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The present study examined the effects of personal-disclosure mutual-sharing (PDMS) on a diverse set of group factors in a previously unexplored context. During a single bout of PDMS, 14 soccer-academy athletes voluntarily disclosed unknown personal stories to fellow teammates. Social identity, friendships identity content, results identity content, and collective efficacy were measured at baseline, post-PDMS, follow-up, and maintenance phases. In addition, team performance over the competitive season was assessed via goal difference and goal discrepancy. Data indicated that a short-term significant increase in friendships identity content and a sustained improvement in team performance occurred after the PDMS session, and social identity, results identity content, and collective efficacy remained elevated across all intervention phases. Data suggest that PDMS fosters immediate increases in aspects of team functioning that may exert a positive influence upon team performance. Future research would benefit from ascertaining the exact mechanisms in which PDMS encourages changes in team outcomes observed within the current study.

The aim of this study was to investigate the convergent validity of the Movement Assessment Battery for Children (M-ABC) and the Peabody Developmental Motor Scales – 2 (PDMS-2). Thirty-one 4- and 5-year-old children (mean age 4 years 11 months, SD 6 months), all recruited from a clinical setting, took part in the study. Children were tested on the M-ABC and the PDMS-2 in a counterbalanced order on the same occasion. The results showed that the total scores on the two tests correlated well (r_s = .76). However, when the ability of the two tests to identify children with difficulties was examined, agreement between them was low (K = .29), with the PDMS-2 being less sensitive to mild motor impairment in this population. Taken together, these findings suggest that clinicians need to be aware that, although measuring a similar construct, these tests are not interchangeable.

The present study examined the effects of a rational emotive personal-disclosure mutual-sharing (REPDMS) intervention on the rational and irrational beliefs of a group of Greek adolescent athletes that had previously participated in four rational emotive behavior therapy (REBT) educational workshops. Measurements were taken before REBT workshops (baseline), during the REBT workshop period, and after the REPDMS session (postintervention). Further, a comparison group received REBT education, but did not receive REPDMS, allowing the between-subjects comparison between participants who received REPDMS and participants who did not. Findings support the hypotheses that REPDMS has positive effects on further reducing irrational beliefs, enhancing rational beliefs, and prolonging the duration of these positive effects, over and above REBT education alone. Qualitative inspection of the REPDMS transcript also revealed participant perceptions of REBT, and served to stimulate critical author reflections on REPDMS.

In a one group pretest-posttest design, 15 elite academy cricketers were exposed to two personal-disclosure mutual-sharing (PDMS) sessions during a preseason tour. Within PDMS1, athletes disclosed (via prepared speeches) relationship-oriented information and within PDMS2, mastery oriented information. Social identity, social identity content, and collective efficacy were measured at baseline (1 week before the tour), post-PDMS1, midpoint, and post-PDMS2, while social validation was also obtained after each intervention session. Quantitative data revealed significant increases in social identity and friendships identity content at post-PDMS1, and results identity content and collective efficacy at post-PDMS2. Qualitative social validation data highlighted the thoughts and feelings of the athletes before their speeches and supported the effectiveness of the PDMS sessions. In sum, the data suggest practitioners can develop team outcomes (e.g., a focus on results) through developing specific aspects of teams’ identities. Study limitations, practitioner guidelines, and areas for future research are discussed.

The overall purpose of this study was to provide professional guidance to practitioners who may wish to deliver Personal-Disclosure Mutual-Sharing (PDMS) team building activities. First we replicated and evaluated a PDMS intervention previously used by Dunn and Holt (2004). Fifteen members (M age = 25.4 yrs) of a high performance women’s soccer team provided evaluative data about the intervention they received via reflective interviews. Benefits of the PDMS activity were enhanced understanding, increased cohesion, and improved confidence. Guidelines for professionals who may wish to use this team building approach are provided in terms of (a) establishing group communication practices during the season, (b) delivering the meeting, and (c) demonstrating contextual sensitivity.

This study evaluated the effects of a personal-disclosure mutual-sharing (PDMS) intervention on team cohesion and communication among 21 male professional soccer players from a top division club within the United Kingdom (UK) before an important match in the latter stages of a domestic cup competition. Data from the Group Environment Questionnaire (GEQ) and the British Scale for Effective Communication in Team Sports (BRSECTS) showed no statistically significant changes in cohesion or positive and negative communication from pre to postintervention (i.e., pretest to posttest); yet the team performed above their expectations in the important match only to lose in a penalty shoot-out. Social validation data further revealed that most players felt the intervention was worthwhile and benefitted the team by enhancing closeness, understanding of teammates, and communication. We discuss strategies and guidance for sport psychologists considering a PDMS intervention in the context of professional sport teams. Future research directions considering the effects of PDMS with other professional and youth UK sports, collective efficacy, and social identity is outlined.

This study examined the effectiveness of the Young Athletes program to promote motor development in preschool-aged children with disabilities. In the study, 233 children were randomly assigned to a control group or the Young Athletes (YA) intervention group which consisted of 24 motor skill lessons delivered 3 times per week for 8 weeks. Hierarchical Linear Modeling (HLM) showed that children who participated in the YA intervention exhibited mean gains of 7–9 months on the Peabody Developmental Motor Subscales (PDMS) compared with mean gains of 3–5 months for the control group. Children in the YA intervention also exhibited significant gains on the gross motor subscale of the Vineland Teacher Rating Form (VTRF). Teachers and parents reported benefits for children not only in specific motor skills, but also kindergarten readiness skills and social/play skills. The necessity for direct and intentional instruction of motor skills, as well as the challenges of involving families in the YA program, are discussed.