This study investigated the psychological states underlying excellent performance in 26 athletes (M_age = 29 years, SD = 7.7) across a range of sports (team, net/wall, sprint, endurance, adventure) and standards (world class to recreational). Participants were primarily interviewed on average 4 days after excellent performances. The data were analyzed thematically. Distinct states of flow and clutch were reported, each of which occurred through separate contexts and processes, while athletes also transitioned between states during performance. These findings extend current knowledge of the psychology of excellent performance and are discussed in terms of implications for future research and applied practice.

The SMART acronym (e.g., Specific, Measurable, Achievable, Realistic, Timebound) is a highly prominent strategy for setting physical activity goals. While it is intuitive, and its practical value has been recognised, the scientific underpinnings of the SMART acronym are less clear. Therefore, we aimed to narratively review and critically examine the scientific underpinnings of the SMART acronym and its application in physical activity promotion. Specifically, our review suggests that the SMART acronym: is not based on scientific theory; is not consistent with empirical evidence; does not consider what type of goal is set; is not applied consistently; is lacking detailed guidance; has redundancy in its criteria; is not being used as originally intended; and has a risk of potentially harmful effects. These issues are likely leading to sub-optimal outcomes, confusion, and inconsistency. Recommendations are provided to guide the field towards better practice and, ultimately, more effective goal setting interventions to help individuals become physically active.

As concerns about poor mental health and psychological wellbeing (wellbeing) in doctoral students grow, the early stage of doctoral study could be a prime opportunity for early intervention and prevention strategies. To inform the development of such strategies, it is important and timely to understand what is known about doctoral student mental health and wellbeing in the early stages. The aim of this systematic mixed studies review was to synthesise published research on mental health and wellbeing in early-stage doctoral students (ESDS). After conducting electronic searches on 10 databases and manual searches, 26 studies matching the eligibility criteria were identified. Thematic synthesis revealed there is limited evidence regarding the prevalence of mental health and wellbeing concerns and the effects of the transition to doctoral study on mental health and wellbeing. More promisingly, the synthesis generated understanding of factors related to mental health and wellbeing in ESDS. Finally, a single mental health and/or wellbeing intervention in ESDS was identified. The review underscores the need for more high-quality research to allow more robust conclusions to be drawn about mental health and wellbeing in ESDS.

Goal setting is widely applied in sport. Whereas existing reviews have addressed the performance effects of goal setting, less is known about the concurrent psychological and psychophysiological effects. Therefore, we conducted a systematic review and meta-analysis that synthesised the effects of goal setting on task performance and various psychological and psychophysiological outcomes in sport. Searches returned 17,841 articles, with 27 meeting eligibility criteria. A meta-analysis of the performance effects and a narrative synthesis of the psychological and psychophysiological effects were undertaken. Process goals had the largest effect on performance (d = 1.36) compared to performance goals (d = 0.44) and outcome goals (d = 0.09). No significant difference in performance was found between specific (d = 0.37) and non-specific goals (d = 0.72). Process goals also had large effects on self-efficacy (d = 1.11), whereas studies guided by self-regulation theory (k = 5) produced the greatest performance enhancements (d = 1.53). It was rarely possible to draw conclusions regarding the effects of goal setting on psychological/psychophysiological outcomes due to a lack of cross study evidence. Nevertheless, these findings provide important insights to guide research and practice on the use of goal setting to enhance performance and psychological/psychophysiological outcomes in sport.

Doctoral researchers and early career researchers (ECRs) are crucial to producing scientific advancements and represent the future of academic leadership. Their research endeavours were changed radically by lockdowns in response to the COVID-19 pandemic. The aim of this study was to explore the perceived benefits and challenges of the national lockdown in the UK from the perspective of doctoral researchers and ECRs. We present analysis of qualitative survey data from 1,142 doctoral researchers and ECRs on their experiences of the first UK lockdown collected from April 16, 2020–May 14, 2020. Our findings suggest considerable heterogeneity in how the pandemic impacted this key group of academic workers. Challenges arising from the lockdown largely cohered around a poor work environment, limited access to resources, perceptions of pressure, and negative psychological outcomes. Conversely, respondents also highlighted several benefits in the early stages of the pandemic, with the change to working from home creating more time, resulting in greater productivity and a better work-life balance. Collectively, findings indicate the importance of considering the personal circumstances and needs of individual researchers. We discuss the implications for support these researchers require to rebuild their careers in the wake of the initial disruption.