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In this exploratory study, we examined hypothesized antecedents (basic psychological needs) and consequences (dispositional flow) of athlete engagement (AE); plus the extent to which AE mediated the relationship between basic needs and flow. Structural equation modeling with a sample of 201 elite Canadian athletes (60.20% female, mean age = 22.92 years) showed that needs satisfaction (particularly competence & autonomy) predicted athlete engagement (30% explained variance); and needs satisfaction and athlete engagement predicted dispositional flow (68% explained variance). AE partially mediated the relationship between needs satisfaction and flow. Practical suggestions are offered for needs-supportive coaching programs designed to increase both AE and flow.

The aim of the present investigation was to develop an instrument assessing the content and the structure of athletes’ self-talk. The study was conducted in three stages. In the first stage, a large pool of items was generated and content analysis was used to organize the items into categories. Furthermore, item-content relevance analysis was conducted to help identifying the most appropriate items. In Stage 2, the factor structure of the instrument was examined by a series of exploratory factor analyses (Sample A: N = 507), whereas in Stage 3 the results of the exploratory factor analysis were retested through confirmatory factor analyses (Sample B: N = 766) and at the same time concurrent validity were assessed. The analyses revealed eight factors, four positive (psych up, confidence, anxiety control and instruction), three negative (worry, disengagement and somatic fatigue) and one neutral (irrelevant thoughts). The findings of the study provide evidence regarding the multidimensionality of self-talk, suggesting that ASTQS seems a psychometrically sound instrument that could help us developing cognitive-behavioral theories and interventions to examine and modify athletes’ self-talk.

The purpose of the current study was to identify putative antecedents and consequences associated with self-efficacy, other-efficacy, and relation-inferred self-efficacy, within the context of elite coach-athlete dyads. Semistructured interviews were conducted with each member of six international-level coach-athlete partnerships, and data were analyzed using inductive and deductive content analytic techniques. Results for both athletes and coaches demonstrated that the above ‘tripartite efficacy beliefs’ (cf. Lent & Lopez, 2002) were identified as originating from perceptions regarding oneself, inferences regarding the ‘other’ dyad member (e.g., the athlete’s coach), as well as the dyad as a whole. Results also revealed that the tripartite efficacy constructs were interrelated, and independently associated with a number of positive task-related and relationship-oriented consequences. Findings are considered in relation to developing and sustaining effective coach-athlete relationships at the elite level.

Flow has been described within sport psychology as an optimal state underpinning peak performance. However, the consequences of experiencing flow may not always be beneficial. One negative consequence might be that of contributing to dependence on the activity that interacts with, or is associated with, the flow experience. This study explored the dichotomous consequences of flow, using case studies of big wave surfers. Fifteen elite surfers completed in-depth, semistructured interviews. It seems clear from the results that the surfers experienced positive consequences of flow. However, they also exhibited symptoms of dependence on surfing. It is suggested that there may be an association between the experience of dimensions of flow and the compulsion to engage in an activity. Some specific recommendations for further research into the relationship between flow and exercise dependence are made.

While there are significant benefits to be gleaned from the delivery of sport psychology services to youth athletes, there does not appear to be a sport psychology consulting model that adequately addresses the unique needs and organizational structure of a youth sport population. The authors have both integrated and extended the current paucity of literature in an attempt to provide sport psychology practitioners with an inclusive youth sport consulting model. Therefore, the purpose of this article is to introduce the Youth Sport Consulting Model (YSCM) which serves as an educational framework for guiding and supporting sport psychology practitioners in the implementation and delivery of sport psychology services for young athletes and their sport organizations.

This study investigated the psychological characteristics of professional golfers and their relation to golf performance. The aims of the study were (a) to provide descriptive data on professional golfers, (b) to test possible differences between successful and unsuccessful players and (c) to estimate whether psychological characteristics could predict golf performance. The data were collected from 41 male professional golfers the day before an official competition. Results revealed that players who made the cut were characterized by higher scores on performance-approach goal, cognitive and somatic anxiety, relaxation strategies, attentional control, emotional control and lower score on performance-avoidance goal. Subsequently, a multiple regression analysis revealed that higher cognitive anxiety, more frequent use of relaxation strategies and emotional control strategies were associated with better player’s ranking at the end of the competition.

The purpose of this study was to determine if the use of structured self-reflection in community dance classes would influence achievement goal orientations, levels of intrinsic motivation, or perceived dance performance. The Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Intrinsic Motivation Inventory (IMI) were modified slightly to reflect involvement in salsa dancing rather than sport and then were administered to 139 Latin dance students at the beginning and end of an 11-week term. The dance classes were divided into control and intervention groups, balanced in terms of sample size and level of instruction. The intervention group completed a salsa self-reflection form during or after class for 9 weeks. At the posttest all students rated their salsa performance and the intervention group evaluated the self-reflection process. Results indicate that although achievement goal orientations were not affected, structured self-reflection is perceived to be a positive tool and may be a useful technique to enhance perceived performance and maintain effort and perceived importance. The participants’ perceptions of the self-reflection process were positive, with no negative effects of engaging in the process reported.