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Kristoffer Henriksen, Louise Kamuk Storm, Natalia Stambulova, Nicklas Pyrdol, and Carsten Hvid Larsen

This study is focused on reflections of expert sport psychology practitioners about their interventions with competitive youth and senior elite athletes. Two objectives include: (1) to identify key structural components used by practitioners to describe sport psychology interventions and integrate them into an empirical framework, and (2) to analyze the practitioners’ experiences in regard of their successful and less successful interventions in competitive youth and elite senior sport contexts using the empirical framework. We conducted semi-structured interviews with twelve internationally recognized sport psychology practitioners (SPPs) and analyzed the data thematically. The empirical framework derived from the SPPs’ accounts contains eight structural components integrated into two categories: (1) the content and focus (with three components, e.g., adaptation of content), and (2) the organization and delivery of interventions (with five components, e.g., initiation and assessment of athletes’ needs). Using the empirical framework we found differences between successful and less successful interventions and between youth and senior contexts in terms of needs assessment, adaptation and breadth of content, athlete-practitioner relationship, and intervention settings. The empirical framework might inform SPPs in their efforts to design, implement, and evaluate their services in these two contexts.

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Katie E. Misener

youth sport context can facilitate well-being for parents via a meaningful and healthy lifestyle rather than one that enables negative behavior and a loss of a parent’s own leisure. This topic is highly relevant to the community sport sector, and to me as a parent of two young children who participate

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Stewart A. Vella, Lindsay G. Oades, and Trevor P. Crowe

This paper describes the validation of The Differentiated Transformational Leadership Inventory (DTLI) within a participation youth sports context. Three hundred and twenty-two athletes aged between 11 and 18 years completed the DTLI. Using a confirmatory factor analysis, the DTLI yielded an underlying factor structure that fell short of cut-off criteria for adjudging model fit. Subsequent theory-driven changes were made to the DTLI by removing the ‘high performance expectations’ subscale. Further data-driven changes were also made on the basis of high item-factor cross-loadings. The revised version of the DTLI was subjected to confirmatory factor analysis and proved to be a good fit for the obtained data. Consequently, a Differentiated Transformational Leadership Inventory for Youth Sport has been suggested for use within the participation youth sport context that contains 22 items, and retains six subscales.

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Cassidy Preston and Jessica Fraser-Thomas

for MAC-trained coaches reported significant increases in mastery-goal orientation and decreases in ego-orientation scores across the season, while control-group participants did not. Thus, while AGT has been studied widely in youth sport contexts over the past several decades, the MAC program appears

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Kurtis Pankow, Amber D. Mosewich, and Nicholas L. Holt

which youth sport coaches adopt pragmatic leadership styles (vs. other leadership styles) would help establish the prevalence of coach leadership styles in given youth sport contexts and would provide direction for the development of educational initiatives designed to serve the needs of particular

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Thelma S. Horn

general fitness levels as they move through their adult years (early, middle, late)? Do actual and perceived motor skill competence predict if, and how well, individuals negotiate successful transitions (e.g., from recreational to competitive level in youth sport contexts; from high school to college

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Fernando Santos, Leisha Strachan, Daniel Gould, Paulo Pereira, and Cláudia Machado

’ personal assets including the 4 Cs (i.e., competence, confidence, connection, and character), which in turn influence the athletes’ participation, performance, and personal development. While originally developed in a youth-sport context, this framework includes certain dynamic elements present in high

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Lauren A. Gardner, Christopher A. Magee, and Stewart A. Vella

continue increase, the risk of dropout decreases. This suggests that in youth sport contexts where lifelong participation is a goal, youth sport stakeholders should prioritize enjoyment. This study is the first to link levels of enjoyment with participation and dropout behavior using a prospective design

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Kristen Lucas and E. Whitney G. Moore

sport contexts on efficacy-related beliefs and social behaviors . Developmental Psychology, 45 ( 2 ), 329 – 340 . doi:10.1037/a0014067 10.1037/a0014067 Gardner , F.L. , & Moore , Z.E. ( 2012 ). Mindfulness and acceptance models in sport psychology: A decade of basic and applied scientific

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Paul A. Davis, Louise Davis, Samuel Wills, Ralph Appleby, and Arne Nieuwenhuys

emotions systematic observation instrument: A tool to evaluate coaches’ emotions in the youth sport context . International Journal of Sports Science & Coaching, 11 ( 6 ), 859 – 871 . doi:10.1177/1747954116676113 10.1177/1747954116676113 Allen , M.S. , Jones , M. , McCarthy , P.J. , Sheehan