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Lea-Cathrin Dohme, David Piggott, Susan Backhouse, and Gareth Morgan

Research has identified psychological skills and characteristics (PSCs) perceived to facilitate talented youth athletes’ development. However, no systematic categorization or synthesis of these PSCs exists to date. To provide such synthesis, this systematic review aimed to identify PSCs perceived as facilitative of talented youth athletes’ development, group and label synonymous PSCs, and categorize PSCs based on definitions established by Dohme, Backhouse, Piggott, and Morgan (2017). PRISMA systematic-review guidelines were employed and a comprehensive literature search of SPORTDiscus, PsycINFO, PsycARTICLES, and ERIC completed in November 2017. Twenty-five empirical studies published between 2002 and 2017 met the inclusion criteria. Through thematic analysis, 19 PSCs were identified as facilitative of youth athletes’ development—8 were categorized as psychological skills (e.g., goal setting, social-support seeking, and self-talk) and 11 as psychological characteristics (e.g., self-confidence, focus, and motivation). The practical implications of these findings are discussed.

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Tom O. Mitchell, Ian H.J. Cowburn, David Piggott, Martin A. Littlewood, Tony Cook, and Kevin Till

The possession of certain psychosocial characteristics can offer performance advantages in a range of domains. However, integrating a program to support the development of psychosocial characteristics is a lengthy process and involves context-specific knowledge and effective working relationships with stakeholders. The aim of this article is to present a real-life example of the design, delivery, and implementation of a theoretically informed psychosocial development program for players within an academy soccer setting to include player workshops, coach delivery, and ways to influence the environment. This multifaceted approach included formal and informal meetings, observations, coach education, and social media groups. Initial reflections suggested workshops are an effective method to “teach” some of the aspects within the program. Integrating coaches throughout design and implementation is recommended. Key stakeholders should consider investing time in education for coaches to develop strategies to foster psychosocial development in their players. Limitations and future recommendations are discussed.