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The bystander intervention model is one approach utilized to reduce risky behaviors within the U.S. Army; however, it is unclear how frequently soldiers experience opportunities to intervene and whether they already intervene in such situations. The present analysis aims to ascertain frequencies for opportunities to intervene and the rates at which soldiers intervene when presented with such opportunities. Soldiers (N = 286) were asked whether they had witnessed particular risky behavior scenarios of interest to the Army (i.e., suicide-related behaviors, alcohol misuse, or sexual harassment/assault) during the previous 2 months and whether they had intervened in those scenarios. Prevalence rates within this sample were calculated to determine the frequency of such situations and subsequent interventions. Logistic regression was used to ascertain any differences in witnessing scenarios by demographic groups. Nearly half (46.8%) of the soldiers reported witnessing at least one scenario involving risky behaviors. Most soldiers who witnessed an event relating to suicide or alcohol misuse also reported consistently intervening (87.9% and 74.4%, respectively), whereas just half consistently intervened in response to scenarios relating to sexual harassment/assault (49.2%). Lower ranking soldiers were twice as likely as higher ranks to witness scenarios involving alcohol misuse (odds ratio = 2.18, 95% confidence interval [1.11, 4.26]) and sexual harassment/assault (odds ratio = 2.21, 95% confidence interval [1.05, 4.62]). These data indicate that soldiers regularly encounter opportunities to intervene in risky behaviors, and while a majority intervened in such scenarios, more training is warranted, particularly around sexual assault and harassment. This supports the notion that bystander intervention training is a worthwhile investment for the Army. [This work was funded by the U.S. Department of the Army's Army Resiliency Directorate.]

The purpose of this research was to develop a measure of sport injury anxiety (SIA), defined as the tendency to make threat appraisals in sport situations where injury is seen as possible and/or likely. The Sport Injury Anxiety Scale (SIAS) was developed in three stages. In Stage 1, expert raters evaluated items to determine their adequacy. In Stage 2, 491 collegiate athletes completed the preliminary SIAS. Results of an exploratory factor analysis (EFA) revealed a reliable scale with seven subscales, including anxiety associated with: (a) loss of athleticism, (b) being perceived as weak, (c) experiencing pain, (d) loss of social support, (e) letting down important others, (f) reinjury, and (g) having an impaired self-image. Confirmatory factor analyses (CFAs) supported a shortened scale and the multidimensional and hierarchical structure of SIAS scores. In Stage 3, 284 collegiate athletes completed the 21-item SIAS and other measures. Analyses supported the construct validity of the SIAS.

Fear of success is a dispositional form of anxiety that can have harmful effects on athletes' motivation and performance; however, empirical research on fear of success in sport has been limited. Zuckerman and Allison's (1976) Fear of Success Scale (FOSS) has been the most popular fear of success measure used in sport, yet it is laden with theoretical, technical, and psychometric concerns that may limit the validity of scores. This study was designed to evaluate the structural validity of FOSS scores to establish whether existing models of scores are appropriate for people engaged in recreational and intercollegiate athletic pursuits. Confirmatory factor analyses of plausible one-factor and three-factor models did not reveal adequate fit for either model. Recommendations for advancing fear of success measurement are presented. (Contains 2 footnotes and 6 tables.)

Studied the meaning of Performance Failure Appraisal Inventory (PFAI; Conroy and others, 2002) by evaluating the comparability of PFAI factor structure over repeated assessments and the stability of the subscales over relatively brief intervals. Results for 356 college students generally show high stability for PFAI scores in long and short forms. (SLD)

Although self-talk and anxiety are both held to influence sport performance, little is known about the relationship between these two psychological phenomena in sport. The introject surface of a circumplex model (Structural Analysis of Social Behavior; SASB) is presented as a tool for integrating popular existing schemes for classifying self-talk in sport. Using a sample of 440 college-age men and women, the present study examined the relationship between SASB-defined patterns of state-specific self-talk (while failing, while succeeding, wished for, and feared) and three forms of situation-specific trait performance anxiety: fear of failure (FF), fear of success (FS), and sport anxiety (SA). Distinct patterns of self-talk were associated with competitive anxieties in sport; the strongest effects were associated with FF and SA, in that order, whereas FS was more weakly associated with systematic patterns of self-talk. These results are consistent with cognitive theories of anxiety and may be used to inform assessments, diagnoses, and treatments of performance anxiety problems in sport. [ABSTRACT FROM AUTHOR]

The models of practice of four sport psychology consultants (Jon Metzler, Mark Aoyagi, Alex Cohen, and Artur Poczwardowski) are presented. While each model is distinct, collectively they illustrate the benefits of theoretically-grounded foundations to practice. The practitioners represented derive their models from multiple disciplines associated with sport psychology. Pure Performance emphasizes precise definitions of key terms and components while utilizing deliberate practice to develop authentic skills. Mental FITness is based on focus, inspiration, and trust to conceptualize and facilitate performance excellence. The P.A.C.E. model incorporates Perception, Activation, Concentration, and Execution and applies these elements to Performance Readiness Planning. The “5 Rs” model comprises Respond, Release, Replay, Recharge, and Refocus. The models are presented here for the purpose of demonstrating the breadth with which performance excellence can be conceptualized and facilitated. Implications for practitioners include examples of how theory guides the development of service delivery programs. [ABSTRACT FROM AUTHOR]

Fear of success is a dispositional form of anxiety that can have harmful effects on athletes' motivation and performance; however, empirical research on fear of success in sport has been limited. Zuckerman and Allison's (1976) Fear of Success Scale (FOSS) has been the most popular fear of success measure used in sport, yet it is laden with theoretical, technical, and psychometric concerns that may limit the validity of scores. This study was designed to evaluate the structural validity of FOSS scores to establish whether existing models of scores are appropriate for people engaged in recreational and intercollegiate athletic pursuits. Confirmatory factor analyses of plausible one-factor and three-factor models did not reveal adequate fit for either model. Recommendations for advancing fear of success measurement are presented. [ABSTRACT FROM AUTHOR]

The present study investigated the influence of individuals' self-conscious affective responses on their 2 x 2 achievement goals (Conroy, Elliot, & Hofer, 2003; Elliot & McGregor, 2001) upon succeeding/failing while trying to outperform others on a novel golf-chipping task. College students (N = 168) rated their pride and shame levels, as well as their mastery-approach, mastery-avoidance, performance- approach, and performance-avoidance achievement goals, prior to and following randomly assigned normative success or failure feedback that followed each of three performance blocks. Several unconditional growth curve models were tested for each of four achievement goals. For each achievement goal (also pride and shame; see Metzler & Conroy, 2006), results supported a model with three latent factors labeled initial level, shock, and aftershock. Shock represented initial changes in each achievement goal due to the first bout of feedback, whereas aftershock represented subsequent changes due to additional feedback. Pride shock positively associated with mastery-approach shock and negatively with masteryavoidance shock. Pride aftershock positively associated with performance-approach aftershock. Shame shock positively associated with performance-avoidance shock and performance-approach aftershock. These results highlight the importance of examining the influence of self-conscious affect on self-regulatory processes in competence motivation research. [ABSTRACT FROM AUTHOR]

The article presents a study which discussed the importance for teacher-coaches to understand the value of teaching optimism and pessimism in sport and in the classroom. Research has supported the idea that optimism and pessimism can be learned. Understanding the relevance of this phenomenon can alter the way teachers work with student-athletes. It is hoped that teacher-coaches start to understand that teaching optimism can help enhance performance and well being.