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The purpose of this study was to examine changes in female student athlete basketball players’ well-being over time. Eleven female student athlete basketball players completed the Warwick–Edinburgh Mental Well-Being Scale—Short Form (WEMWBS-SF) every week for 22 consecutive weeks. Differences in well-being (p = .027; ${\mathrm{\eta }}_{\mathrm{p}}^2=.25$ ) were found across time with the magnitude of weekly changes in WEMWBS-SF scores ranging between trivial and large. Magnitude-based differences highlighted individual variability, with five (45.45%) athletes very likely reporting increased well-being over time. It is evident that the well-being of female student athletes could be improved given the interpretation of aggregate scores, combined with joint consideration of the individual trajectories, reported in this study. Future work examining environmental factors with logical and practical links to well-being seems necessary to support female student athletes.

This case study details the experience and results of the first author’s work as a clinical sport psychologist contracted by the International Volleyball Federation to develop and deliver a mindfulness-based intervention to volleyball and beach volleyball referees leading up to the 2016 Summer Olympic Games. Interviews with the referee commission revealed referees’ high levels of pre- and in-game stress, which can inhibit their cognitive decision-making ability needed to perform at a high level. A five-stage (emotional intelligence, stress management skills, concentration, mental imagery, and motivation) mindfulness-based intervention was developed to address referees’ attentional skills, emotional readiness, and mindful awareness. The five stages were delivered over the 4 months preceding the Games, where the clinician was also available on-site for individual preparation. Referees completed pre- and postintervention quantitative (Five-Facet Mindfulness Questionnaire, Competitive State Anxiety Inventory-2, and Concentration Skills Self-Help Test) and qualitative surveys as well as a post-Olympics evaluation of the practical tools introduced during the mindfulness-based intervention. In-game performances were evaluated by referee delegates prior to and at the Olympics. Analysis of the data showed significant positive changes in the mindfulness factors observing and nonreaction, referees’ concentration skills, and the evaluations of in-game performances. Multiple tools were reported to be highly useful and frequently implemented, including during the Olympics.

The primary purpose of this case study was to develop, implement, and evaluate a new workshop-based intervention using the five-step career planning and reflect on feedback from participants (n = 17) with the aim of improving the intervention’s content and structure to apply it to a wider population of higher education students, including student athletes. The workshop-based intervention aimed to provide participants with opportunities to reflect on career planning and mapping while reviewing their past, present, and future in terms of both sports careers and life, generally. We provide our reflections for both applied researchers and practitioners on our experience of piloting the intervention. Semistructured interview data were collected from the participants. Analysis revealed that the workshop afforded participants with opportunities to reflect on their present and future careers. The participants also provided recommendations on how to improve future workshops. Reflections on these recommendations and on the workshop (development, implementation, and evaluation) are provided.

Although sport participation holds potential to facilitate substance use recovery, the role of sport and links to identity transformation are contentious. Using an instrumental and intrinsic case study, we used narrative inquiry to explore autobiographies as cultural sites of analysis in relation to the role that one sport (i.e., triathlon) plays in substance use recovery. We conducted a social constructionist narrative thematic analysis of four public autobiography sources (e.g., one book and three documentary films) chronicling one man’s 27-year journey of substance use recovery using recreational triathlon. A central narrative threaded the substance use recovery process: redemption narrative. Redemption narrative meaning(s) unfolded in distinct ways depending on identity themes: (a) athlete to triathlete: (re)creating a non-substance-using identity and (b) generative athlete: claiming a sober identity. The redemption stories and shifting identities were connected to recovery capital resources: human (e.g., mental health and life perspective), social (e.g., community belonging), and cultural (e.g., appreciation of new meanings connected with triathlon). This study extends work in sport psychology focusing on athlete autobiographies as research and pedagogical resources to learn more about the role of sport in substance use recovery. We provide reflections on findings, recommendations for practitioners, and future research directions.

This study uses a thematic content analysis to analyze common stressors for volleyball referees, examine the individual triggered stress responses, and identify the applied coping strategies. A total of 38 German elite volleyball referees (24 male and 14 female, M _age = 38.29 years, SD = 7.91 years) were considered for this study. Through the analysis, 17 stressful events, 14 stress responses, and 6 different coping strategies were identified and further clustered into four main dimensions. Common stressors among elite German volleyball referees were identified as stressful game situations, need for game management, situational environment, and demands on self-activation. These stressors triggered emotional stress reactions, cognitive stress reactions, changes in focus, and reactions among the test group after increased strain. In order to deal with these situations and emotions, referees applied self-regulation strategies, improved focus and concentration, searched for a solution, prepared for the match or a stressor, showed a confident appearance, and tried to accept and let go of mistakes or situations. Post hoc Pearson’s correlation analyses showed significant relationships between emotional and cognitive stress reactions with stressful game situations. Consequently, the role of coping with emotions and thoughts becomes essential for volleyball referees to remain focused and perform.

For individuals with an intellectual disability, emerging adulthood (18–25 years) may be a disruptive time with an abrupt ending to programming and services after adolescence. This study critically explores the social environment and experiences of individuals involved in a Special Olympics paddling program for emerging adult athletes with an intellectual disability. Using an instrumental case study design, multiple qualitative methods were implemented including photography, videography, observations, and interviews. The participants included four athletes (one female and three male; three with autism spectrum disorder, one with mild intellectual disability), three fathers, a coach, a program coordinator, and an administrator. Analyses were guided by interpretivism and the quality parasport participation framework. The findings highlight how the limited staff training and preparation, the complexity of providing such a program, and parental hidden labor in their adult children’s sport involvement influence the social environment. Implications for coaching practices include the importance of communication strategies and coach education.

Who is the “Magic Man” (https://youtu.be/5EgNF6X2MJs?t=78)? In 2017, Pavel Datsyuk was named as one of the 100 greatest National Hockey League players in ice hockey history. His Detroit Red Wings teammate Niklas Kronwall quipped, “Pav is the Magic Man for a reason. He does things out there with the puck that no one else can do.” This statement begs the questions: When, where, and how did Pavel learn those creative skills? To gain insight into how the “Magic Man,” Pavel Datsyuk, acquired such sophisticated yet unorthodox skills, we endeavored to investigate the preprofessional years of Pavel’s development. Utilizing a case study methodology and leaning on the theoretical framework of ecological dynamics, we sought to examine the ecological niche that helped shape Pavel’s learning in development. Our case study highlights the ecological nature of the development of expertise and the nonlinear impact ecological constraints had on the development of Pavel’s expertise.