Exploring a practitioner-athlete relationship and facilitated learning throughout a psychological skills training program.

Psychological skills training (PST) programs have been consistently reported as an important part of preparation for optimal performance in high performance sport. However, there is much less research about the quality and characteristics of the working relationship between a sport psychology practitioner (SPP) and an athlete and, importantly, how that relationship facilitates learning. Therefore, the purpose of the present paper was to explore the working relationship between a SPP and a volleyball player and how that working relationship facilitated the learning processes utilized by this player, as she prepared for the demands of her sport and life. An instrumental case study methodology with a qualitative description approach was employed to illustrate different aspects of the evolving relationship and the athlete's experiences. The results of this case reflect an approach that combined features of both a directive approach in teaching specific psychological skills and a less directive and more collaborative approach, which, in turn, allowed an athlete to begin to learn how to guide their own learning.

Understanding the performance-related psychological characteristics and skills of doctors: A sport psychology perspective.

INTRODUCTION: Doctors need to consistently maintain their clinical performance across a range of different situations by managing the stress response provoked by these situations. Six performance-related adaptive and maladaptive psychological characteristics and psychological skills can distinguish between how athletes manage their stress response and consistently maintain an optimal level of performance across a variety of situations. The aim of the study was to understand how the performance-related psychological characteristics and skills identified in athletes are applied by doctors. METHODS: An exploratory qualitative study was conducted with semi-structured interviews. A purposive sample of 10 doctors were interviewed and the data were analysed by template analysis. RESULTS: Doctors have similar performance-related psychological characteristics and skills as identified in athletes for managing their stress response to consistently maintain optimal clinical performance. The importance of maladaptive characteristics was also identified, especially in junior doctors. CONCLUSIONS: The findings of this pilot study can be used for informing the design of performance-related educational interventions for doctors to manage their stress response for consistently maintaining optimal clinical performance. An important consideration will need to be a focus on specific groups in their career journey and the development of a multi-dimensional, reflective, and problem-solving approach.

Psychosocial factors associated with lower extremity re-injury risk in soccer players: Contribution of self- confidence, functional attention, and re-injury anxiety.

CONTEXT: Despite the availability of specialized assessment tools, psychological readiness is usually not considered when deciding to return to sport (RTS) after sport injury. Re-injury anxiety, self-confidence, and functional attention may be associated with sport re-injury, making it important to evaluate these factors before RTS. OBJECTIVE: This study aimed to predict lower extremity re-injury in soccer players using self- confidence, functional attention, and re-injury anxiety as predictive variables. DESIGN: Prospective cohort study. SETTING: Laboratory. PATIENTS OR OTHER PARTICIPANTS: Sixty-two male soccer players, who were older than 18 years of age, suffered from lower extremity injuries, had completed the rehabilitation program, and were ready to RTS. MAIN OUTCOME MEASURES: Prior to returning to the sport, participants completed a pre-season questionnaire on their previous injuries, self-confidence, re-injury anxiety, and level of functional attention. The primary outcome measured was the risk of re-injury during the upcoming competitive season, and logistic regression was utilized to calculate odds ratios (OR) with 95% confidence intervals to determine the association between each risk factor and re- injury. RESULTS: Overall re-injury rate was 5.56 injuries per 1000 hours of play. Self-confidence scores ≤ 47 increased the risk of re-injury by 2.26 times (relative risk, 2.26; 95% CI, 1.31-3.91; OR, 5.00; 95% CI, 1.56-16.04) and each unit increase in self-confidence score reduced the risk of re-injury by 10% (OR:0.90; CI: 0.82-0.99, p=0.03). Regarding re-injury anxiety, a score >22 was associated with 2.43 times the risk of re-injury (relative risk, 2.43; 95% CI, 1.44-4.13; OR, 6.46; 95% CI, 1.93-21.69) and each unit increase in re-injury anxiety score increased the risk of injury by 45% (OR:1.45; CI: 1.13-0.87, p=0.004). CONCLUSIONS: Increased re-injury anxiety and decreased self-confidence are associated with higher odds of lower extremity re-injury in male soccer players. To reduce the risk of re-injury, athletic trainers and sport psychologists should take these psychological factors into account when evaluating the psychological readiness of soccer players with a history of lower extremity injury to RTS.

Can a multicomponent positive psychological intervention promote well-being in parents of young children? A randomized controlled trial study in Hong Kong.

The present research examined the effects of an Early Advancement in Social-Emotional Health and Positivity (EASP) multicomponent positive psychological intervention on parents' well-being in Hong Kong. Participants were parents of young children (N = 120; Mage = 37.19 years, SD = 4.71, range = 24-53; female = 95.00%) who participated in the one-month randomized control trial. Participants were randomly assigned into the intervention (n = 50) and waitlist control groups (n = 70). Parents in the intervention group received two online workshops and an evidence-based smartphone application that targeted four positive psychological skills: (1) mindful parenting, (2) hope, (3) positive reappraisal, and (4) growth mindset. The results of the multivariate regression analysis revealed that the intervention significantly improved various dimensions of participants' positive psychological skills, subjective well-being, and psychological well-being immediately at the conclusion of the program. The findings of this study underscore the importance of the well-being payoffs linked to cultivating positive psychological skills among parents of young children.

Analysis of the Sports Psychological Profile, Competitive Anxiety, Self-Confidence and Flow State in Young Football Players.

The objective of this study was to analyse the correlations among the sports psychological profile, competitive anxiety, self-confidence and the flow state of young football players. Additionally, potential distinctions based on age category, competitive level and field position were explored. This study included 328 participants divided into two groups: Group 1, 14-15 year olds, and Group 2, 16-18 year olds (M = 15.85; SD = 1.44). Data were collected by using the Psychological Inventory of Sports Execution (IPED), the Revised Competitive State Anxiety Inventory-2 (CSAI-2R) and the Flow State Scale (FSS). The findings revealed positive associations between the sports psychological profile and self-confidence, as well as with the flow state. Conversely, competitive anxiety demonstrated negative relationships with the sports psychological profile, self-confidence and the state of flow. Moreover, superior scores were observed in the analysed variables for the older age category and higher competitive level, with no notable disparities based on field positions. These results underscore the interplay of psychological factors in the performance of football players and underline distinctions among players according to their category (age and level). This emphasises the importance of scrutinising these variables in athletes to comprehend their profiles and enable targeted interventions aimed at enhancing their psychological resources for competitive scenarios.

Development and validation of the Symptomatic Transdiagnostic Test (S2T).

INTRODUCTION: The categorical approach in psychiatry has received many criticisms. Modern research tends to develop a transdiagnostic approach. However, transdiagnostic works lack an overall understanding and focus mainly on anxiety and depression. The aim of the present study was to develop an easy to use tool to evaluate multiple dimensions opening the way for further research in the transdiagnostic approach. This will allow researchers to quickly assess the efficacy of psychotherapeutic interventions on multiple psychopathological dimensions. METHOD: First, we identified the main symptoms of psychopathology in a sample of mental healthcare workers. Second, we developed the Symptomatic Transdiagnostic Test (S2T) to assess the main symptoms of psychopathology. Third, we evaluated its psychometric properties (exploratory and confirmatory factor analysis, internal consistency) in three non-clinical samples and one clinical sample. RESULTS: The 66-item S2T included eleven factors referring to: i) negative thoughts and mood; ii) psycho-traumatic and maladaptive symptoms; iii) addiction symptoms; iv) disturbed eating behavior; v) disturbed perception and behavior; vi) panic and agoraphobia; vii) emotional lability; viii) dejection; ix) neurodevelopmental manifestations; x) anxiety and xi) psychic hyperactivity. We found a high internal consistency for the general scale (α=0.96) and the subscales. We found a good concurrent validity. As expected, we found higher levels of symptoms within the clinical population as compared to the non-clinical samples, except for addiction symptoms and disrupted eating behavior. We found negative associations between the symptomatic dimensions and psychological skills. CONCLUSION: The S2T is a relevant tool for clinicians and researchers to assess the psychopathological profile. The main psychopathological symptoms are negatively related to the psychological skills.

Differences in Relaxation and Imagery among NCAA Division I Sport Types.

Athletes use psychological skills such as imagery and relaxation to decrease stress, cope with competitive anxiety, and achieve an optimal state of arousal. There is conflicting literature on how team and individual sport athletes use these skills, with some saying that individual sport athletes have better capabilities and others saying team sport athletes use imagery more frequently. The current study analyzed sport type differences in the use of relaxation and performance imagery among NCAA Division I (DI) athletes. This study included 117 NCAA DI athletes, including team sport (n = 72) and individual sport (n = 45). Participants completed a modified version of The Deliberate Relaxation for Sport Survey through Qualtrics. Results indicated there is a statistically significant difference in the type of relaxation technique used based on the individual's sport type. Team sport athletes used muscle relaxation (p = 0.034), eastern relaxation (p = 0.014), and stretching (p = 0.020) more frequently than individual sport athletes. Additionally, individual sport athletes used performance imagery more often for mental focus than team sport athletes (p = 0.012). There were no differences between sport types in the level of deliberate practice of relaxation and performance imagery. Athletes used a variety of methods to learn both imagery and relaxation skills and have been using these for an average of four years. The majority of participants (n = 67) did not work with a sport psychology professional, but their school has one. This study supports the use of individualized intervention programs to help athletes use relaxation and imagery in the most effective ways for their performances.

Teaching power skills to improve physician self-efficacy, reduce burnout, and improve patient outcomes.

If doctors had a way to improve their patients' healthcare experience, improve service feedback, reduce complaints, increase treatment adherence and reduce non-attendance, while at the same time combatting burnout and compassion fatigue in clinicians and enhancing collaborative working between staff and care teams, and all for zero direct cost, could anyone argue against such an intervention? In this paper, we present the views of the educators and clinicians at Maudsley Learning that training in communication and psychological 'power skills' is not only feasible, but crucially important for physicians at all stages of training to improve both patient care and the wellbeing of clinicians themselves. We explore some of the key relevant skills and present examples of high-fidelity simulation training that demonstrate the efficacy of this modality in improving individual skills and confidence as well as inter-team and interdisciplinary working.

Introduction of psychological skills laboratory in medical education.

Depression and anxiety are common psychological issues among university students, yet many of them hesitate to seek professional help due to stigma. Unfortunately, university curricula often lack self-help strategies to manage these challenges and provide timely support to those in need. To address this gap, we introduced the Psychological Skills Lab (PSL) component in the undergraduate medical curriculum, which emphasizes experiential learning to promote self-determination and autonomy in health promotion. The lab allows active interaction among students, lecturers, and peers through activities like presentations, peer reviews, in session practice, gratitude journals, group discussions, and role plays. PSL helps students develop skills, empathy, mindfulness, and self compassion through regular interactions. This innovative teaching approach raises mental health awareness and empowers students to assist others when required. Thus, by incorporating self-help measures into the curriculum, students are better equipped to manage their emotional well-being while supporting those around them.

Emotional Intelligence in Spanish Elite Athletes: Is There a Differential Factor between Sports?

Emotional intelligence is a determinant factor in sports performance. The present study analysed differences in total emotional intelligence and its four dimensions in 2166 Spanish athletes (25.20 ± 10.17 years) from eight sports (volleyball, track and field, shooting, football, basketball, handball, gymnastics, and judo). A total of 1200 men and 966 women answered anonymously using a Google Forms questionnaire sent via WhatsApp about demographics and psychological variables. A Pearson correlation was conducted to assess the age-emotional intelligence relationship. An independent T-test and One-Way ANOVA were carried out to check for age differences between biological sex and sport and a One-Way ANCOVA to determine differences between sports controlled by age. Age differences were observed by sex and sport (p < 0.001). An association was found between age and emotional intelligence dimensions (p < 0.001), except for other's emotional appraisal (p > 0.05). Judo was the sport with the highest levels of regulation of emotions, other's emotional appraisal, use of emotion, and total emotional intelligence (p < 0.05). Generally, emotional intelligence was found to be more developed in individual sports than in team sports, except football. Consequently, psychological skills like emotional intelligence could be critical to achieving high performance, depending on the sport.

Ansiedad precompetitiva y habilidades psicológicas relacionadas con el rendimiento deportivo / Precompetitive anxiety and psychological skills in sports performance

Antecedentes: la vinculación entre el estrés, la ansiedad y el rendimiento deportivo constituye un relevante tema de interés en el área de la psicología deportiva, si bien existe poca evidencia acerca de cómo diferentes variables pueden afectar a los niveles de ansiedad y así alterar el rendimiento deportivo. Objetivo: comparar las relaciones existentes entre las características psicológicas relacionadas con el rendimiento deportivo y ansiedad precompetitiva en una muestra de deportistas federados y no federados que difieren en sexo, edad y deporte practicado. Método: en este estudio han participado 202 deportistas con edades comprendidas entre los 18 y 30 años (X = 22,35; DT = 3,69) que practican fútbol, baloncesto, atletismo y/o natación. Resultados: se ha encontrado que existe relación entre las habilidades psicológicas relacionadas con el rendimiento deportivo y la ansiedad precompetitiva. Asimismo, se ha hallado que solo existen diferencias estadísticamente significativas en la ansiedad somática dependiendo de si el deporte practicado es individual o grupal, así como diferencias en los niveles de ansiedad precompetitiva según el sexo, si bien no hay relación diferencial en los niveles de ansiedad respecto a la edad. Conclusiones: a través de este estudio se ha pretendido aportar más evidencia empírica al ámbito de la psicología deportiva y se valoran sus beneficios.(AU)

Introduction: The link between stress, anxiety and sports performance is a relevant topic of interest in the area of sports psychology, although there is little evidence about how different variables can affect anxiety levels and thus alter sports performance. Objective: Compare the relationships between psychological characteristics related to sports performance and pre-competitive anxiety in a sample of federated and non-federated athletes differing in sex, age and sport practiced. Method: 202 sportsmen and women aged between 18 and 30 years (X = 22.35; SD = 3.69) who play football, basketball, athletics and/or swimming participated. Results: it was found that there is a relationship between psychological skills related to sports performance and pre-competitive anxiety. Likewise, it was found that there are only statistically significant differences in somatic anxiety depending on whether the sport practised is individual or group, as well as differences in the levels of pre-competitive anxiety by gender, although there is no differential relationship in the levels of anxiety with respect to age. Conclusions: the aim of this study is to provide more empirical evidence to the field of sport psychology and to assess its benefits.(AU)

The Use of Imagery to Improve Self-Efficacy of Rehabilitation Capabilities in Athletes Following a Sport-Related Injury: A Critically Appraised Topic.

CLINICAL SCENARIO: Sport-related injuries are a common occurrence within the athletic population and every athlete responds differently. The cognitive, emotional, and behavioral responses associated with injuries ultimately impact the injury rehabilitation process and return to play. Specifically, self-efficacy significantly impacts the rehabilitation process and psychological techniques to improve self-efficacy are crucial in the recovery process. Imagery is one of these beneficial techniques. CLINICAL QUESTION: Does the use of imagery during injury rehabilitation improve self-efficacy of rehabilitation capabilities compared with rehabilitation alone in athletes with a sport-related injury? SUMMARY OF KEY FINDINGS: The current literature was searched to identify the effects of imagery use to improve self-efficacy of rehabilitation capabilities, and 2 studies were selected: a mixed methods ecologically valid design and randomized controlled trial. Both studies investigated the relationship between imagery and self-efficacy and found positive results for imagery use in rehabilitation. Additionally, one of the studies specifically assessed rehabilitation satisfaction and found positive results. CLINICAL BOTTOM LINE: The use of imagery should be considered as a clinical option for increasing self-efficacy during injury rehabilitation. STRENGTH OF RECOMMENDATION: Based on the Oxford Centre for Evidence-Based Medicine strength of recommendation, there is a grade B of recommendation to support the use of imagery to improve self-efficacy of rehabilitation capabilities during an injury rehabilitation program.

Exploring the role of socioeconomic status and psychological characteristics on talent development in an English soccer academy.

Social factors and psychological characteristics can influence participation and development in talent pathways. However, the interaction between these two factors is relatively unknown. The aim of this study was to investigate the implications of socioeconomic status and psychological characteristics in English academy soccer players (n=58; aged 11 to 16 years). To assess socioeconomic status, participants' home postcodes were coded according to each individual's social classification and credit rating, applying the UK General Registrar Classification system and CameoTM geodemographic database, respectively. Participants also completed the six factor Psychological Characteristics for Developing Excellence Questionnaire (PCDEQ). A classification of 'higher-potentials' (n=19) and 'lower-potentials' (n=19) were applied through coach potential rankings. Data were standardised using z-scores to eliminate age bias and data were analysed using independent sample t-tests. Results showed that higher-potentials derived from families with significantly lower social classifications (p=0.014) and reported higher levels for PCDEQ Factor 3 (coping with performance and developmental pressures) (p=0.007) compared to lower-potentials. This study can be used to support the impetus for researchers and practitioners to consider the role of social factors and psychological characteristics when developing sporting talent. For example, facilitating player-centred development within an academy and, where necessary, providing individuals with additional support.

Habilidades psicológicas en una muestra de jóvenes deportistas cubanos: Diferencias según sexo y deporte / Psychological skills in a sample of young Cuban athletes: Differences according to sex and sport

El estudio de las habilidades psicológicas en el deporte constituye un campo de investigación de constante vigencia y actualidad para orientar la preparación psicológica con el fin de optimizar el rendimiento, especialmente en jóvenes deportistas en proceso de desarrollo. La presente investigación tiene como objetivo caracterizar las habilidades psicológicas en una muestra de deportistas escolares y juveniles de ambos sexos y diferentes deportes de la provincia de Villa Clara, Cuba. Se desarrolló un estudio descriptivo transversal en el que participaron 87 jóvenes deportistas, donde el 62.1% (n=54) eran mujeres y el 33% (n=33) hombres, con una edad cronológica promedio de 14.75 años (DT=1.74) y una experiencia deportiva de 4.67 (DT=1.90). Fue aplicado el Inventario Psicológico de Ejecución Deportiva para la medición de las habilidades psicológicas, cuyos datos fueron procesados mediante estadísticos descriptivos e inferenciales. Se obtuvo que la autoconfianza, la motivación, el control de afrontamiento positivo y de la actitud constituyen los puntos fuertes, mientras que el control de afrontamiento negativo, de la atención y visuoimaginativo son las habilidades de menor desarrollo. Solamente el control de afrontamiento positivo es significativamente mayor en los deportistas masculinos y los beisbolistas poseen una preparación psicológica superior al resto de los deportistas analizados. Se concluye destacando la necesidad de estimular el control de las emociones negativas, la atención y las imágenes mentales en los jóvenes deportistas analizados, así como la relevancia del trabajo psicológico especializado en la preparación de los jóvenes deportistas. (AU)

The study of psychological skills in sport constitutes a field of research of constant validity and topicality to guide psychological preparation in order to optimize performance, especially in young athletes in the process of development. The aim of this research is to characterize the psychological skills in a sample of young athletes of both sexes and different sports from the Villa Clara province, Cuba. A cross-sectional descriptive study was developed in which 87 young athletes participated, where 62.1% (n=54) were women and 33% (n=33) men, with an average chronological age of 14.75 years (SD=1.74) and a sports experience of 4.67 (SD=1.90). The Psychological Inventory of Sports Execution was applied to measure psychological skills, whose data were processed through descriptive and inferential statistics. It was found that self-confidence, motivation, positive coping control and attitude constitute the strong points, while negative coping control, attention and visuo-imaginative control are the least developed skills. Only positive coping control is significantly higher in male athletes and baseball players have a higher psychological preparation than the rest of the athletes analyzed. The need to stimulate the control of negative emotions, attention and mental images in the young athletes analyzed is highlighted, as well as the relevance of specialized psychological work in the preparation of young athletes. (AU)

Exploring Dynamics of Changes in Psychological Skills in the Development of Talented Athletes.

In this study we examined changes in a psychological skill set, defined as crucial for the growth of talented athletes, through repeated assessments of the six-factor Psychological Characteristics of Development Excellence Questionnaire (PCDEQ). In a first phase of this study, we built and evaluated a French adaptation of the PCDEQ: the PCDEQ-SV (18 items). After confirmatory factor analysis, Cronbach's alpha revealed that scales for its six factors ranged from very good to just below minimally acceptable as a model fit. The mean inter-item correlations for the scales, built on three items per scale, were optimal, leading us to assume that this short version was reliable. In the second phase, we analyzed the changes in the skill sets of 67 talented Swiss athletes who were given the PCDEQ-SV three times over 1 year. Feedback on the scores was provided to participants in comparison to the test's cutoffs after T1 and T2. The analysis then focused on those who scored below the cutoffs and their resources for skill improvements. We found that the highest number of participants scored below the cutoffs at testing times, T1 and T2 on Factors 2, 6 and 1. Changes in scores were characterized by overall dynamics of improvement. The resources most used to effect those changes were "personal work with no outside help," "discussions with significant others," and "specific work with the coach." The results are discussed in relation to the iGen's resources for self-determination of psychological skills improvement.

Psychological analysis of injuries in a first category softball national championship in Cuba

Introduction: the systematic analysis of the relationships between relevant psychological variables for sports performance and injuries is essential to contribute to their prevention in specific sports.Material and methodsa descriptive-correlational and cross-sectional study was carried out in the first category women's national softball championship in Cuba. 88 athletes participated with an average chronological age of 22.91 (SD=6.13) and a sports experience of 10.83 years (SD=4.92). A specific questionnaire, the Competitive Sport Anxiety Inventory and the Psychological Inventory of Sport Execution was applied. Descriptive statistics and Kendall's Tau_b nonparametric correlation coefficient was used for data analysis.ResultsA high injury load was verified with a low perception of the role of psychological factors in its etiology, as well as a notable occurrence of new injuries with negative emotional repercussions. Negative correlations of self-confidence, negative coping control, visual-imaginative control, positive coping control, and attitude control with history of injuries were obtained. The high anxiety showed significant relationships with previous injuries and new injuries during the analyzed competition.Conclusionsthe findings are especially congruent with previous results in elite softball players, although new and greater relationships between variables were determined. All this means that stimulating psychological skills to control anxiety in competition could contribute to the prevention of injuries. However, longitudinal analyzes are required to confirm the predictive role of these variables before proposing psychological interventions in this regard. (AU)

Efectos de un programa de yoga en el rendimiento en gimnasia rítmica: un estudio de casos / Effects of a yoga program on perfomance in rhytmic gymnastics: a case study

La Gimnasia Rítmica es un deporte que exige habilidades motoras de alto nivel de dificultad y una perfecta ejecución. El yoga es considerado como una terapia de cuerpo y mente que para muchos investigadores influye en la mejora del rendimiento deportivo. En este trabajo analizamos el efecto de un entrenamiento de Yoga sobre del rendimiento deportivo y las variables psicológicas relacionadas con éste. Participaron 30 gimnastas entre 11 y 16 años que realizaron una sesión de Yoga semanal durante 5 meses, además del entrenamiento de Gimnasia Rítmica. Analizamos los cambios en el rendimiento y en las variables psicológicas estudiadas antes y después de la intervención. Los resultados obtenidos indican una mejora significativa de ambos parámetros. Conclusiones: las gimnastas participantes en nuestro estudio mejoran significativamente el rendimiento después de la intervención, lo que puede sugerir, sin poder generalizar, las ventajas de incluir programas de ejercicios de yoga en su preparación. (AU)

Rhythmic Gymnastics is a sport that requires high-difficulty motor skills and perfect execution. The body is considered as a yoga and mind therapy that for many researchers influences the improvement of sports performance. In this work we analyze the effect of a Yoga training on sports performance and the psychological variables related to it. Thirty gymnasts between the ages of 11 and 16 participated, doing a weekly Yoga session for 5 months, in addition to the Rhythmic Gymnastics training. We analyze the changes in performance and in the psychological variables studied before and after the intervention. The results obtained indicate a significant improvement in both parameters. Conclusions: the gymnasts participating in our study significantly improve their performance after the intervention, which may suggest, without generalizing, the advantages of including a yoga exercise program in their preparation. (AU)

Psychological Skills Training for Athletes in Sports: Web of Science Bibliometric Analysis.

Psychological Skill Training (PST) for optimal performance in sports has received extensive attention from athletes, coaches, and experts, and numerous studies have been conducted, but despite this interest, it has not been the subject of any bibliographic analysis. The analysis covered 405 articles and reviews that were located in the Thomson Reuters Web of Science (Core CollectionTM) between 1992 and 2021. These papers were published by 1048 authors from 543 different universities across 54 countries in 107 different journals. The fundamental bibliometric calculations and co-word networks were completed. As a result, the following thematic elements were grouped into four clusters: (1) PST for stress, mental toughness, and coping, (2) PST for anxiety, motivation, self-confidence, and self-efficacy, (3) PST for flow and mindfulness, and (4) PST for emotions. From the results of this study, it was confirmed that the topic of PST is converging toward the best performance, with various approaches, such as stress management, anxiety control, and coping as techniques for PST. Furthermore, mindfulness and positive psychology studies emphasize athletes' quality of life, so coaches and experts should pay more attention to improving athletes' quality of life in future research.

Exploring the Relationship Between Mental Toughness and Self-Compassion in the Context of Sport Injury.

Helping athletes cope effectively with injury is likely of great interest to many sport stakeholders. Mental toughness is one psychological factor positively associated with resilience and sport performance, though stubborn persistence through injury might not always be conducive to adaptive athlete outcomes. Self-compassion-a balanced, nonjudgmental approach in relating to oneself when experiencing suffering-might help circumvent these pitfalls and complement injury recovery. The purpose of this study was to explore the relationship between mental toughness and self-compassion in a sport injury context. This study consisted of 2 phases-phase I quantitatively assessed the relationships between mental toughness, self-compassion, and other psychological constructs, while phase II used qualitative interviews to corroborate and inform these findings. In phase I, competitive athletes who were injured at the time of data collection (n = 81) completed mental toughness, self-compassion, coping resources, self-esteem, and self-criticism questionnaires. Self-compassion was positively correlated with mental toughness (r = .48, P < .01), coping resources (r = .54, P < .05), and self-esteem (r = .60, P < .01). Self-compassion and self-criticism were negatively correlated with each other (r = -.52, P < .01). Results from hierarchical multiple regression analyses revealed that self-compassion was a significant predictor of mental toughness (ΔR2 = .07, P < .01), coping resources (ΔR2 = .10, P < .01), and self-criticism (ΔR2 = .06, P < .01), beyond the effects of self-esteem. Four injured athletes who scored above the median on mental toughness and self-compassion measures were interviewed in phase II. Thematic analysis generated 2 themes: (1) self-compassion grants access to wise mental toughness and (2) mental toughness helps activate self-compassionate actions during injury. These findings are consistent with recent research and suggest that both mental toughness and self-compassion can work together to help athletes cope with sport injury.

Development of the Transdiagnostic Skills Scale (T2S).

INTRODUCTION: Psychotherapy has proved its efficacy for treating a wide range of psychological disorders. Most types of psychotherapy have been developed to treat specific disorders and validated through controlled-randomized trials. In recent years, researchers have developed a new way to conceptualize patients' difficulties, focusing on processes instead of diagnoses. However, there is no simple scale that evaluates transdiagnostic processes, and the development of such a tool is thus the aim of this study. METHOD: We identified 12 processes that can be targeted in cognitive behavior therapy and created the Transdiagnostic Skills Scale (T2S) to evaluate them. We measured its internal consistency, factor structure and convergent validity in clinical and non-clinical samples. RESULTS: We found a 6-factor structure composed of emotion regulation, behavioral activation/planning, emotional identification, assertiveness, problem solving and emotional confrontation. The T2S has high internal consistency (Cronbach's alpha = 0.95). We found negative associations between skills and symptoms of anxiety, depression and eating disorders. We found no association between these processes and symptoms of either alcohol or cannabis use disorder. CONCLUSIONS: The T2S is a useful and valid tool to identify the skills that clinicians should work on with their patients. It offers a complementary way to understand patients' difficulties when categorical assessment is complicated.