This study acts as a follow-up to a previous investigation into the development and activation of achievement goals within young tennis players (Harwood & Swain, 2001). The project investigated the effects of a season-long player, parent, and coach intervention program on goal involvement responses, self-regulation, competition cognitions, and goal orientations of three junior tennis players. First, each player reported goal involvement, self-regulation, self-efficacy, and perceptions of threat and challenge prior to three ego-involving match situations. Aligned with a matched control participant, each treatment player, with their parents and coach, engaged in educational sessions and cognitive-motivational tasks over a three-month competition and training period. Postintervention, positive directional changes were reported in all players except the control participant. This study reinforces to applied researchers and practitioners the importance and practicability of social-cognitive and task-based interventions designed to facilitate optimal, motivational, and psychological states in high pressure competitive situations.
Chris Harwood is with the Department of Physical Education, Sports Science, and Recreation Management, Loughborough University, Loughborough, Leicestershire, UK LE113TU; E-mail: C.G.Harwood@lboro.ac.uk. Austin Swain is with the Applied Psychology Research Unit, Lane 4 Managemet Group, Maidenhead, UK.
The authors would like to acknowledge the support of the editor and the exceptional quality of the reviews of both of the papers in this series.