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Talent-school settings may generate stress via demanding expectations. To investigate students representing Norway’s growing phenomenon of early adolescent talent schools, we interviewed twenty-seven 14- to15-year-old boys and girls about their experiences with self- and socially imposed expectations. Students were recruited from two sports schools (n = 14) and one school each with talent classes for ballet (n = 7) and music (n = 6). Using reflexive thematic analysis, we found four main themes representing the performers’ accounts of (a) self-oriented expectations of persistent hard work, evoking self-doubts, and never-give-up attitudes; (b) coaches’/teachers’ socially prescribed expectations, stimulating hard work, and pursuit of approval and opportunities; (c) parental expectations, reflected as helpful support, concerns of letting parents down, and negotiating independence; and (d) struggles with balancing expectations, reflected by demanding workloads, difficulties with prioritizing recovery, and ill-being. Early interventions targeting unhealthy self- and socially imposed expectations in high-expectation settings may be required to safeguard youth performers’ healthy development.

This study identified helpful and unhelpful encouragement at mass participation running events and explored the meaning that runners found in encouragement. First, 10 k and half-marathon postevent surveys differentiated instructional and motivational components of helpful and unhelpful support. Second, an inductive, reflexive thematic analysis of 14 interviews highlighted the reciprocal relationship between the crowd and runners, whereby quality of support was reflected in runners’ emotions and behavior. Participants drew pride in participation and belief from the crowd, and they wanted to “give back” through doing their best. Personal and authentic support was particularly valued. Although support was widely appreciated, at times it created a pressure to “perform.” As a novel intervention based on our combined findings, we recommend that crowds, event organizers, and psyching teams give encouragement “with IMPACT” (Instructional; Motivational; Personalized; Authentic; Confidence-building; Tailored to the distance). Crowds should also demonstrate the “core conditions” of authenticity, empathy, and being nonjudgmental within their encouragement.

The personal assets framework suggests that dynamic elements of (a) personal engagement in activities, (b) quality social dynamics, and (c) appropriate settings will influence an athlete’s long-term outcomes of performance, personal development, and continued participation in sport. The aim of the present study was to conduct a case study of a Norwegian age-restricted team that was successful in promoting participation, performance, and positive development for individual participants and to investigate how the dynamic elements of activities, social dynamics, and settings have led to these long-term outcomes. The results indicated that the case is a best-practice example of successful attainment of personal development and long-term participation and performance through appropriate structure and application of the dynamic elements within the personal assets framework, including enjoyable peer-led play activities and quality practice, quality relationships with teammates and coaches, and access to facilities.