Self-talk has been widely endorsed as a performance enhancement tool in the sport psychology literature. Implementing self-talk interventions successfully, however, requires some understanding of how, when, why, and for whom self-talk interventions are likely to be effective. The purpose of this article is to provide theoretical and empirical information that can help coaches, athletes, and sport psychologists develop and implement effective self-talk interventions. To that end, five key components of the sport-specific model of self-talk that are critical to self-talk interventions are described. Next, decision point questions that can guide the creation of self-talk interventions are presented. Finally, case examples that facilitate application of self-talk theory to practice in sport are provided.

Although graduation rates for intercollegiate student-athletes in the United States have hit record highs in recent years, many student-athletes lag behind their nonathlete peers in terms of career readiness. The purpose of this research was to create and evaluate a theoretically grounded, evidence-based career development workshop for student-athletes. In Study 1, 28 college and university professionals reviewed the Career Self-Exploration for Student-Athletes Workshop Presenter’s Guide and online training videos. Workshop materials were revised based on feedback received. In Study 2, a national sample of 158 student-athletes participated in a controlled field trial. Results indicated that participating in the Career Self-Exploration for Student-Athletes Workshop enhanced student-athletes’ career self-efficacy relative to a control group. These findings suggest that the Career Self-Exploration for Student-Athletes Workshop, available online for free, can be used by campus professionals to enhance career ...

Transgender and gender nonconforming (TGNC) people have become increasingly visible in sport. Organizations including the International Olympic Committee (IOC), National Collegiate Athletic Association (NCAA), public school districts, and youth sport clubs have developed policies that relate to TGNC athletes. Nevertheless, TGNC athletes still face challenges in sport settings. Coaches and sport psychology practitioners can create welcoming environments for TGNC athletes by asking team members which pronouns they use, being aware of concerns related to locker rooms and other facilities, serving as bridges to legal and mental health resources if needed, educating all athletes about TGNC people, and celebrating the sport accomplishments and contributions of all team members.

Dialogical Consciousness and Descriptive Experience Sampling: Implications for the Study of Intrapersonal Communication in Sport

The importance of warming up prior to sport competition has been highlighted in the scientific literature, with increasing attention paid to the benefits of mental warmups. The purpose of this research was to explore the possibility that a mental warmup may also benefit exercisers. Two studies were conducted in which the effects of a mental warmup on the psychological readiness and psychological stress of exercisers were examined. Study 1 used a pretest–posttest design and Study 2 used an experimental pretest–posttest design, comparing mental warmup participants to a control group. In both studies, exercisers were assessed before and after they completed a prerecorded mental warmup that consisted of goal setting, imagery, and arousal control. Overall, the results showed that completing a mental warmup increased exercisers’ readiness to exercise and to use mental skills to enhance workouts. The mental warmup also reduced stress. These findings suggest that mental warmup strategies that facilitate readiness for sport performance may have utility in exercise settings. Future research exploring the applicability of a mental warmup in diverse settings, as a stress reduction, and as a potential injury reduction intervention is warranted.