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Interpersonal coach-and parent development programmes (CDP and PDP, respectively), have the goal to foster positive youth sport experiences through high-quality relations between coaches, parents, and youth athletes. In this paper we systematically reviewed the extant literature and estimate the overall magnitude of such programmes and how they can inform future interventions. Specifically, we aimed to: (a) conduct a systematic review on the literature of interpersonal CDPs and PDPs within the youth sport context; (b) examine the effects of such interventions on youth athlete outcomes via a meta-analysis. English written peer-reviewed publications and grey literature was identified through electronic search in databases and manual searches of reference lists. By utilising a priori criteria for inclusion and exclusion, 33 studies describing interpersonal CDPs, and PDPs were identified in the systematic review. Studies that presented required data for estimation of Hedge's g effect sizes were included in the meta-analysis (k = 27). By and large, the included studies used a quasi-experimental design (58%), sampled from team sports (79%), and reported several delivery methods (e.g., workshops, audio feedback, observations, peer group discussions) and outcome measures (e.g., anxiety, autonomous motivation, self-confidence). Some interventions were based on the same delivery protocols (e.g., Coach Effectiveness Training, Mastery Approach to Coaching) or theoretical frameworks (e.g., Achievement Goal Theory, Self-Determination Theory). The meta-analysis showed statistically significant small, and medium, effect sizes on a subsample of youth athlete outcomes (e.g., task-related climate, fun and enjoyment, anxiety), indicating that coach interpersonal skills can contribute to positive youth sport experiences. Theory-based interpersonal CDPs and PDPs are recommended to expand the knowledge in this field of research. • Coach interpersonal knowledge can contribute to positive youth sport experiences. • Interpersonal PDPs quantitatively assessing youth athlete outcomes are sparse. • Significant small and medium effects were found for interpersonal CDPs on a subsample of youth athlete outcomes. • Future theory-based interpersonal CDPs and PDPs are recommended. [ABSTRACT FROM AUTHOR]

When evaluating one's own or others' performances, there is a strong tendency to rely on social comparison information. Remarkably, however, the extant achievement goal research suggests that the prevalence of other-based goals is very low, also in sport contexts. In the present research, we argue and demonstrate that in the context of a sports match: (1) most athletes' overarching achievement goal is an other-based approach goal (i.e., the goal to win), and (2) athletes with an overarching other-based approach goal also rely on self-based criteria (referring to one's personal performance trajectory) and task-based criteria (referring to the absolute demands of the task). Survey data was collected among 647 competitive korfball players (69.4% women), ranging in age from 16 to 56 years. As expected, for most athletes (51.6%), to win matches was their overarching achievement goal, and pursuing self-based and task-based approach goals added to their competence satisfaction. In such a hierarchical achievement goal system, subordinate goals likely help athletes to increase their awareness of what actions and means facilitate their focal objective: Coming out victorious. • Athletes' achievement goals can be structured into a hierarchical goal system. • In the context of a sports match, the overarching goal is an other-approach goal. • Athletes' competence satisfaction is also a function of other achievement goals. • Making goal systems visible likely helps athletes to self-regulate effectively. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine temporally distal influence at a three-month interval of perceived parental responsiveness on athletes' goal accomplishment, trait cognitive sport anxiety, and thriving. Young players (154 males, 51 females, M = 12.50 years, SD = 0.65) involved in rugby, basketball, and handball participated in the study. Initially, participants set three goals to accomplish over the next three months and completed questionnaires assessing their perceptions of their parents' responsiveness, perceived self-efficacy, and self-esteem. Three months later, participants completed questionnaires assessing their goal accomplishment, worry about sport performance, and thriving. The results showed that athletes' perceptions of their mother's/father's responsiveness, mediated by perceived athletes' self-efficacy to accomplish their goals, influenced their goal accomplishment and trait cognitive sport anxiety three months later. The results also showed that athletes' perceptions of their mother's/father's responsiveness, mediated by athletes' self-esteem, influenced athletes' thriving and trait cognitive sport anxiety three months later. Overall, the present study uniquely contributes to the understanding of parent-athlete relationships by showing that athletes' perceptions of their mother's and father's responsiveness influence certain distal outcomes three months later (i.e., goal accomplishment, sports anxiety, and thriving) while mediated by self-efficacy and self-esteem. • Players' perceptions of parents' responsiveness had positive influence at three-month. • Self-esteem mediated the association between perceived responsiveness and thriving. • Perceived responsiveness influenced goal accomplishment while mediated by self-efficacy. • Players' self-esteem and self-efficacy mediated the relationship with sport anxiety. [ABSTRACT FROM AUTHOR]

There exists a wealth of evidence that athletes must regulate their emotions for optimal performance and wellbeing. In addition to athletes' attempts to regulate their own emotions, they may also attempt to regulate each other's emotions (interpersonal emotion regulation). Though self- and interpersonal emotion regulation likely co-occur, previous research has not explored how these strategies concurrently impact athletes' emotions and performance outcomes. In the current study, we examined whether athletes' emotional self-regulation and the receipt of interpersonal emotion regulation from their teammates were related to their anxiety and goal achievement during competition. Quantitative, cross-sectional retrospective survey design. Data were gathered following sport competitions from 509 participants from 50 interdependent sport teams from Canada and the UK (M age = 19.0, SD = 3.1). Analysis of the data using structural equation modeling revealed that after accounting for pre-competition anxiety, received interpersonal emotion regulation was not associated with anxiety during competition, though affect-worsening self-regulation was positively associated with anxiety during competition. Received interpersonal emotion regulation was also not associated with goal achievement, yet affect-improving and affect-worsening self-regulation were associated with goal achievement. Nevertheless, when the influence of emotional self-regulation on anxiety and goal achievement was set to zero, affect-improving and affect-worsening interpersonal emotion regulation were associated with anxiety during competition and affect-improving interpersonal emotion regulation was associated with goal achievement. These data can be interpreted as evidence that emotion regulation actions between teammates are important for anxiety and performance outcomes, albeit this effect is attenuated in the presence of athletes' own emotional self-regulation. These results extend the extant research on self- and interpersonal emotion regulation in sport, and in line with these observations, we highlight a number of future research opportunities for researchers examining emotion regulation in performance contexts. • We examined athletes' self- and interpersonal emotion regulation concurrently in competition • Athletes' affect-improving self-regulation was positively related to athletes' goal achievement in competition • Affect-worsening emotional self-regulation was negatively associated with goal achievement • Receiving interpersonal emotion regulation only accounted for goal achievement in the absence of emotional self-regulation • Emotional self-regulation may occur more frequently or have a stronger impact during competition • Interpersonal emotion regulation may occur more outside of competition (e.g., during practices, training) [ABSTRACT FROM AUTHOR]