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Tanya McGuane, Stephen Shannon, Lee-Ann Sharp, Martin Dempster and Gavin Breslin

increased team identification. Furthermore, in a study of hockey players ( Benson & Bruner, 2018 ), SIT principles were supported such that prosocial teammate behaviors were associated with higher levels of in-group ties and in-group affect. However, as indicated in the review by Rees et al., there has been

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Erika D. Van Dyke, Judy L. Van Raalte, Elizabeth M. Mullin and Britton W. Brewer

sender of the message is also the intended receiver ( Van Raalte, Vincent, & Brewer, 2016 ). Self-talk has been categorized along the dimensions of valence (positive and negative) and function (instructional and motivational), and has been thought to affect athletes’ attention, automatic skill execution

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Janaina Lima Fogaca, Sam J. Zizzi and Mark B. Andersen

must first understand the supervisee’s development and the factors that affect it. Tod, Marchant, and Andersen (2007) and Tod, Andersen, and Marchant (2009) suggested that a central area of sport psychologists’ development is improving service-delivery competence (SDC). Tod et al. described SDC as

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Stephen Pack, Monna Arvinen-Barrow, Stacy Winter and Brian Hemmings

-Barrow, 2018 ). Typically defined as “communication which is perceived by any of the interacting parties as humorous behavior that leads to laughter, smiling, or a feeling of amusement” ( Robinson, 1991 , p. 10), humor is a complex biopsychosocial phenomenon consisting of physiological, cognitive, affective

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Frazer Atkinson, Sandra E. Short and Jeffrey Martin

the “belief coaches have in their ability to affect the learning and performance of their athletes” ( Feltz et al., 1999 ; p. 153). Most athletes, particularly high-level performers (e.g., college soccer players), develop efficacy, or confidence, in both their team (i.e., team efficacy) and their

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Philip D. Imholte, Jedediah E. Blanton and Michelle M. McAlarnen

the influence that positive expectations have on performance ( Duan, Li, Xu, & Wu, 2017 ). Nate’s experience was also reminiscent of sport research that has suggested that coaches form expectations that affect their behavior, which in turn affects athletes’ performance and behavior that, in sum

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Elizabeth M. Mullin, James E. Leone and Suzanne Pottratz

 al., 1993 ). AI consists of cognitive, affective, behavioral, and social components ( Brewer et al., 1993 ). As a cognitive structure, AI provides a framework for interpreting information, determines how an athlete may cope with career-threatening situations, and inspires behavior consistent with the

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Paul A. Sellars, Stephen D. Mellalieu and Camilla J. Knight

ability to cope with demands throughout transitions. In addition, limited opportunities to participate and progress in rugby union can affect enjoyment and satisfaction with the sport due to players’ being unable to achieve desired goals and aspirations or not perceiving benefits from the time invested

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

use of positive and negative affective tactics, being malleable in the nature and number of outcomes sought, having an interactive locus of causality (i.e., a belief that people and situations together will influence outcomes), a selective level of control over outcomes, and targeting elites as a

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Moira Lafferty and Caroline Wakefield

exclusion if they did not attend. Participant 1 talked about how not attending might affect future socials, describing how “everyone encouraged us to go . . . like older years . . . to get to know people better, and I knew if I didn’t go on the first one I probably wouldn’t go on them again,” while