Background: The use of digital technology for supporting physical activity (PA) in older adults has increased recently despite the paucity of research exploring perceptions and age-appropriateness of these technologies. Methods: Older adults (n = 120) residing in care homes (n = 45) and living independently (n = 75) in England and Scotland, as well as care home staff (n = 30) and young adults (n = 7) appraised a variety of different PA technologies (eg, online and digital platforms, exergames, and virtual reality headsets) through a multiphase approach. Technologies were presented as a "menu" to participants to select at interactive sessions. Feedback was collected through focus groups, interviews, codesign workshops, and field notes, all analyzed thematically. Participant characteristics including PA levels and familiarity with technology were collected via questionnaire at baseline and after appraising selected technologies. Results: Qualitative findings explored 6 overarching themes: (1) recognizing the potential of technology, (2) suitability of PA technology, (3) barriers to using PA technology, (4) motivation to engage with digital technology, (5) content suggestions for future PA technology, and (6) preferences for PA technology delivery. PA engagement and prior experience with digital technologies varied greatly at baseline. Overall, participants' perceptions and appraisal of the PA technologies varied according to their context and setting, prior experience with technology, and PA engagement. Quantitative data were challenging to gather, with complete data available from only 18% out of those consented. Conclusions: Older adults in this study demonstrated a keen interest in digital technologies for PA, but context- and health-related barriers for engagement with these tools need addressing.

Sparse research has been conducted to investigate the link between social identification and relational efficacy beliefs, variables consistently associated with performance. The purpose of this study was to investigate the extent to which (1) social identification with one's team or training group relates to perceptions of self-efficacy, group-focused other-efficacy, and relational inferred self-efficacy (RISE); (2) social identification and self-efficacy are indirectly associated through group-focused other-efficacy and RISE; and (3) assess whether any associations differed for team and individual sport athletes. Athletes from a range of individual (n = 98) and team sports (n = 101) participated in the study. Results from structural equation modelling demonstrated that social identification was significantly related to RISE (beta = .51) and other-efficacy (beta = .60) for all athletes. Social identification was also significantly related to self-efficacy (beta = .40) for individual sport athletes only. Support for the indirect role of RISE in the relationship between social identity and self-efficacy (beta = .43) for team sports athletes and individual sports athletes (beta = .26) was also observed. Overall results demonstrate the unique relationship that social identification has with athlete self-efficacy and RISE for individual and team sports athletes.

In the present study, we explored the perceived impact of changes in athletes' social group memberships on their identities and social support experienced during transition to retirement. Using interpretative phenomenological analysis, we explored how athletes interpreted their experiences and connected them to their personal and social environments. Participants were seven (5 male, 2 female) former elite athletes, aged 26 and 40 years (Mage = 34 ± 4.96 years). They represented badminton, basketball, football/soccer, and rugby, having transitioned from their sport careers 9 months to 11 years prior to data collection (M = 5.25 ± 3.85 years). Data were collected through semi-structured interviews, and analysis included reflexivity and an independent audit trail. We identified four main themes: (a) support received from maintaining existing social groups, (b) support opportunities gained by joining new social groups, (c) the support lost through identity changes in retirement, and finally, (d) the support offered by adopting a retired athlete identity. The results highlight the importance of approaching athlete identity and retirement from a social identity perspective. Our results also suggest that social groups and subsequent social identities may influence psychosocial outcomes through group-based social support, while arguing that the effectiveness of social support depends on the compatibility of these identities with an athlete's existing or gained identities. Finally, we offer applied considerations for athletes and sport organizations, suggesting that retired athletes benefit from mentoring and engaging in organizations supporting transitioned athletes to build meaningful connections during this transition.

The social identity approach to leadership contends that the most effective leaders represent, advance, create, and embed a shared social identity (i.e., a sense of 'we' and 'us') within the groups they lead. Building on previous research, our study examines whether the perceived identity leadership of coaches and athlete leaders is associated with a range of key performance indicators (notably team and individual performance and effort) through team identification and team cohesion. We also examine if these relationships are generalisable across WEIRD (Westernised, Educated, Industrialised, Rich, and Democratic) and non-WEIRD countries while looking at whether they vary as a function of national culture (i.e., ingroup collectivism). To this end, we collected data from 3,135 football players across 211 teams in nine countries who engaged in an average of 4.02 sessions per week (SD = 2.03). Data were analysed using multilevel (multigroup) regressions and indicated that coaches' and athlete leaders' perceived identity leadership was associated with all performance indicators via both team identification and cohesion. For the most part, these relationships held across WEIRD and non-WEIRD countries. However, we also found some evidence that the relationships between identity leadership and performance varied cross-culturally and were generally stronger in countries high on ingroup collectivism. Together, these data suggest that identity leaders-across geographical and cultural borders-can make teams more effective and that they achieve this by leveraging 'our' strength in ways that make 'us' more cohesive.

We provide a brief commentary to accompany Eys and Beauchamp's (2025) work, (Re)conceptualizing cohesion: A theoretical realignment and roadmap for future research. We emphasize and extend the conceptual advances offered in the paper around four focal areas: the revised definition of cohesion (Propositions 1-2), the repositioning of individual attractions within a social identity framework (Proposition 3), the roles of task and outcome interdependence (Propositions 4, 5, 7) and teamwork processes (Proposition 6). Building on these propositions, we contribute to their conversation on theoretical refinement and methodological rigor. Specifically, we highlight cohesion theory can be further strengthened with dedicated research on social cohesion and more precisely placing (group) goals within cohesion theory. As mentioned by the authors, there is a need to conduct targeted studies in individual-sport contexts and utilize multilevel modeling to capture nested team dynamics in any group setting. We further consider that framing interdependence as a subjective, dynamic state offers novel insights into its relationship with cohesion. To enhance knowledge about cohesion and teamwork, we suggest measuring observable teamwork behaviors in combination with survey-based methods. We offer this commentary to enrich the paper's conceptual foundation and support the evolution of cohesion research in the coming 40 years.

Identity leadership is the process through which leaders create, advance, represent, and embed a sense of 'we' and 'us' (i.e., social identities) within the teams they lead. This paper extends the existing sports psychology literature by investigating the relationship between identity leadership and athletes' mental health, as mediated by team identification and social support. Additionally, the study explores the generalisability of these relationships across culturally diverse countries, as well as high and low-collectivistic cultures. To this end, we employed a large cross-sectional study design involving 2,861 athletes from 193 football (also known as soccer) teams across eight countries. Study results indicated that identity leadership on the part of coaches, team captains, and the best athlete leaders within the team was associated with greater feelings of 'we-ness' amongst athletes. This sense of 'we-ness' in turn correlated with athletes' increased perceptions of available social support for themselves and their team, ultimately contributing to enhanced well-being and reduced burnout. With some minor variation, these patterns were observed across all studied countries and across high and low-collectivistic cultures. In essence, identity leadership provided by coaches and athlete leaders was associated with better athlete mental health across geographical borders and cultures.

Retirement is one of the most impactful career transitions athletes face. Researchers recognise the role that athletic identity plays in this, but analysis of identity content and change processes is limited. Addressing this gap, we conducted a qualitative study exploring the experience of identity change in 21 competitive and successful elite athletes who had retired from sport. All participated in a one-session psychoeducational program that explored the challenges of transitioning out of sport before being interviewed about their understanding of identity in sport, and their experiences negotiating identity loss and change in retirement. Using reflexive thematic analysis, we identified three themes: (i) the role of identity and self-categorizations in shaping sport performance, (ii) adjusting to identity loss (with subthemes indicating that this experience varied depending on the extent to which a person had multiple or exclusive identities), and (iii) attempts to remoor identity in the transition (with subthemes of searching for a new identity and actively repurposing identity). We interpret these themes through the lens of the Social Identity Model of Identity Change and show that this provides a framework for extending our understanding the complexities of identity change associated with retirement from elite sport.

Elite athletes often make large personal sacrifices to pursue excellence, but there is insufficient support for them when they leave elite sport. Identity loss is central to athletes' transition trajectories and hence the management of identity change is a crucial area for support. The MORETHAN SPORT (MTS) program is a novel digital intervention that aims to provide this support-helping athletes manage identity change in the process of leaving elite sport. The present research aims to study elite athletes' experiences with the MTS program and their perceptions of its usefulness in managing the transition away from elite sport. We undertook a qualitative study with athletes (N = 25) from three countries (the United Kingdom, Australia and Belgium) using reflexive thematic analysis to explore their experiences of the program and their feedback on program content. We identified three key themes and eight subthemes. The first key theme was Value of the Program, and this was underpinned by four sub-themes that centred on Program importance and novelty, how Positive and confronting experiences afford insight, the Value of developing shared understanding, and Realising the value of social groups. The second key theme was Engagement with Program Elements and here participants commented on Program content and Delivery format. The final key theme was Time and Place for Identity Management Programs which included the sub-themes of Optimal timing and Additional program beneficiaries. Overall, the results highlight the value of MTS specifically, and identity management efforts more broadly, to help elite athletes adjust successfully to life beyond sport.

Although applied sport psychologists are supporting young athletes drawing on experiential evidence of what works, there is a lack of understanding regarding how to effectively help young athletes enhance their wellbeing, long-term development, and performance. The aim of the current study was to gain insights into the consultancy process from accredited applied sport psychologists working with young athletes (5-18 years) in the United Kingdom, to inform the training and development of practitioners. An Interpretive Descriptive (ID) design was used to generate grounded knowledge relevant to applied practice contexts. The current study was conducted by a British Psychological Society (BPS), Division of Sport and Exercise Psychology (DSEP), research working group and consisted of two phases: First, working group members (n = 6) participated in two separate focus groups. Second, in-depth interviews were conducted with UK-based sport psychology practitioners (n = 9) who had extensive knowledge and experience of working with young athletes. Reflexive thematic analysis generated six higher order themes: (a) Clear intentions, motives, and boundaries; (b) flexible and adaptable theoretical approaches; (c) seeking and securing connections; (d) multiple perspectives matter; (e) indirect interventions maximize impact; and (f) adaptation and integration determine Psychological Skills Training (PST) effectiveness. The current study offers unique and detailed insights regarding the consultancy process when working with young athletes. Such insights are crucial for applied sport psychologists to promote evidence-informed developmentally appropriate practice.Lay Summary: Experienced applied sport psychologists in the UK demonstrated clear motives for working with young athletes, used flexible and adaptable consultancy approaches, secured connections, and assessed young athletes from multiple perspectives. Indirect interventions (delivered through coaches, parents, etc.) were considered the most impactful, but adaptation and integration determined PST effectiveness. Practitioners should, whenever possible, work collaboratively with coaches and/or parents (indirectly or directly) to elicit greatest intervention effects.Interventions should match the demands of the sport, the young athlete's developmental stage, and their unique individual wants and/or needs.PST in youth sport should be simple, adaptable, and where possible integrated within a young athlete's training and competition context.

Social identity (one's sense of belongingness to a group) and social identity content (what it means to belong to a group) are important psychological constructs for cognition and behaviour. Whilst some longitudinal social identity research exists, researchers have yet to explore the temporal effects of social identity content in sport. Across a competitive season, we therefore explored the main and interactive effects of social identity and two types of social identity content (results and friendships) on cohesion, self and team-level efficacy, and subjective team performance. Participants were 167 male rugby league athletes (M-age = 18.16 & PLUSMN; 0.44 years) drawn from all eight teams competing in a single English Premier Rugby League Division. At the start, middle, and end of their nine-week season, participants completed a series of measures. Multilevel modelling analyses found that social identity significantly and positively predicted all study outcomes amongst athletes, and self and team-level efficacy across time. As athletes' social identity strengthened across the season, so too did self and team-level efficacy. Also at the time-level, the interaction between social identity and friendships content significantly and positively predicted team-level efficacy. In other words, social identity was important for team-level efficacy throughout the season when friendships content was high. Overall, our findings suggest that social identity is important for cohesion, efficacy, and team performance. The lack of interaction effects between social identity and results/friendships contents may be attributable to athletes adopting social creativity by altering the importance placed on results and friendships throughout the season.

The Generations Active Together (GAT) program, delivered by Active Stirling in central Scotland, is an intergenerational physical activity (PA) program for adolescents in high school and older adults in care homes and community groups. The Generating Older Active Lives Digitally (GOALD) Research Team sought to use GAT to examine how digital technology developed for the purpose of PA and sports-based reminiscence can be used to improve social connectedness for older adults. This paper details the challenges and successes of delivering the GAT program and describes the differences between in-person pre-pandemic delivery of GAT with the attempted digital delivery during the pandemic. The transferable lessons learned from GAT delivery to GOALD project planning and implementation included, but are not limited to, the importance of in-person activities for both generations and using digital technology as a complementary, rather than a replacement tool for PA delivery. Intergenerational activities focusing on PA involving adolescents and older adults is possible with attention to reciprocal inputs and benefits for all generations and are potentially more effective and easier to deliver in person.Where in-person PA delivery is impossible, digital-only PA is arguably better than no interaction but requires support in setting up technology to deliver PA effectively.Digital technology is likely to be more effective in supporting intergenerational PA when complemented by in-person interactions.Adolescents and older adults in care homes can engage in beneficial interaction, but attention should be paid to school commitments at this age and stage, as well as the practical aspects of travel and scheduling of this kind of contact.

Young athletes have become an increasingly important client group for sport psychology practitioners and a population whose physical, cognitive, emotional, and social development should be carefully considered by a practitioner when delivering their services (Visek et al., 2009). The aim of this British Psychological Society (BPS) Division of Sport and Exercise Psychology (DSEP) position statement is to summarise existing knowledge about psychological skills training (PST) interventions and discuss optimal service provision of PST in youth sport. In the first section of this position statement, we provide a brief overview of the literature exploring PST during childhood (5–11 years), early adolescence (12–15 years), and mid-to-late adolescence (16–18 years). Within each sub-section, key developmental considerations (i.e. physical, cognitive, emotional, and social) are provided followed by short summaries of research on basic single strategy (i.e. goal setting, imagery, relaxation, and self-talk) and alternative strategy interventions (e.g. mindfulness, music, perceptual training, and self-modelling) with young athletes. In the second section, optimal service provision of PST is discussed by drawing upon practitioners’ experiences of working with young athletes, concluding with 10 recommendations for youth sport organisations, training and accrediting bodies, researchers, and practitioners.

Psychological skills training (PST) is one approach within sport psychology to enhance athletic performance. A significant amount research documents the efficacy of PST for enhancing performance which has led to numerous reviews. Such is the volume of reviews, that a "review of reviews", or overview, is warranted. This overview aimed to examine reviews summarising the evidence that PST enhances performance in sport. Six online databases were searched electronically, and thirteen journals were searched manually, following which accumulated articles were forward- and backward-searched. A total of 30 systematic, meta-analytic, and narrative reviews were included that (a) reviewed studies involving the application of PST to athletes, and (b) summarised the effects of PST interventions on sport performance, or a motor performance-based surrogate of a sporting task. Data regarding review characteristics, PST interventions reviewed, and outcomes were extracted. Included reviews were assessed using the AMSTAR 2 instrument. 90% of the reviews concluded that PST interventions can enhance performance; however, 97% were rated as critically low in quality. Critically low quality reviews should not be relied on to provide an accurate and comprehensive summary of the available studies, thus the conclusion of this overview is that practitioners must be cautious when making claims about the review-level evidence for their PST interventions. It is suggested that prospective reviewers ensure they draw on current and accepted review methodology so that readers have clarity about the efficacy of the reviewed PST interventions in future research.

This chapter outlines career transitions in sport and their influence on mental health in elite athletes. To start, the chapter defines what career transitions are and the different types of transitions which athletes may face throughout their career, including within career transitions and retirement from sport. Additionally, different constructs which make up career transitions are highlighted; for instance, whether a transition is normative or non-normative in nature. Further, we explain and evaluate the link between career transitions and mental health of elite athletes, with particular focus on how poorly managed transitions may lead to mental health challenges. This chapter then outlines contemporary understanding of the topic area via an outline of the social identity approach which has been purported to explain career transitions. The chapter concludes with three case studies of crises transitions (i.e., those which may cause mental health difficulties) with applied implications focused around preventative and reactive support which can help athletes overcome the challenges they may be facing during the process. In our summary we present unanswered questions, controversies, and future directions.

Perceived availability of social support can reduce symptoms of burnout in athletes. As such, it is important to understand the circumstances under which perceived social support is most effective. Social influences such as strength of social identification with a particular group or identity are believed to play an important role in the provision and effectiveness of social support. Across two studies, we investigate whether social identification in a sport can strengthen the protective association between perceived social support and burnout. In Study 1, athletes completed questionnaires assessing perceptions of social support availability, social identification, and burnout. In Study 2, participants completed the same measures at systematic time points across a six-month timespan. In both studies, participants' levels of social identification moderated the association between perceived social support and burnout, whereby there was a stronger negative relationship between social support and burnout when participants reported higher levels of social identification in their sport. These results indicate that social identity may play an integral role in improving the efficacy of social support on burnout.

• Studies provided evidence demonstrating support for the performance hypothesis. • Social identity was found to influence performance directly and indirectly. • Investigation into efficacy, meta-perceptions and individual sports is warranted.