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Health-related quality of life (HRQOL) is a multidimensional concept focusing on the impact of health status on quality of life. The purpose of this study was to examine if sport engagement and sport-specific social support predicted HRQOL among adolescents with physical disabilities. Sixty-eight participants completed surveys assessing sport engagement, sport-specific social support, and HRQOL. Participants had moderate to high perceptions of sport engagement, social support, and HRQOL supporting the affirmation model of disability. Based on a canonical correlation, esteem, information, and tangible social support and sport engagement—confidence—were the strongest predictor variables of the sport engagement/social support variant, which was linked to the HRQOL variant predicted by emotional, social, and school functioning. The findings support the importance of social support and confidence in the sport context for the HRQOL of youth with physical disabilities.

Studies have indicated that as little as 15 min of mindfulness training (MT) positively affects sport performance under pressure, but the minimum amount of MT required to induce effects is unclear. The current experiment tested the effects of MT of different lengths on free-throw shooting under pressure. Forty-six participants (78% men) with competitive basketball experience completed pretest mindfulness and anxiety surveys and shot under low pressure. Using performance-based matched assignment, participants were randomly distributed into groups. On another day, participants completed audio trainings (6-min MT, 15-min MT, or control) and then shot under high pressure. Under high pressure, anxiety and mindfulness states did not differ among groups, nor were there group differences in average shooting percentage. However, only the control group performed worse on the second shot under high pressure compared with low pressure, suggesting possible protection effects of MT. Findings are discussed regarding application and possible interactions between traits, motivation, and incentive values.

Within clinical sport psychology (CSP), there is increased attention on factors designed to enhance professional well-being, such as self-care, for practitioners. Emotional competence is a relatively new supervision topic despite it being an ethical imperative within clinical/counseling and sport psychology. CSP trainees deal with stressors that could threaten professional well-being and are complicated by ethical challenges within the sport ecosystem. The purpose of this article is to describe self-care and emotional competence as they relate to the professional well-being of CSP trainees. We offer practical applications for supervisors to consider adopting in their work with trainees. Overall, it is of vital importance that those in CSP attend to their well-being, and we call upon the CSP field to be more intentional about integrating well-being factors into the supervision relationship.

The purpose of this paper is to show how philosophies and guiding theoretical models have helped develop the mentoring practices of a master’s degree program with students seeking to become Certified Mental Performance Consultants. We present a series of challenges that we have encountered as mentors in this program. These challenges center around the consulting student, coach interactions, situations that have warranted a need for referrals, and mentor burnout. In each challenge, we discuss how our philosophy and models of supervision helped guide our decisions and the lessons learned from these various situations. Ultimately, these challenges and experiences helped us improve the program through changes in our mentorship structure and general logistics. We hope that our lessons, ideas for program improvement, and the rationale of how our mentoring philosophy supported our decision making at the time may be useful to mentors who oversee graduate-level programs.