Applied sport psychology consultation is a relatively new phenomenon with limited empirical underpinnings. The purpose of the study was to evaluate three applied sport psychology consultant personal and professional characteristics within Strong's social influence model that have been suggested to impact consultants' effectiveness in working directly with athletes and their performance problems. The three consultant characteristics were academic training, past athletic experience, and interpersonal skill. Division I female athletes (N = 187) read written preconsultation information and watched a 10- minute vignette between a consultant and an athlete. Participants completed the Counselor Rating Form-Short (CRFS), the Sport Psychology Consultant Evaluation Form (CEF), and questions concerning willingness to work with the consultant. The data from the dependent measures were analyzed by a 2 (level of consultant academic training) X 2 (level of consultant past athletic experience) X 2 (level of consultant interpersonal skill) MANOVA. Results indicated that applied sport psychology consultants' academic training and past athletic experience had only limited influence on the participants' perceptions about the consultants. The Division I female athletes unambiguously rated consultants with positive interpersonal skills more favorably on all dependent measures regardless of the consultants' level of academic training or past athletic experience. Directions for future research and implication of the findings on training and certification in applied sport psychology are discussed.

Determining the factors that contribute to mental toughness development in athletes has become a focus for researchers as coaches, athletes, and others extol its influence on performance success. In this study we examined a model of mental toughness development based on achievement goal theory, assessing the relations between motivational climates, goal orientations, and mental toughness. Five hundred ninety-nine varsity athletes, representing 13 different sports from six different high schools in a southwestern United States school district, participated in the study. Athletes completed self-report measures assessing parent, peer, and coach motivational climates, goal orientations, and their mental toughness. Initially, I examined the measurement model and found it fit the data well both in the exploratory (SRMR = .06; CFI = .94) and confirmatory (SRMR = .06; CFI = .95) samples. Second, the structural model was examined and found to fit the data well in both the exploratory (SRMR = .08; CFI = .93) and confirmatory samples (SRMR = .07, CFI = .95). Parent task-involving climate, (β = .55; p < .05) and coach task-involving climate (β = .32; p < .05), but not peer task-involving climate (β = .05), were associated with task goal orientation (R2 = .57). Ego goal orientation (R2 = .32) was explained by peer ego-involving climate (β = .15; p < .05), parent ego-involving climate (β = .39; p < .05), and coach ego-involving climate (β = .16; p < .05). Finally, only task goal orientation (β = .75; p < .05) was related to the athletes’ mental toughness (R2 = .56); the ego goal orientation pathway was not significant (β = .04). These results speak to the potential positive influence of parents and coaches on athletes’ mental toughness through their endorsement of task-involving messages and pursuits leading to the development of a task goal orientation.

Superstitious thoughts or behaviours have been demonstrated to occur frequently and persistently among students and athletes. One major limitation in the superstition in sports literature is that researchers attempt to measure only negative superstitious beliefs; however, to date, little is known about types of superstitions, how superstitions are developed and maintained, their psychological functions and malfunctions, or their behavioural consequences. Study 1 demonstrates the widespread prevalence of superstitions within the present population of undergraduate student athletes in British and Ghanaian universities, and explores several specific superstitions that appear to be particularly common. There were significant main effects of gender and nationality on both positive and negative superstitious beliefs. British student athletes tended to endorse both types of superstition to a greater extent than Ghanaian student athletes, whereas Ghanaian student athletes engaged in superstitious behaviour more than British student athletes. In Study 2, the results suggested that people may enact their positive superstitious beliefs and religion as coping mechanisms and as secondary control strategies to offer them the comfort of feeling in control under conditions of impending failure. Results from the two qualitative studies (Studies 3 and 4) demonstrated some support for elite footballers’ engaging in rituals which serve a functional outcome. These findings suggest that superstitious and religious behaviour can protect against debilitating interpretations of anxiety by increasing self-confidence or allowing athletes to perceive symptoms as controllable and facilitative. Interestingly, athletes who have acquired their superstition by means of conformity note that they experienced cognitive dissonance. Dissonance emerges when two beliefs are inconsistent. Apparent contraction between an athlete’s personal superstitious behaviour and their teams’ superstitious behaviour may give rise to self-doubt, which can erode the athlete’s confidence and create other negative psychological consequences to team process. Study 5 provided empirical evidence for the notion that activation of personal superstition improved performance more than conforming to other superstitions, and that performance was better than that of athletes in the control group. In this regard, the reported findings uniquely contribute to our understanding of superstitions and their effects on psychological as well as behavioural consequences. The present findings are in line with previous research on the psychological functional benefits of superstition. At the same time, these findings suggest fresh interrogations for future research on the subject of superstitions. Possible applications to the student athletes and professional athletes are discussed.

This study aimed to distinguish the coping efforts of athletes who endured shorter, and longer, durations of competitive suffering. Eleven male and 15 female endurance athletes (Mage= 35.8, sd= 12.1) completed a 5km competitive suffering running time-trial task. Following the task, threat perceptions and coping function use (problem focused, PFC; emotion focused, EFC; and avoidance, AvC) were measured in 200 meter intervals using video mediated recall. Control beliefs were also assessed. Those who suffered for shorter durations used more EFC during initiation and at the peak of competitive suffering, as well as less AvC during initiation, in comparison to longer duration sufferers. PFC use did not distinguish competitive suffering duration. Non-significant correlations were revealed between control beliefs and both suffering duration and coping function use. Overall, the results imply that emotion-focused coping is the most appropriate coping function to decrease competitive suffering duration, regardless of control beliefs. / xi, 106 leaves : ill. ; 29 cm

The present research investigated the relationship between separation-individuation issues and the motoric activity of running in adult female development. Literature on sex roles and sociocultural factors was presented. Previous research on physical activity and mental health was reviewed. Psychodynamic formulations provided the framework for exploring and understanding a woman's involvement in running. Measuring instruments tapped concepts related to independence and separateness.

Utilizing an analogue research design conducted via the Internet, this study assessed athletic trainers' abilities to recognize, diagnose, and intervene with a hypothetical athlete experiencing depression, and examined the impact of their gender, athlete gender, and athlete's presenting problem on their decisions. Athletic trainers' perceived competency in using psychosocial interventions with athletes, history of referring athletes to psychology professionals, and training backgrounds in psychology also were examined. Participants (270 male and 370 female certified athletic trainers) were randomly assigned to one of six conditions (Athlete Gender X Presenting Problem). After reading the appropriate vignette, they completed questions related to the athlete's psychological symptoms and diagnosis, referral recommendations, and use of psychosocial interventions if working with the athlete. The vignettes were identical except for the athlete's gender and problem. Overall, athletic trainers accurately identified the athlete's depressive symptoms/diagnosis and need for psychological referral. They rated the athlete significantly higher in Depressive Symptoms than in Anger/Agitation Symptoms and Compulsive Behavioral Symptoms, and as more likely to be experiencing a depressive disorder compared to an adjustment disorder, anxiety disorder, sleep disorder, or substance abuse disorder. Female athletic trainers provided significantly higher ratings of Depressive Symptoms than males and the injured athlete was rated significantly higher in Anger/Agitation than the performance problem athlete. Diagnosis ratings were not influenced by athlete gender, athletic trainer gender, or type of problem. Athletic trainers were most likely to refer the athlete to a psychology professional compared to an allied health professional, treating the athlete themselves, or doing nothing. Presenting problem significantly impacted referral recommendations. If treating the athlete themselves, athletic trainers were significantly more likely to use supportive interventions than cognitive-behavioral techniques; they felt significantly more competent in providing supportive interventions. Competency in both interventions was significantly enhanced if athletic trainers completed psychology coursework. Findings suggest that athletic trainers are able to accurately identify and intervene with athletes experiencing psychological problems.

Effective leadership is a concept shown to be important for successful team performance in the fields of business, education, and sport. In sport, the role of the athlete leader has been under-examined and specifically, how coaching behaviors can affect athlete leader behaviors and how various leadership models (e.g., trait, behavioral, situational) relate to the athlete leader role has never been studied. The present study examined how autocratic, democratic, and collaborative coaching styles affect the athlete leader behavior preferences of athletes of different genders and sport types. Three coach scenarios reflecting the three aforementioned coaching styles were created so that athletes could imagine that they were coached by the individual presented in the scenario and then rate what type of athlete leader behaviors that they would prefer given the style of the coach that they read about. Results showed that the coach scenarios failed to have a significant impact; however, significant differences were discovered between men and women and between individual and team sport athletes on variables measuring preferred performance/task, relationship, motivation, and representation behaviors. Data were gathered on the style of athletes' current coach and this variable also produced significant differences for such behaviors as resolving conflict, providing positive reinforcement, and acting respectfully towards others. In addition, exploratory analyses showed that athletes who hold different leadership positions prefer different athlete leader behaviors. The current study seemed to offer concrete evidence on how coaching style can affect athlete leader preferences and how the athlete leader role can be explained by trait, behavioral, and situational leadership theories; however, future studies will have to further explore the impact that a coach's style can have on the behavior of athlete leaders as well as analyzing the relationship between athlete leaders and teammates utilizing the transformational leadership approach.

Female athletes have been established as a high-risk group for disordered eating due to the high prevalence rates of clinical (i.e., 1.9% to 19.9%) and subclinical eating disorders (i.e., 7.1% to 49.2%). To date, only a few studies have examined the long-term stability of eating disorders in collegiate female athletes, a design that will allow examination of change in prevalence rates over time. Additionally, researchers have attempted to identify psychosocial risk factors in the development of disordered eating, but short time frames (e.g., competitive season, one year) during which data was collected have limited their findings. The current study investigated the progression in prevalence of eating disorder classification (i.e., eating disordered [ED], subclinical ED, asymptomatic), pathogenic weight control behaviors (e.g., laxative use, vomiting), and the predictive ability of psychosocial risk factors (e.g., body dissatisfaction, negative affect) from the time in which female athletes were active collegiate competitors (Time 1) to a time six years later, in which the women were retired (Time 2). By Time 2, the women were categorized as asymptomatic (69.9%), subclinical ED (26.9%), and clinical ED (3.1%). The prevalence of those who were disordered (i.e., either subclinical or clinical ED) increased from 22.8% (Time 1) to 30.1% (Time 2). The athletes, both as active competitors and retired, reported using exercise and dieting/fasting as the most frequent forms of weight control, but to a much lesser degree when retired. The full model explained 14.9% to 21.1% of the variance in disordered eating categories, and correctly classified 73.6% of the athletes in the sample. Dietary intent and sadness significantly predicted their being classified in the disordered eating group. Early intervention efforts that address eating, body image concerns, proper nutrition, and how to eat healthfully when athletes are competing are important and may help to alleviate future distress. Additional clinical implications and limitations are discussed.

Elite and collegiate athletes are subpopulations at increased risk for the development of disordered eating and pathogenic weight management strategies; such risks may extend beyond sport participation into sport retirement. As athletes self-weigh, whether during their time in competitive sport or in retirement, it would be expected that they also experience increases in body dissatisfaction and psychosocial distress. Results suggest both a longitudinal impact, as well as continued cross-sectional relationships between SW and disordered eating attitudes and behaviors. Specifically, former SW (at Time 1) is related to their levels of body satisfaction in relation to the Body factor and the Overall Body at Time 2. Particularly, athletes who weighed themselves 7+ more times a week reported significantly higher levels of body dissatisfaction on the Overall Body factor and the Body factor than retired athletes who did not self-weigh, all other groups did not differ significantly from each other. Cross-sectional relations were found between current (Time 2) SW and Body Satisfaction (Overall Body, and Body factors), Dietary Restraint, and Bulimic Symptomatology. In all cases, those who engaged in SW 7+ times per week had significantly higher scores than all other groups.

Achievement motivation theory suggests there are two primary approaches to achievement tasks: to appear competent or to develop a skill. These two different approaches to performance yield different affective and behavioral responses. Athletes holding a performance goal orientation tend to respond to challenges with behaviors exemplifying learned helplessness and increased anxiety. Athletes holding a mastery goal orientation tend to respond to challenges with greater effort and experience less sport-related anxiety. Individual athlete factors, such as grit, mindfulness, and achievement orientation may influence how athletes experience their environment and their levels of sport anxiety, and may interact with athletes' achievement motives to influence performance. I used hierarchical multiple regressions to test the main effects of feedback and mindfulness, and feedback and goal orientation, to determine if either mindfulness or goal orientation moderated the effects of feedback on performance. I also used simple regression to determine the relative predictive strength of mindfulness, grit, and goal orientation on athletes' experience of sport anxiety. Mindfulness, but not goal orientation, was a significant moderator of the feedback-shooting performance relationship, but particularly for athletes low in mindfulness; mastery-goal orientation, independently of feedback, was also a significant predictor of task performance. Mindfulness also emerged as the strongest predictor of reduced sport anxiety. These results suggest that, for athletes low in mindfulness, mastery-involving feedback may be especially helpful. Further, mindfulness may also reduce athlete's sport-related concentration disruption, worry, and somatic anxiety.