Young athletes are exposed to a number of potential challenges, such as injury, competitive pressure from coaches and parents, and engaging in risky behaviors. Coaches have difficulty detecting and monitoring athletes' mental health, thus parents may play an important role in addressing athletes' help-seeking intentions and behaviors. The purpose of this review was to synthesize and evaluate the existing literature on parents' roles in facilitating help-seeking for mental health concerns among youth athletes. Following PRISMA-ScR guidelines, we conducted a systematic search using four databases to locate literature that report parents' role in young athletes' mental health concerns. A total of 2055 articles were retrieved and screened across three separate searches, and the resulting 18 included articles were then subject to data extraction and thematic analysis. Included articles predominantly explored topics related to mental health topics such as social support. Intervention studies suggest parents as a viable option as primary help-seeking agents for young athletes. Articles seldomly used theory or guiding frameworks to support their investigations. The limited scope and volume of included articles highlight the nascency of the field, while also highlighting an opportunity to leverage currently available frameworks in developmental psychology to study parental help-seeking with youth athletes.
Despite lacking broad evidence, sport participation has been suggested to promote wellbeing. The aim of this review was to assess the effectiveness of community sports interventions on children's wellbeing, through the holistic lens of physical literacy (PL). A systematic search of five databases was conducted. Included studies explored community sports interventions aiming to improve children's (4-18 years) wellbeing. From 8,333 eligible articles, 22 studies were included, and quality was assessed using the JBI critical appraisal tools. Data were included for a meta-analysis if wellbeing outcomes included three or more intervention groups and a control group. Effectiveness is reported across seven wellbeing constructs, including enjoyment, quality of life, life satisfaction, self-esteem, physical, mental and emotional wellbeing. A positive intervention effect was found for 16 of 24 wellbeing assessments and meta-analyses highlighted significant improvements on children's quality of life (t = 5.27; p = 0.01; SMD 0.64). Interventions that focused on team sports, ran between 3-6 months and aligned to all PL domains showed the most significant improvements across all wellbeing outcomes. This review highlights community sport as a favourable setting to improve children's wellbeing. Future research should align the content of interventions to PL principles and foster robust study designs with control group data.
Consensus has begun to emerge around the potential effectiveness of multi-level, mental health interventions within sport. The aim of this review was to evaluate the effectiveness of existing multi-level interventions aimed at enhancing mental health and wellbeing and/or reducing mental ill-health (depression, anxiety, eating disorders, gambling and alcohol use) within sport and identify key characteristics of effective multi-level interventions. The protocol was pre-registered with PROSPERO (CRD42023385320). We systematically searched PsycARTICLES, PsycINFO, Scopus, SPORTDiscus, and PubMed up to August 2025. This search yielded 19 studies evaluating 12 different multi-level interventions. We examined methodological quality through the Mixed Methods Appraisal Tool and used a narrative synthesis. We provide evidence for the effectiveness of multi-level interventions in enhancing individuals' mental health and/or reducing mental ill-health within amateur and collegiate level sport. Key characteristics of effective multi-level interventions included: engagement with key stakeholders and/or significant others, involvement of multiple sessions/points of contact and inclusion of multiple, targeted components. Methodological quality across the studies was mixed with evaluations lacking long term follow-up data and process evaluations and a paucity of interventions targeting the elite sport context, female participants, and/or gambling outcomes. This review was funded by the Economic Social Research Council.
Ultra-endurance athletes (UEAs) undertake extreme events exceeding the standard marathon distance (42.195 km) or prolonged durations where the total exertion time surpasses typical endurance limits, encompassing various formats such as staged races or discipline-specific efforts. However, the personality traits and psychological characteristics of UEAs remain incompletely characterised. This systematic review and network meta-analysis of 44 studies (n = 6,924) synthesised evidence on UEA psychological profiles. Meta-analyses of 11 studies showed that UEAs reported higher conscientiousness (SMD = -1.17, 95% CrI -2.13 to -0.08) and lower agreeableness (SMD = 0.85, 95% CrI 0.00 to 1.77) than non-athletes, and higher exercise dependence (SMD = -1.84, 95% CrI -2.82 to -0.87) than sub-UEAs. Despite these patterns, the certainty of evidence was rated as very low (GRADE) due to cross-sectional designs and high heterogeneity. These findings suggest potential psychological trends rather than a definitive UEA profile, warranting further longitudinal research to confirm these preliminary observations and establish causality.
In physical activity, all-or-nothing thinking (AONT) may occur when an individual is not willing or cannot adhere perfectly to their exercise intentions or plan and chooses to not exercise at all, rather than modify the plan. This scoping review sought to map the existence and description of published literature on AONT in the context of voluntary leisure-time physical activity (LTPA) among adults. Studies needed to appear in peer-reviewed English-language journals, focus specifically on LTPA among adults, and include search terms related to both AONT and physical activity. Searches conducted in August 2024 included Ovid MEDLINE, Embase.com, PsycINFO (EBSCO), CINAHL Complete (EBSCO), SPORTDiscus (EBSCO), and Scopus.com. From 4,233 papers evaluated, 9 studies (5 quantitative, 4 qualitative) met criteria for data extraction. Established scales and open-ended responses from qualitative studies suggest that AONT is a phenomenon and may influence exercise decisions, but the current literature is limited. Future research should develop validated AONT measures, examine its prevalence, and explore its role in predicting physical activity across diverse populations, particularly in the current era of more inclusive (i.e. less rigid) physical activity guidelines.
Social support can enhance physical activity (PA) for adults by fostering initiation and maintenance of PA behaviour, reducing isolation, and promoting connections with others. Fitness professionals and PA participants can provide and facilitate support in group and one-on-one PA contexts; however, guidance on effective supportive strategies is limited. There is a need to identify and synthesize literature on practical strategies used to support adults in PA. Building upon an overview of reviews, which identified nine categories of supportive functions, this rapid review synthesized primary literature published in 2020 onward. This allowed for inclusion of recent articles reporting on PA in person and the novel emergence of online delivery. Data were extracted from 104 studies, and strategies were deductively coded utilizing the nine previously identified categories of supportive functions. While the nine functions remained the same, several new strategies were identified, particularly relating to tailoring to specific needs and being inclusive. Results spurred revisions to strategy naming within the original categories to ensure better integration of findings from online contexts. Findings consolidate supportive strategies across recent literature with results from PA delivery conducted in person and online, and demonstrate that many of the identified strategies are applicable across various PA contexts.
This study analyzes the Sport Commitment Model (SCM) across diverse samples through a systematic review and meta-analysis. Following the PRISMA protocol, 20 empirical studies published between 2010 and 2024 were included. First, correlation coefficients were collected from all the selected studies. Then meta-analytic structural equation modeling (MASEM) was employed to examine the relationships between theoretical determinants of sport commitment, including Sport Enjoyment, Valuable Opportunities, Personal Investments, Social Support, Social Constraints, and Other Priorities. The findings reveal that Sport Enjoyment, Valuable Opportunities, and Personal Investments are the strongest positive determinants of commitment, while Other Priorities consistently exert a negative role. Interestingly, Social Support and Social Constraints did not significantly predict commitment, suggesting that these social factors may play a less critical role in the SCM compared to intrinsic and opportunity-based determinants. Additionally, age was investigated as a potential moderator, with results showing that only Valuable Opportunities were significantly moderated by age, as older athletes reported fewer opportunities compared to younger ones. These findings highlight the importance of Sport Enjoyment in the development of sport commitment; in addition, it may affect other determinants as well. Coaches and practitioners should prioritize autonomy-supportive strategies in training to enhance athletes' intrinsic motivation and long-term commitment to sport.
Effective intra-team communication is fundamental for coordination and success in team sports. This paper critically reviews the existing conceptualizations of intra-team communication, identifying gaps in representational approaches within sport psychology. Representational theories rely on shared mental models to achieve coordinated actions, which limited practical impact due to their static nature and the assumption that all players share identical cognitive representations. This, in turn, constrains the ability to flexibly adapt to unpredictable and dynamic in-game situations. As an alternative, we propose an ecological (non-representational) perspective that conceptualizes intra-team communication as serving the collective attention to information specifying the shared affordances that support ongoing team actions. This perspective emphasizes the dynamic nature of communication, utilizing methods from the dynamical systems approach to explore these interactions. We highlight the essential role of communication in coordinating team actions and propose a research agenda for further exploration in this field, particularly in football.
Retirement from elite sport has been researched for about 60 years. This scoping review examines athletic retirement research among elite athletes since Park's (2013a) review by summarising study and sample characteristics, mapping topics across knowledge levels (i.e. nomothetic, group-specific, type-specific, idiographic), and analysing the theoretical and methodological approaches employed. A systematic search was performed in six databases. Out of 7,860 screened articles, 130 were included: 57.7% qualitative, 34.6% quantitative, and 7.7% mixed methods. Most designs were cross-sectional or retrospective, and interviews and thematic analyses prevailing for data collection and analysis. 'Retirement transition processes and experiences' emerged as the most frequently analysed category. Most studies yielded nomothetic or group-specific knowledge; studies producing type-specific or idiographic insights were scarce. If a theoretical framework was specified, it was most often the conceptual model of adaptation to retirement and the holistic athletic career model. Furthermore, there is a lack of alignment between theoretical assumptions about athletic retirement (e.g. its holistic, dynamic, individual-specific nature) and methods applied (e.g. correlation design, investigation of linear relationships). Future studies should focus more on type-specific and idiographic knowledge to better support athletes, utilising appropriate methodologies (e.g. person-oriented approach) and considering the proposed refined definition of athletic retirement.
Physical exercise can enhance motor learning by inducing neurophysiological changes that facilitate this process. This preregistered scoping review aimed to map current knowledge on the effects of physical exercise on motor learning, including experimental studies and review articles in healthy or clinical populations assessing skill acquisition and/or retention. A systematic search of eight databases (e.g. MEDLINE, EMBASE, PsycINFO) identified 66 sources, including 62 experimental studies and 4 reviews. Two researchers independently screened articles and extracted data using a pretested table, with disagreements resolved by a third researcher. Most studies involved healthy populations (83%), with clinical populations underrepresented (17%). Aerobic exercise was most commonly studied, particularly lower-limb cycling (73%), while resistance exercise was rarely examined (0.6%). Exercise intensity was predominantly high, although 6% of studies reported intensity inconsistent with the prescribed method. Motor learning outcomes varied: 55% assessed both skill acquisition and retention, whereas 45% relied solely on short-term and/or delayed retention tests. The infrequent use of long-term retention tests limits understanding of lasting effects. Overall, this review highlights gaps in the literature, including underrepresentation of clinical populations, inconsistent intensity reporting, limited research on resistance exercise, and insufficient assessment of long-term retention, which may affect interpretation of exercise effects on motor learning.
Schools are increasingly recognised as promising settings for the promotion of mental health among children and adolescents. In this context, sport-plus interventions which combine sport or physical activity with explicit mental health components are also gaining attention. This systematic review synthesises the evidence on school-based sport-plus interventions aimed at promoting mental health. A systematic literature search across seven databases identified 16 studies reporting on 14 distinct interventions. Studies varied in design, target group, adopted sport, delivery, and intervention components. Most studies reported positive effects on mental health-related outcomes such as resilience, well-being, and self-esteem. However, effectiveness varied, with several studies showing limited or no impact. Process evaluations revealed key implementation challenges, including insufficient staff training, lack of student engagement, and cultural appropriateness. Many interventions also lacked a clear theoretical grounding, and the overall methodological quality was limited. Despite these limitations, the review indicates that school-based sport-plus interventions have potential to promote youth mental health. To strengthen future practice and research, there is a need for greater theoretical coherence, contextual relevance, and rigorous evaluation designs.
Behavioural research indicates that motor learning can be enhanced using combined action observation and motor imagery (AO+MI) in healthy adults. Notable inconsistencies remain, however, across AO+MI study designs. Our aim was to systematically search major academic databases to evaluate AO+MI practice effects on motor learning in healthy adults (search completed March 2024). Eligible peer-reviewed studies included randomised and non-randomised controlled trials comparing AO+MI against AO, MI, or controls, written in English. AO+MI was delivered synchronously or asynchronously, with a physical post, retention, or transfer test. Studies involving physical practice during mental practice were excluded. Risk of bias was assessed using the Cochrane tool, and findings were narratively synthesised. Seventeen studies comprised 34 AO+MI groups across 10 tasks. Positive effects for AO+MI (n=422) were observed, compared to AO (n=99), MI (n=98), and controls (n=227), across tasks, modalities and training durations, and when mentally practised and physically executed actions differed. Limitations included inconsistent terminology, ill-defined interventions, and a lack of retention and transfer tests. While AO+MI represents a widely applicable practice augmentation for motor skill development, we recommend designing the right intervention for the right individual. Future research must curb the proliferation of terminology and refine intervention designs to support scientific progress.
An ever-present variable across levels of sport participation is outcome interdependence. The ways in which team members depend on each other, however, are not well-understood in sport teams. We revisit the conceptualization of outcome interdependence by arguing that the current theoretical foundations (Social Interdependence Theory and Interdependence Theory) lack the context needed to better understand sport team dynamics. To help alleviate the issue, we propose a conceptual model for future sport team research. Our description of the conceptual model contributes to a sport team-specific understanding of interdependence by emphasizing that: (a) the explicit structure of sports and sport teams form outcome interdependence; (b) unique multi-level motives control the dense web of outcome interdependence; (c) outcome interdependence is often dictated by third-party decisions; and (d) the recursive nature of the sport team environment promotes the evolution of outcome interdependence. We identify goal-related outcome interdependence as a future research direction by specifying (a) the integration of our conceptual model with goal interdependence theorizing, (b) the development of measurement tools, and (c) an appropriate method for studying goal interdependence. By refining the approach to outcome interdependence in sport teams, researchers will better understand a foundational element of sport team dynamics.
Mental health literacy (MHL) refers to the knowledge and beliefs of mental disorders that facilitate their recognition, management, and prevention. Growing attention has focused on improving coach MHL as an avenue to better support athlete mental health. However, there are inconsistencies as to how coach MHL has been studied in organized sport. A scoping review was conducted to synthesize conceptual frameworks and measurement tools used in coach MHL research, along with predictors and outcomes associated with coach MHL. A comprehensive search strategy yielded 25 studies eligible for review. There were variable applications of conceptual frameworks used to study coach MHL. Measurement approaches also varied with studies assessing global or disorder-specific mental health knowledge, as well as qualitative evaluations of perceived mental health knowledge. Predictors of coach MHL were organized into four categories: mental health training, personal characteristics, coaching characteristics, and mental health experiences and attitudes. Outcomes of coach MHL were organized into three categories: attitudes towards mental health and help-seeking, intentions to support athlete mental health, and self-reported supportive mental health behaviors. Future research could benefit from a MHL organizing framework, enhanced rigor in measurement and study design, and examining a broader array of constructs tied to coach MHL.
The strategic use of pressure in sport training has gained increasing attention. This scoping review aimed to synthesize research on pressure implementation in sport by examining: (a) theoretical frameworks underpinning pressure-based practices, (b) strategies used to enhance pressure in training, (c) associated outcomes and measurement methods, and (d) key knowledge gaps. A total of 22 peer-reviewed studies were identified from PsycINFO, PsycARTICLES, CINAHL Complete, and SPORTDiscus. From nine theoretical frameworks, two perspectives emerged: systematic exposure to pressure as a means to develop resilience, adaptive coping, and effective stress responses (66.7%); and the simulation of competition-like conditions to enhance skill acquisition and transfer (33.3%). Study populations included athletes (84.5%), coaches (13.4%), and sport psychologists (2.1%). Methodologically, 40.9% of studies employed qualitative, 31.8% quantitative, and 27.3% mixed-methods designs. Across studies, 92 distinct pressure-inducing strategies were identified. Interviews (77.8%) were the most common qualitative method, while interventions (57.1%) dominated quantitative designs. Overall, findings support the benefits of structured pressure training, though potential drawbacks, such as negative impacts on coach-athlete relationship, were noted. The review underscores the need for an integrative theoretical framework, multi-method research designs, longitudinal investigations, and the development of a validated instrument to assess the type and frequency of pressure-based strategies.
