Research into emotion regulation in sport has predominantly focused on intrapersonal regulation of emotion response systems (i.e. subjective experience, cognitions, behaviours or physiological responses). However, researchers in social psychology have suggested that the emotion regulation process is inherently social and interpersonal. This shift represents a significant change in how emotion regulation is conceptualized and, given the intensity of emotions experienced in sport, represents a potentially productive line of enquiry. This review addresses interpersonal emotion regulation in sport, and draws attention to work in social psychology that might inform future sports research. Specifically, the utility of social-functional approaches will be considered.

The interpersonal dimension of emotion regulation in the field of sport has lately received a burgeoning interest. Nevertheless, how and why athletes regulate their teammates' emotions in competitive setting remains unclear. Across two studies within a team sport context, we uncovered athletes' mechanisms for, and reasons to regulate teammates' emotions during competition. In Study 1, we investigated how rugby (N = 22 males) players' emotions were self- and interpersonally regulated during games. Findings revealed the emergence of a continuum of self-involvement in the regulatory processes, wherein two forms of emotion regulation co-existed: self-regulation (total self-involvement) and interpersonal regulation, which included co-regulation (partial self-involvement; regulation with others) and extrinsic regulation (no self-involvement; regulation by/of others). In Study 2, we examined the motives that lead rugby (n = 30 males) players to use interpersonal extrinsic regulation strategies during games. Interview data indicated that players regulated teammates' emotions for altruistic reasons (to help a teammate), egoistic reasons (for one's own benefits), or both. Overall, our findings further knowledge to better understand interpersonal emotion regulation within competitive team sport contexts. From an applied perspective, findings highlight the role that both individual goals and ego involvement may play in optimising efficient interpersonal regulation during competition at team level.

Incorporating the holistic development of the athlete into an applied sport psychology intervention has been addressed in the literature (e.g., Bond, 2002; Ravizza, 2002). How sport psychology consultants actually practice holistic sport psychology remains unclear. The purpose of this research was to provide a clarification as to what holistic sport psychology is and examine the beliefs, values, theoretical paradigms, and models of practice of holistic sport psychology consultants’ professional philosophies (Poczwardowski, Sherman, & Ravizza, 2004). Qualitative interviews with five purposefully selected holistic sport psychology consultants were conducted. In general, holistic consulting can be interpreted to mean: (a) managing the psychological effects to the athlete’s performance from nonsport domains; (b) developing the core individual beyond their athletic persona; and (c) recognizing the dynamic relationship between an athlete’s thoughts, feelings, physiology, and behavior. The corresponding beliefs, values, theoretical paradigms, and models of practice of holistic consultants were also presented.

An online survey was used to explore emotion regulation strategies used by runners (N = 506, mean age = 37.69 years, SD = 8.84 years) in the hour prior to training or competition. Content analysis of responses identified 28 categories of emotion regulation strategy, with the most popular being goal setting (23%), distraction (12%), recall of past performance accomplishments (12%), and anticipated pleasant emotions after running (10%). Participants reported greater use of cognitive strategies than behavioural ones, with responses suggesting that emotion regulation and performance management are closely related. Given this cognitive focus, and given the performance aspect inherent to running, it is suggested that individuals' approaches to emotion regulation in sport and exercise contexts differ somewhat from those involved in general daily activities reported in the social psychology literature.

The present study investigated the effects of emotion regulation strategies on self‐reported emotions and 1600 m track running performance. In stage 1 of a three‐stage study, participants (N = 15) reported emotional states associated with best, worst and ideal performance. Results indicated that a best and ideal emotional state for performance composed of feeling happy, calm, energetic and moderately anxious whereas the worst emotional state for performance composed of feeling downhearted, sluggish and highly anxious. In stage 2, emotion regulation interventions were developed using online material and supported by electronic feedback. One intervention motivated participants to increase the intensity of unpleasant emotions (e.g. feel more angry and anxious). A second intervention motivated participants to reduce the intensity of unpleasant emotions (e.g. feel less angry and anxious). In stage 3, using a repeated measures design, participants used each intervention before running a 1600 m time trial. Data were compared with a no treatment control condition. The intervention designed to increase the intensity of unpleasant emotions resulted in higher anxiety and lower calmness scores but no significant effects on 1600 m running time. The intervention designed to reduce the intensity of unpleasant emotions was associated with significantly slower times for the first 400 m. We suggest future research should investigate emotion regulation, emotion and performance using quasi‐experimental methods with performance measures that are meaningful to participants.

In conjunction with BBC Lab UK, the present study developed 12 brief psychological skill interventions for online delivery. A protocol was designed that captured data via self-report measures, used video recordings to deliver interventions, involved a competitive concentration task against an individually matched computer opponent, and provided feedback on the effects of the interventions. Three psychological skills were used; imagery, self-talk, and if-then planning, with each skill directed to one of four different foci: outcome goal, process goal, instruction, or arousal-control. This resulted in 12 different intervention participant groups (randomly assigned) with a 13th group acting as a control. Participants (n = 44,742) completed a competitive task four times--practice, baseline, following an intervention, and again after repeating the intervention. Results revealed performance improved following practice with incremental effects for imagery-outcome, imagery-process, and self-talk over the control group, with the same interventions increasing the intensity of effort invested, and increasing arousal via pleasant emotions. Arousal-control interventions associated with pleasant emotions and low effort. Instructional interventions were not effective. Results offer support for the utility of online interventions in teaching psychological skills.