and techniques appears to be supported.

In the current study NCAA Division I student-athletes (n = 2,440) completed a Web-based survey assessing their willingness to seek mental skills training, perceptions of the potential benefits of mental training for their team, and support of possible roles for a sport psychology consultant at their institution. Multiple chi-square tests revealed significant (p < .001) dependence of respondents’ ratings on gender, sport type (individual vs. team), prior experience with a sport psychology consultant, and perceived effectiveness of prior experience (low, moderate, high). Generally, females were more receptive than males, individual and team sport athletes were interested in different types of mental skills, athletes with prior consulting experience were more open than those with none, and athletes with highly effective prior experience were more receptive than those with less effective experience. These findings extend previous research examining collegiate student-athletes’ attitudes toward sport psychology consulting and provide several important insights for consultants conducting mental skills training for NCAA Division I level athletes.

The Playing Tough and Clean Hockey Program was developed to teach youth hockey players ages 12 and older to play within the rules and enhance their ability to respond positively to their negative emotions (i.e., through emotional toughness). Hockey players were taught cognitive and emotional skills within a 3 R’s routine to decrease aggressive acts. Three youth ice hockey players identified as frequently exhibiting aggressive behaviors participated in 10 sessions. A single-subject design was used to analyze participants’ aggressive behaviors as well as emotional toughness. Results reveal slight improvements in all participants, with the largest reductions in retaliatory and major aggressive acts. Several key implications for practice are provided including the use of routines and managing emotional responses.

The purpose of this study was to conduct a qualitative exploration of the substitute role in an attempt to uncover detailed understanding of soccer players’ experiences. Twenty soccer substitutes were individually interviewed. Inductive content analysis revealed that they experienced mainly negative organizational, person and competitive factors as substitutes, with fewer positive experiences. Organizational factors were: receiving short notice, segregation, poor coach communication, inactivity and restricted preparation. Person factors were: dissatisfaction with status, self-presentation and impression motivation concerns, reduced control over performance and coach’s decisions, reduced motivation to prepare, negative emotions and elevated state anxiety. Positive responses were: role acceptance, remaining focused, enthusiastic and confident and performing well. Sport psychologists, team-mates and coaches should be aware of these experiences and how they can help substitutes cope with their role.

This article describes a team building intervention with a soccer team during a competitive season. Based on a mutual sharing paradigm we facilitated a series of four team meetings in which team functioning was openly discussed. These meetings were based upon highly structured performance reviews completed by players after each match and analyzed to provide the stimulus for discussion. We adopted a single-case, time series design with multiple pretests and posttests. A postintervention focus group was also conducted with the players. Results suggest the intervention led to improvements in perceptions of team functioning (cohesion, communication, and trust and confidence in teammates), training quality, self-understanding, player ownership and team performance. Players associated the meetings with themes of honesty, open team discussion, sharing of information, and improved communication. The results support the efficacy of team building interventions designed to encourage open discussion of team functioning.

The increasing influence of technology on sports and games is examined and the widespread popularity of video and computer games is identified as an opportunity for sport and exercise psychologists. Modern video and computer games can involve considerable physical activity and social competition and are thus a suitable subject for the application of sport psychology theories and intervention methods. A brief overview of some of the existing research from other fields on video and serious interactive games is presented. The advantages of studying competition, cooperation and exercise in video game play include application of existing theories to new areas, methodological research advantages, and new applied opportunities for practitioners. Sport and exercise psychologists are encouraged to research the long-term viability of studying important sport and exercise psychology topics such as aggression, teamwork and psychological skills using video game and related technologies.