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It is commonly assumed that performance is impaired by pressure and that different types of individual situational factors can produce equivalent pressure. Our aim was to explore the psychophysiological effects of pressure to test this assumption. Eighty-one novices completed a golf putting task under control and eight individual pressure conditions: time, difficulty, video, team, goal, fame, shame, and distraction. Performance was measured by the number of holed putts and ball-hole distance. Psychological, physiological and kinematic measures were collected. Performance was impaired by time and difficulty conditions but improved by team, goal and shame conditions compared to control. Perceived pressure and effort were higher than control in all conditions except distraction. Conscious processing was greater than control in all conditions except distraction and time constraint. Heart rate was faster with time, team, fame and shame. Heart rate variability and muscle activity were largely unaffected. Putter kinematics provided evidence of swing profiles slowing and/or becoming constrained in conditions where conscious processing increased, while the swing became faster in the time-pressure condition where conscious processing was decreased. Taken together, these results reveal heterogenous effects of pressure on performance, with performance impaired, unaffected, and improved by individual pressure situations. Similarly, heterogeneity characterized the effects of pressure on psychological, physiological and kinematic responses associated with task performance. In sum, the evidence challenges the standard tacit assumptions about the pressure-performance relationship in sport. • Many assume that performance is always and equally impaired by pressure. • Examined effects of eight individual pressure conditions on performance. • Performance impaired by 2, improved by 3, and unaffected by 3 pressure conditions. • Evidence challenges tacit assumptions about the pressure-performance relationship. [ABSTRACT FROM AUTHOR]

Growing numbers of researchers have investigated how training programmes influence coaches' and teachers' ability to promote life skills development, and concurrently, athlete-related outcomes. This study aimed to examine high school student-athletes' development of life skills through a three-year programme called Winner for Life (Gagnant pour la vie). Delivered online to high school coaches and teachers, the programme targeted five life skills: (a) Goal Setting and Concentration (Year 1), (b) Healthy Eating Habits and Safety Behaviours (Year 2), and Physical and Mental Recovery (Year 3). In all, 148 student-athletes participated in the programme and completed questionnaires at five time points to assess life skills development. A general linear repeated measures model was used to assess changes over time. Missing data were handled using multiple imputations. Student-athletes reported higher scores on Goal Setting subscale at time 2 (vs. time 1) and time 3 (vs. time 2) and on Social Recovery subscale at time 2 (vs. time 1). They also reported lower scores on Sleep Quality subscale at time 3 (vs. time 2) and time 5 (vs. time 4). Additionally, a significant interaction was observed between student-athletes' age (mean = 13.5 years) at study start, and improvements on certain life skills subscales over time. Overall, the fact that student-athletes did not improve on all life skills could be explained by the COVID-19 pandemic lockdowns, which limited the programme's influence from time 3. Results should be considered in light of limitations regarding gender distribution and ceiling effects on student-athletes' scores. Recommendations to improve future life skills programmes are discussed, such as involving parents in delivery and encouraging life skills teaching over time. • High school teachers and coaches participated in a life skills training programme to facilitate student-athletes' positive development. • A longitudinal investigation of student-athletes' life skills development ensued. • Student-athletes reported improved scores on the goal setting subscale. • Student-athletes reported decreased scores on the sleep quality subscale. • The onset of the COVID-19 pandemic impacted program delivery from time 3. [ABSTRACT FROM AUTHOR]

Running is a popular form of physical activity yet discontinuation is common. Interventions targeting physical activity adoption have shown modest effects, often with little translation into long-term participation, which may limit the health benefits available to the wider community. This paper details the development of a new online running intervention (Just Run) aimed at improving continuation of running activity in new runners through a motivational and psychological lens, including aspects of design, content, refinement, and usability testing. A six-step intervention mapping process was used to develop a theory-based online intervention using a mix of research designs. Key stakeholders including runners, coaches and relevant experts in physical activity and behavior change provided valuable insight, feedback and refinement of the education to be delivered. The final Just Run intervention included ten modules delivered online over twelve weeks to promote ongoing running participation through videos, testimonials, and activities. Key themes identified through the literature and stakeholder engagement process related to goal setting, self-efficacy, intrinsic motivation, social support and overcoming barriers to running participation. Usability testing confirmed the quality and suitability of the education to the target population. Just Run has been developed with a range of stakeholders to address an area of unmet need in the adoption and promotion of running. Just Run is a robust online intervention that has been designed and pre-tested with positive feedback and unique insights from key stakeholders. Further investigation is required to support its implementation to the wider community. • A six-step intervention mapping process informed the design of Just Run. • Key stakeholders contributed to the design of this motivational running intervention. • Goal setting and social support were key topics included in the designed material. • Positive usability testing confirmed the aptness of the education to runners. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop a grounded theory of how to promote personal development in high-performance sport environments. Individual interviews were conducted with 32 members of the Canadian junior and senior national biathlon teams, including 18 athletes (9 women, 9 men, M age = 20.8 years, SD = 2.9), 5 coaches (1 woman, 4 men), 3 technical leaders (2 women, 1 man), and 6 parents (3 mothers, 3 fathers). Follow-up interviews were conducted with five key participants. Straussian grounded theory methodology was used. Analytic techniques included open coding, constant comparison, questioning, memoing, diagramming, and theoretical integration. The grounded theory is based on the core category that personal development is a continual and individualized process. Three propositions represent how to promote athletes' personal development process. Proposition 1: Athletes use realistic self-evaluation and goal setting. Proposition 2: Athletes experience different situations and reflect on their areas for personal development. Proposition 3: Athletes perceive and receive social support. The grounded theory portrays propositions that can be used to promote athletes' personal development in high-performance sport environments. It may inform future applied research and the delivery of sport psychology support to high-performance athletes. • We developed a grounded theory of how to promote personal development in high-performance sport environments. • The grounded theory is based on a core category and three propositions that represent how to promote athletes' personal development process. • Proposition 1: Athletes use realistic self-evaluation and goal setting to promote their personal development. • Proposition 2: Athletes experience different situations and reflect on their areas for personal development. • Proposition 3: Athletes perceive and receive social support that benefit their personal development. [ABSTRACT FROM AUTHOR]

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]

Financial incentives are a promising tool to help people increase their physical activity, but they are expensive to provide. Deposit contracts are a type of financial incentive in which participants pledge their own money. However, low uptake is a crucial obstacle to the large-scale implementation of deposit contracts. Therefore, we investigated whether (1) matching the deposit 1:1 (doubling what is deposited) and (2) allowing for customizable deposit amounts increased the uptake and short term effectiveness of a deposit contract for physical activity. In this randomized controlled trial, 137 healthy students (age M = 21.6 years) downloaded a smartphone app that provided them with a tailored step goal and then randomized them to one of four experimental conditions. The deposit contract required either a €10 fixed deposit or a customizable deposit with any amount between €1 and €20 upfront. Furthermore, the deposit was either not matched or 1:1 matched (doubled) with a reward provided by the experiment. During 20 intervention days, daily feedback on goal progress and incentive earnings was provided by the app. We investigated effects on the uptake (measured as agreeing to participate and paying the deposit) and effectiveness of behavioral adoption (measured as participant days goal achieved). Overall, the uptake of deposit contracts was 83.2%, and participants (n = 113) achieved 14.9 out of 20 daily step goals. A binary logistic regression showed that uptake odds were 4.08 times higher when a deposit was matched (p =.010) compared to when it was not matched. Furthermore, uptake odds were 3.53 times higher when a deposit was customizable (p =.022) compared to when it was fixed. Two-way ANCOVA showed that matching (p =.752) and customization (p =.143) did not impact intervention effectiveness. However, we did find a marginally significant interaction effect of deposit matching X deposit customization (p =.063, ηp2 = 0.032). Customization decreased effectiveness when deposits were not matched (p =.033, ηp2 = 0.089), but had no effect when deposits were matched (p =.776, ηp2 = 0.001). We provide the first experimental evidence that both matching and customization increase the uptake of a deposit contract for physical activity. We recommend considering both matching and customization to overcome lack of uptake, with a preference for customization since matching a deposit imposes significant additional costs. However, since we found indications that customizable deposits might reduce effectiveness (when the deposits are not matched), we urge for more research on the effectiveness of customizable deposit contracts. Finally, future research should investigate which participant characteristics are predictive of deposit contract uptake and effectiveness. OSF Registries, https://osf.io/cgq48. • Deposit contracts use participants' own money as incentive, but have low uptake. • Matching and Customization of deposit amounts increased uptake of deposit contracts. • Matching and Customization had no effect on daily step goal achievement. • Overall, participants increased daily step counts by 2194 steps (66%). • We recommend matching and customization to increase uptake of deposit contracts. [ABSTRACT FROM AUTHOR]

Goal setting can improve endurance performance, yet how endurance performers maintain goal striving and bring it to a successful close has received limited attention. In this study, we investigated the self-regulatory processes employed by long-distance runners during goal striving in excellent competitive performances. Through in-depth, event-focused interviews, we explored 21 long-distance runners' experiences of goal striving in excellent competitive performances (M = 77.43 h post-race). Furthermore, we recruited 10 additional participants with relevant experiences (runner n = 7, coach n = 2; sport psychologist n = 1) for external member-reflection interviews. Through our matrix analysis, we interpreted that by contrasting their current and future goal status periodically throughout their excellent performances, using a process called mental contrasting with implementation intentions (MCII), this helped the runners to make decisions about whether to persist with a goal, or disengage from a goal and reengage with an alternative. Furthermore, our findings depict how these goal decisions unfolded when runners perceived they were behind, equalling, or exceeding their goal(s). We also illustrate how goal revision was used as an adaptive process to maximise performance, and to avert or manage action crises. Our findings extend theoretical understandings of goal striving and the self-regulatory processes endurance performers employ to attain and/or adapt their goals. Psychological support provided for athletes should go beyond simply setting goals, but also include training on mental frameworks such as MCII to manage goal-striving challenges and decisional conflict encountered during performances. • New insights offered into the dynamics of goal striving and goal revision in running. • Contrasting current and future goal status aided goal-striving decisions. • Goal revision can be an adaptive process to aid performance. • Mental contrasting with implementation intentions could help to avert and manage action crises. • Education for runners on flexible goal-revision processes could enhance interventions. [ABSTRACT FROM AUTHOR]

Research has recently begun to examine the relationship between multidimensional perfectionism and athletes' post-competition mood. However, to date, there have been few attempts to examine the interaction between dimensions of perfectionism or model possible explanatory processes. To address these limitations, in the current study we tested a novel conditional process model whereby the relationship between perfectionistic strivings and post-competition affect was mediated by the degree to which goals were considered to have been met (goal-realization) and that this indirect effect was, in turn, moderated by levels of perfectionistic concerns. We tested this model in a sample of 251 athletes who took part in a "Runmageddon" event - a cross-country obstacle race. Athletes completed measures of perfectionism (perfectionistic strivings and perfectionistic concerns) before the race and measures of goal-realization and mood (tense arousal, energetic arousal, and hedonic tone) between 24 and 48 h after the race. Analyses revealed that perfectionistic strivings were indirectly linked to a more unpleasant post-competition mood (higher tense arousal and lower hedonic tone) via perceptions of lower goal-realization. In addition, these two indirect effects were statistically significant only when perfectionistic concerns were medium and high. The results support the proposed conditional model and suggest the interplay between dimensions of perfectionism is important for athletes' post-competition mood, and the level of perfectionistic concerns, especially. • Perfectionistic strivings led to unpleasant mood indirectly via lower goal-realization. • Perfectionistic concerns moderated indirect effects of perfectionistic strivings. • Indirect effects were evident when perfectionistic concerns were higher. [ABSTRACT FROM AUTHOR]

Parents are known to be important influencers in the talent development process but are often overlooked. Understanding the parent perspective may help National Governing Bodies and coaches improve their support for young talented athletes. This study aims to understand the parent perspective of the talent development experience across a national multi-sport landscape using mixed methods. Four hundred and eighty-five parents of pathway athletes completed the talent development environment questionnaire for parents (TDEQ-P), which included the opportunity for parents to respond in an open fashion. The results revealed several key relative strengths and weaknesses of the talent development environment. Areas identified for improvement included 1) Communication related to pathway understanding, planning, guidance, and feedback, 2) Individualised training, goal setting, and feedback, 3) Facilities, 4) Access to a specialist support network, in particular psychology support, 5) Engagement between coaches and, 6) Dual career management and engagement with educational institutions. The results also revealed evidence of context specific needs between performance level, sport type, and age group. The TDEQ-P may be an efficient and effective way coaches can access important feedback, improve communication, and build relationships with parents in sport. • This novel method enables coaches to glean parent opinion effectively and efficiently. • This novel method allows parents to be engaged across a national sporting landscape. • Priorities include better communication, individualisation, and specialist support. • Needs were different between pathway contexts (performance levels, age, and sport). • Key implications include the importance of mixed methods data collection for feedback. [ABSTRACT FROM AUTHOR]

While the sport of basketball is usually characterized by a non-segmented and mostly uninterrupted play, the stoppage of the time due to time-outs (TOs) is widespread when the game is on the line. In the current investigation, we studied the effects of TOs on free-throw performance when NCAA (National Collegiate Athletic Association) games were close and time was winding down (n = 99,026 combined sample). We generally found that time extension before execution undermined performance but not in the last minute of play when performance deteriorated altogether. In line, traditional icing when TOs were called by opposing coaches specifically to undermine performance in the last minute of play failed to exact the intended goal of lowering free-throw performance. • We analyzed whether time-outs affected free-throw shooting in close NCAA game s nearing their end. • Free throw shooting subsequent to time-outs was lower in the last 5 minutes excluding the last minute regardless of who initiated the time-out. • There was no effect of time-outs on free-throw performance in the last minute of play. • 'Icing' strategies hence do not seem to work in collegiate basketball. [ABSTRACT FROM AUTHOR]

Clutch performance refers to positive performance under pressure. Definitions of clutch performance, however, differ on the performance level required to constitute this phenomenon. This definitional divergence centres on whether clutch performance requires increased, or maintained, performance. Further, it is unclear what performance benchmark (e.g., season average) clutch performances should be compared against. Accordingly, this study aimed to explore athletes' perceptions of what performance level is required for clutch performance, and what performance benchmarks clutch performances are compared against. Twenty-four athletes (M age = 27.13 years) participated in event-focused, semi-structured interviews soon after a positive performance under pressure (M = 93 h later). Data were analysed utilising reflexive thematic analysis. Three themes were generated: (1) clutch performance is assessed against goal achievement , suggesting that the achievement of self-referenced goals is the primary indicator athletes' use to assess clutch performance; (2) clutch performance exists on a performance spectrum , suggesting that the performance level required for clutch performance differs due to the appraisal of pressure and the athletes' own goals; and (3) different benchmarks are used to assess clutch performance , suggesting that athletes' may draw on both previous performances, and the performance itself, to assess clutch performance. This study suggested that clutch performance is a situational and context-dependent phenomenon. Specifically, athletes assessed clutch performance on the extent to which they perceived achievement of self-referenced goals. Defining clutch performance in this manner may resolve tensions between existing definitions, and further, may facilitate development of a measure of clutch performance. • Twenty-four athletes were interviewed within four days of performing under pressure. • Athletes use self-referenced goal achievement to assess clutch performance. • Clutch performance may be situational and context-dependent. • A refined definition of clutch performance is provided. [ABSTRACT FROM AUTHOR]

Since the end of the 20th century, the elite athlete mother has been a growing social phenomenon, with increasing numbers of female athletes returning to elite level sport postpartum. Allyson Felix and Serena Williams are two recent elite athletes who successfully transitioned into their new identity of elite athlete mother. However, there is no guarantee that all transitional journeys will be as successful. The purpose of the present study was to enhance current knowledge of the experiences during pregnancy and motherhood in elite sport by exploring how becoming a mother impacted on the perceived personal and physical identity of elite athletes. Two elite athletes who had recently given birth to their first child were interviewed at two-months, six-months, and 15–16 months post-birth. Interviews were analyzed using a reflexive thematic analysis to explore how identity may have changed over the initial 15–16 months of motherhood. Three themes were developed, comprising: athlete identity ; mother identity ; and athlete mother identity. The sub-themes of identity, physical identity, shifting of goals, juggling athlete and mother identity, dual identity, priorities, and lifestyle were generated and demonstrated both similarities and nuances in the experiences of the two athletes. This study is the first to provide longitudinal insights into the experiences of both para and non-para elite athlete mothers during the initial stages of motherhood. Findings highlight the individual nature of such an experience and illuminate some of the negotiations of the personal, athlete, and mother identity that an athlete mother may experience. • This study provides the first longitudinal experiences of Elite Athletes transitioning into motherhood. • Pregnancy and early motherhood reduces the Athlete identity in a physical and mental capacity. • These two identities both complement and conflict across the course of this transition. • Identity is renegotiated to allow for the coexistence of both the Mother and the Athlete. • Each transitional journal is unique and so too is the degree of success of this coexistence. [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]

In this study, we examined how students' perceptions of teachers and parents' need-supportive and need-thwarting behaviors, related to their intrinsic and extrinsic goal pursuits, and in turn their motivational regulations toward physical activity in virtual physical education lessons over a semester during the Sars-COV2 pandemic. Short-term longitudinal study. Students (M age = 14.43, SD = 0.99) completed the targeted questionnaires at the beginning (T1, N = 295) and the end (T2, N = 194) of a virtual semester. The results of the autoregressive model indicated that all measures were relatively stable from T1 to T2. Neither teachers nor parents' need-supportive and need-thwarting behaviors at T1 predicted students' intrinsic goal pursuits at T2, except for teachers' need-supportive behaviors at T1 negatively marginally predicted students' extrinsic goal pursuits at T2. The results also showed that intrinsic goal pursuits at T2 positively and negatively related to autonomous motivation and amotivation at T2, respectively. Extrinsic goal at T2 positively related to controlled motivation and amotivation at T2. Findings suggested that teachers need-supportive behaviors are important for decreasing students' extrinsic goal pursuits, while parents' need-thwarting behaviors relate to students' amotivation over time during the lockdown periods. Also, students' intrinsic goal pursuits would contribute positively to autonomous motivation and negatively to amotivation over time. • Neither teachers nor parents' need-supportive and need-thwarting behaviors predicted students' intrinsic goal pursuits over time. • Teachers' need-supportive behaviors marginally negatively predicted students' extrinsic goal pursuits, but teachers' need-thwarting behaviors did not predict students' extrinsic goal pursuits. • Parents' need-supportive and need-thwarting behaviors did not predict students' extrinsic goal pursuits. • Parents' need-thwarting behaviors predicted students' amotivation over a semester during the Sars-COV2 pandemic. • Students' intrinsic goal pursuits positively related to autonomous motivation and negatively to amotivation, whereas, students' extrinsic goal pursuits positively related to controlled motivation and amotivation. [ABSTRACT FROM AUTHOR]

The current study examined the personal strivings of mentally tough Australian Rules footballers. Data collection occurred in two phases. Phase one included conducting two focus groups with coaches and performance staff from an Australian Football League (AFL) club/franchise, to gain a culturally-specific mental toughness (MT) conceptualisation. This conceptualisation was used to identify mentally tough footballers (n = 7) from the club's playing group. In phase two, the selected footballers completed a personal goal strivings exercise (e.g., listing strivings, rating their commitment to them), which was subsequently coded for general and motivational themes, through nomothetic and idiographic lenses. Nomothetic analysis revealed broad trends consistent with previous MT research. Key themes included a high commitment to goals, high confidence, and achievement orientation. Focusing on four specific players, an idiographic analysis revealed different motivational agendas, including characteristically mentally tough motives, narcissistic motives, communion and growth motives, and vulnerable/anxious motives. In conclusion, despite broad themes aligning with current perspectives of MT, on an individual level, mentally tough athletes' motivational concerns may vary. These findings stress the potential importance of examining goals as a central construct in conceptualising MT. Moreover, they challenge a universal assumption that MT operates in the same way across all performers, highlighting the need for greater idiographic analysis in MT research. • This paper assessed mentally tough athletes at layer two of McAdams' model of personality (characteristic adaptations). • Findings show that mentally tough athletes are similar in how they pursue their goals but display individualised motives. • This research acknowledges the importance of examining mental toughness at both nomothetic and idiographic levels. • It also identifies the potential importance of coherence in personality for understanding mental toughness. [ABSTRACT FROM AUTHOR]

Retirement from sport has been associated with elevated levels of depression, anxiety and/or body dissatisfaction among athletes. Psychosocial dimensions, such as having reached sport goals and planned for life after sport, may affect how retired athletes' respond psychologically. Thus, the primary aim of this study was to examine the association between psychosocial aspects of sports transition with body satisfaction, depressive symptoms and, life satisfaction among 217 female former NCAA athletes. Through hierarchical regression analyses, and after controlling for BMI and years since retirement, we determined that athletes who believed they had achieved their sport goals, developed a new life focus after their sport career, had focused on life areas other than just sport while competing, and remained involved in their sport in different ways after retirement reported being more highly satisfied with their lives and their bodies and experiencing fewer depressive symptoms; variance accounted for ranged from 24% to 28% across these outcomes. Athletes' perceptions of what has occurred in their lives while transitioning from sport may have longstanding effects on their psychological well-being in retirement. Longitudinal methodologies are needed to determine the temporal influence of these psychosocial dimensions. • Athletes' transitions from sport have lasting effects on psychological well-being; balance scale can predict outcomes. • More body/life satisfaction/lower levels of depressive symptomatology is related to new focus after retirement. • Achievement of sport goals can predict greater satisfaction with life and lower depressive symptomatology. • Athletes with flexible athlete identity report easier transitions from sport; positive overall well-being. • Continued involved in sport-related activities related to higher body satisfaction. [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]