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Fraser Carson, Clara McCormack, Paula McGovern, Samara Ralston, and Julia Walsh

demands associated with their roles and be more effective as coaches. What we wanted these coaches to do was to understand social norms and to provide them a knowledge platform to act proactively by employing self-regulatory and growth mindset thinking. Specifically, the desired outcomes of the program

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Suzie Godfrey and Stacy Winter

This paper presents a reflective account of the sport psychology support work delivered across one season at a professional football academy by a neophyte practitioner. The development of the sport psychology program, referred to as Winning Mentality, was guided by Harwood and Anderson's (2015) 5C guidelines to psychological skills training.The Winning Mentality program outlined within this paper was delivered to the U9-U12 age groups and focused on the three key topics: (1) growth mind-set; (2) emotional control; and (3) confidence.The intervention comprised predominantly of classroom-based workshops delivered at the team level that focused on one topic per training cycle. Working with these young age groups uncovered a number of challenges that form the basis of this reflective account.Drawing upon child developmental literature was a necessity to ensure the effective matching of session content to the relevant age group. In addition, the heavily classroom-based nature of the program limited the youth footballers application of sport psychology techniques on the football pitch.Finally, opportunities to empower coaches with the knowledge and skills to apply psychological concepts within their training sessions should be welcomed.

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Jon Welty Peachey, Laura Burton, Janelle Wells, and Mi Ryoung Chung

, followers’ needs satisfaction, and indirectly to organizational effectiveness. Several key themes emerged: leadership as vision and mission driven, empowerment leading to autonomy, cultivating a growth mindset connected to competence, and relatedness. Vision and mission driven Both SDP leaders and followers

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Jolan Kegelaers, Janneke Wikkerink, and Raôul R.D. Oudejans

within the applied field include constructs such as commitment, confidence, focus, grit, growth mindset, hardiness, mental toughness, motivation, perseverance, resilience, self-control, self-efficacy, self-regulation, and volition. In addition to the sheer number of constructs, the popularity of some of

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Thelma S. Horn

hold an incremental or growth mind-set perceive that success is something that is achieved through hard work or mastery. Thus, they perceive ability as malleable and incremental (e.g., “To be good at math means you have worked hard at it”). Considerable research support has accumulated to support the

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completed surveys. The athletes with strong incremental (i.e., growth) mindsets reported more enjoyment from affiliation and expending effort. The athletes with strong entity (i.e., fixed) mindsets reported lower enjoyment from self-improvement, affiliation, and excitement. Regarding interactions, although

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Robin S. Vealey, Nick Galli, and Robert J. Harmison

knowledge about the practice of sport psychology. Frankly, just because individuals have been doing something for a long time doesn’t necessarily mean they are competent. The CMPC certification challenges all of us to move from our fixed mindset comfort zone into a growth mindset learning zone ( Dweck, 2006

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Justine Jones, Kathryn Johnston, and Joseph Baker

collegiate player’s ability to execute when it matters most. For instance, this group of coaches argued that, in their experience, a positive outlook and a “growth mindset” has benefitted players. This is augmented by research by Nichols et al. ( 2019 ), who discovered that average or high-level performers

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Daniel Wigfield, Ryan Snelgrove, Luke R. Potwarka, Katie Misener, and Laura Wood

expected) • A pproach (Our commitments are the foundation of everything we do. We are integral. We welcome adversity with optimism. We nourish life-giving relationships. We have a growth mindset.) • P recision (We pay ridiculous attention to details and have an unwavering standard of excellence) • E

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Julie Freedman, Sally Hage, and Paula A. Quatromoni

clinical sport psychologist inside the athletics department, athletes have the opportunity to work not only on the performance mindset but also on a growth mindset. Working on their growth mindset builds autonomy and resiliency, as in the case of injury, or low self-worth when the athlete’s identity is