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Camilla J. Knight

not receive the seminar or guide. After the intervention, children of parents in the seminar-and-guide group reported higher perceived parent support and warmth, as well as less perceived parent pressure and parent–child conflict. Children of these parents also reported increased enjoyment, higher

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Jessica Fraser-Thomas and Jean Côté

The purpose of this study was to gain understanding of adolescents’ positive and negative developmental experiences in sport. Twenty-two purposefully sampled adolescent competitive swimmers participated in a semistructured qualitative interview. Content analysis led to the organization of meaning units into themes and categories (Patton, 2002). Athletes suggested their sport involvement facilitated many positive developmental experiences (i.e., related to challenge, meaningful adult and peer relationships, a sense of community, and other life experiences) and some negative developmental experiences (i.e., related to poor coach relationships, negative peer influences, parent pressure, and the challenging psychological environment of competitive sport). Findings underline the important roles of sport programmers, clubs, coaches, and parents in facilitating youths’ positive developmental experiences in sport, while highlighting numerous important directions for future research. Implications for coach training and practice are outlined.

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Daniel J. Madigan, Thomas Curran, Joachim Stoeber, Andrew P. Hill, Martin M. Smith, and Louis Passfield

concerns at Time 1. This autocorrelation yields a residual for athletes Time 2 perfectionistic strivings and concerns that captures change variance across the time points. In Step 2, the Time 1 coach pressure and parent pressure variables were added to the regression model in Step 1 to ascertain whether

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Katherine A. Tamminen, Kaleigh Ferdinand Pennock, and Courtney Braun

’s Alphas, and Pearson’s Correlations Between Study Variables Range α 1 2 3 4 5 6 1. Athlete stress 1–5 .79 — −.66** −.23* .20 † −.21 † −.22 2. Coping self-efficacy 0–130 .91 −.68** — .46** −.02 .49** .12 3. Autonomy support 1–7 .87 −.30* .28* — −.07 .73** .09 4. Parent pressure 1–5 .81 .18 −.12 −.24

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Jimmy Sanderson and Katie Brown

.R. , Dorsch , T.E. , King , M.Q. , & Rothlisberger , K.J . ( 2016 ). The impact of family financial investment on perceived parent pressure and child enjoyment and commitment in organized youth sport . Family Relations, 65 ( 2 ), 287 – 299 . doi:10.1111/fare.12193 10.1111/fare.12193 Fernandez , G

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Makenzie A. Schoeff, Katie R. Morey, James E. Johnson, Anya T. Eicher, and Lawrence W. Judge

, it is reasonable for parents to expect some form of return on this investment ( Dunn et al., 2016 ). It has been found that “greater levels of family financial investment were associated with high athlete perceptions of parent pressure and decreases in children’s enjoyment and commitment” ( Dunn et

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Michel Milistetd, Pierre Trudel, Steven Rynne, Isabel Maria Ribeiro Mesquita, and Juarez Vieira do Nascimento

element of why higher education institutions exist. The new generation of learners, often called Millennial students or Generation Y, entering colleges and universities are said to have their own characteristics (e.g., over-protective parents, pressure to achieve), expectations (e.g., high marks with

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Bobbi-Jo Atchison and Donna L. Goodwin

. Educational and peer support opportunities before, during, and after transitions may ease parent pressures at times of transition. Transition programs aimed at parents could include educational supports designed to decrease apprehensions and letting go of old perceptions and utilizing one’s strategies (e

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Eve Bernstein, Ingrid Johnson, Tess Armstrong, and Ulana Lysniak

in college, 2. Ideas from things seen online, 3. Parent pressure (because we need to be ready to win high school championships) and 4. Being lulled into the “roll out the ball” mentality because it is easy. “Seeing students as athletes is turning off kids,” one teacher noted. As students enter early

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Shelby Waldron, J.D. DeFreese, Brian Pietrosimone, Johna Register-Mihalik, and Nikki Barczak

of environmental factors (e.g., coach/parent pressure, limited social interaction, and decreased deliberate play) on athlete’s perceptions of autonomy (feelings of personal choice and control), competence (feelings of effectiveness within one’s environment), and relatedness (feelings of belonging and