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Kristoffer Henriksen, Louise Kamuk Storm, Natalia Stambulova, Nicklas Pyrdol and Carsten Hvid Larsen

This study is focused on reflections of expert sport psychology practitioners about their interventions with competitive youth and senior elite athletes. Two objectives include: (1) to identify key structural components used by practitioners to describe sport psychology interventions and integrate them into an empirical framework, and (2) to analyze the practitioners’ experiences in regard of their successful and less successful interventions in competitive youth and elite senior sport contexts using the empirical framework. We conducted semi-structured interviews with twelve internationally recognized sport psychology practitioners (SPPs) and analyzed the data thematically. The empirical framework derived from the SPPs’ accounts contains eight structural components integrated into two categories: (1) the content and focus (with three components, e.g., adaptation of content), and (2) the organization and delivery of interventions (with five components, e.g., initiation and assessment of athletes’ needs). Using the empirical framework we found differences between successful and less successful interventions and between youth and senior contexts in terms of needs assessment, adaptation and breadth of content, athlete-practitioner relationship, and intervention settings. The empirical framework might inform SPPs in their efforts to design, implement, and evaluate their services in these two contexts.

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Stewart A. Vella, Lindsay G. Oades and Trevor P. Crowe

This paper describes the validation of The Differentiated Transformational Leadership Inventory (DTLI) within a participation youth sports context. Three hundred and twenty-two athletes aged between 11 and 18 years completed the DTLI. Using a confirmatory factor analysis, the DTLI yielded an underlying factor structure that fell short of cut-off criteria for adjudging model fit. Subsequent theory-driven changes were made to the DTLI by removing the ‘high performance expectations’ subscale. Further data-driven changes were also made on the basis of high item-factor cross-loadings. The revised version of the DTLI was subjected to confirmatory factor analysis and proved to be a good fit for the obtained data. Consequently, a Differentiated Transformational Leadership Inventory for Youth Sport has been suggested for use within the participation youth sport context that contains 22 items, and retains six subscales.

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participants in three youth sport contexts: sport programs with a youth development curriculum, nonsport leadership programs with a youth development curriculum, and sport programs that did not have a youth development curriculum. Perhaps not surprisingly, sport and nonsport programs with a structured youth

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Nicole D. Bolter, Lindsay Kipp and Tyler Johnson

by assessing perceptions of teaching behaviors within the physical education environment and coaching behaviors within youth sport contexts. In this paper, we were particularly interested in perceptions of physical education teachers’ and youth sport coaches’ efforts to teach participants about

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Cassidy Preston and Jessica Fraser-Thomas

for MAC-trained coaches reported significant increases in mastery-goal orientation and decreases in ego-orientation scores across the season, while control-group participants did not. Thus, while AGT has been studied widely in youth sport contexts over the past several decades, the MAC program appears

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Robert H. Mann, Craig A. Williams, Bryan C. Clift and Alan R. Barker

valid in adolescent populations. Although previous research has validated sRPE within many youth sport contexts (eg, water polo and taekwondo), no studies have validated sRPE, dRPE-L, and dRPE-B in adolescent distance runners. This needs addressing due to the popularity of distance running throughout

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Thelma S. Horn

general fitness levels as they move through their adult years (early, middle, late)? Do actual and perceived motor skill competence predict if, and how well, individuals negotiate successful transitions (e.g., from recreational to competitive level in youth sport contexts; from high school to college

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Fernando Santos, Leisha Strachan, Daniel Gould, Paulo Pereira and Cláudia Machado

’ personal assets including the 4 Cs (i.e., competence, confidence, connection, and character), which in turn influence the athletes’ participation, performance, and personal development. While originally developed in a youth-sport context, this framework includes certain dynamic elements present in high

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Lauren A. Gardner, Christopher A. Magee and Stewart A. Vella

continue increase, the risk of dropout decreases. This suggests that in youth sport contexts where lifelong participation is a goal, youth sport stakeholders should prioritize enjoyment. This study is the first to link levels of enjoyment with participation and dropout behavior using a prospective design

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Zenzi Huysmans, Damien Clement, Robert Hilliard and Adam Hansell

Within the youth sport context, coaches take on many different roles and responsibilities. Youth coaches are, first and foremost, responsible for performance outcomes and teaching sport-specific physical, tactical, and technical skills ( International Council for Coaching Excellence, Association of