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Lori M. Cox, Christopher D. Lantz and Jerry L. Mayhew

Early identification of potentially harmful eating patterns is critical in the effective remediation of such behaviors. The purpose of this investigation was to examine the degree lo which various factors including gender, family history, and athletic status predict disordered eating behavior; social physique anxiety and percent body fat were added as potential predictor variables. The eating behaviors of student-athletes and nonathlete students were also compared. One hundred eighty undergraduate students (males = 49, females =131) provided demographic information and completed the Eating Attitudes Test (EAT) and the Social Physique Anxiety Scale (SPAS). Stepwise multiple-regression analysis indicated that social physique anxiety, gender, and body fat (%Fat) combined to predict 34% of disordered eating behaviors: EAT = 0.921 SPA - 1.05 %Fat + 10.95 Gender (1 = M. 2 = F) - 17.82 (R 2 = .34, SE = 4.68). A one-way ANOVA comparing ihe eating behaviors of athletes and nonathletes revealed no significant difference between these groups.

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Kieran Kingston, Andrew Lane and Owen Thomas

This study examined temporal changes in sources of sport-confidence during the build up to an important competition. Elite individual athletes (N = 54) completed the Sources of Sport-Confidence Questionnaire (SSCQ) at five precompetition phases (6 weeks, 4 weeks, 3 weeks, 2 weeks and 1 week before competition). A two-factor (gender x time-to-competition) MANOVA revealed no significant interactions, but highlighted both time-to-competition and gender main effects. Time-to-competition main effects indicated the importance placed upon demonstration of ability, physical/mental preparation, physical self-presentation and situational favorableness sources of sport-confidence changed during the precompetition phase. Gender main effects revealed that female athletes demonstrated a significantly greater reliance on sources associated with mastery, physical self-presentation, social support, environmental comfort and coach’s leadership than male athletes. These findings emphasize the benefit of considering sources of sport-confidence as competition approaches; they may have implications for the design and timing of confidence based interventions.

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Jane McKay, Ailsa G. Niven, David Lavallee and Alison White

Following the theoretical framework of Lazarus and Folkman (1984), recently adapted to sport (Fletcher, Hanton, & Mellalieu, 2006), 12 elite UK track athletes (M age = 22.7; SD = 2.4 years) participated in semistructured interviews to identify sources of strain. Inductive content analysis identified 11 general dimensions of sources of strain from 664 meaning units, which were subsequently categorized into competitive, organizational, and personal domains. Several sources of strain (e.g., competitive concerns, pressure to perform) were consistent with previous research supporting the suggestion that a core group of stressors may be evident across sports although several sources of strain appeared to be more pertinent to track athletes (e.g., social evaluation and self-presentation concerns) highlighting the need to consider group differences.

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Bernadette Woods and Joanne Thatcher

The purpose of this study was to conduct a qualitative exploration of the substitute role in an attempt to uncover detailed understanding of soccer players’ experiences. Twenty soccer substitutes were individually interviewed. Inductive content analysis revealed that they experienced mainly negative organizational, person and competitive factors as substitutes, with fewer positive experiences. Organizational factors were: receiving short notice, segregation, poor coach communication, inactivity and restricted preparation. Person factors were: dissatisfaction with status, self-presentation and impression motivation concerns, reduced control over performance and coach’s decisions, reduced motivation to prepare, negative emotions and elevated state anxiety. Positive responses were: role acceptance, remaining focused, enthusiastic and confident and performing well. Sport psychologists, team-mates and coaches should be aware of these experiences and how they can help substitutes cope with their role.

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Sara Kramers, Martin Camiré and Corliss Bean

updated program would have higher program quality scores than coaches using the original program. Moreover, based on the notion that self-presentational actions linked to social desirability are common in the completion of self-report measures ( Paulhus & Vazire, 2009 ), it was hypothesized that coaches

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Mike Stoker, Ian Maynard, Joanne Butt, Kate Hays and Paul Hughes

negatively affected in a high-pressure condition by increases in self-presentation as induced by judgment stressors. Notably, these results contrast with the findings of Stoker et al. ( 2017 ) where they discovered that consequences did not affect performance. Specifically, elite netballers were exposed to

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Denise M. Hill, Matthew Cheesbrough, Paul Gorczynski and Nic Matthews

additional source of distraction was self-presentation concerns, as they were focusing on the negative image they had just presented during the choking event: “My focus was on him [playing partner]. What he was thinking about me, rather than the next shot. . . . I was so embarrassed that I just couldn’t get

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Kevin S. Spink and Kayla Fesser

consciously bias their responses for self-presentation reasons when responding to hypothetical situations ( Alexander & Becker, 1978 ). Moreover, systematically varying the characteristics of interest captured in the vignettes (i.e., coach encouragement, teammate intervention) allowed for precise examination

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Samuel T. Forlenza, Scott Pierce, Robin S. Vealey and John Mackersie

, social support, mastery, demonstration of ability, physical self-presentation, environmental comfort, vicarious experiences, situational favorableness, and coaches’ leadership. Subsequent research with elite athletes identified additional sources of sport-confidence, including physical and mental

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François Rodrigue, Pierre Trudel and Jennifer Boyd

final presentation for my diploma. It paints an complete picture of my career. N/A N/A N/A  Video Self-presentation It was interesting to be recorded coaching and to have clips of my own coaching. N/A N/A N/A N/A Coaching Conversation  1a. Program Management N/A I now collect feedback from recruits. It