Relevant bibliographies by topics / Sport psychology interventions

Academic literature on the topic 'Sport psychology interventions'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Sport psychology interventions"

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Henriksen, Kristoffer, Greg Diment, and Jakob Hansen. "Professional Philosophy: Inside the Delivery of Sport Psychology Service at Team Denmark." Sport Science Review 20, no. 1-2 (April 1, 2011): 5–21. http://dx.doi.org/10.2478/v10237-011-0043-6.

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Professional Philosophy: Inside the Delivery of Sport Psychology Service at Team Denmark The field of applied psychology has developed rapidly in Europe in the past four decades. In Denmark, the sports psychology profession has been characterized by a diversity of approaches with little overarching consensus on the professional philosophy and interventions strategies among consultants in the field. In 2008, Team Denmark established a sport psychology team with the aim to enhance the quality and consistency of applied sport psychology services. The team began their work by creating a professional philosophy. This paper describes the rationale, content, and implications of this philosophy, including: (a) basic beliefs and values; (b) theories of intervention and behaviour change; (c) objectives of the sport psychology intervention, (d) the content and focus of the interventions, and (e) sport psychological services and methods. High quality service requires coherence across all five levels of the philosophy. Implications of introducing the professional philosophy include a more unified service delivery across Denmark and the fact that sport psychology services are demanded more than ever in Danish elite sport.
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Chungath, Asha Francis, N. T. Sudhesh, Sahen Gupta, and Sanika Divekar. "Efficacy of a Video Modeling and Imagery-Controlled Trial Intervention in a Non-Western Adolescent Population: A Case Study." Case Studies in Sport and Exercise Psychology 6, S1 (January 1, 2022): S1–24—S1–37. http://dx.doi.org/10.1123/cssep.2022-0009.

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There is a dearth of evidence from non-Western populations and contexts in the sport psychology literature. With increasing attention given to the development of cultural sport psychology and decentralizing sport psychology evidence, this is the first study to document the effectiveness of applied interventions in non-Western populations (herein, India). With a rigorous methodological design, we randomly distributed a sample of 90 adolescents into three skill groups (discrete, serial, and continuous) and separated them across the team and individual sports. A random assignment of participants to two experimental groups, that is, imagery and video modeling interventions, and a control group was conducted for the duration of a 66-day intervention. Sport psychology imagery and video modeling interventions were provided in addition to skills training across all groups. Repeated-measures analyses of variance demonstrated that the intervention groups exhibited positive outcomes on skill execution (across discrete, serial, and continuous skills) and anxiety compared with the control group (p < .05). The findings of this study provide novel evidence that video modeling and imagery interventions are effective among a non-Western adolescent population. The context of this high-impact intervention case study, the intervention, and the challenges of developing and delivering the intervention are discussed along with their practical significance for future research and applied practice.
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Giges, Burt, and Albert Petitpas. "Brief Contact Interventions in Sport Psychology." Sport Psychologist 14, no. 2 (June 2000): 176–87. http://dx.doi.org/10.1123/tsp.14.2.176.

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The sport psychology literature provides many examples of the use of mental skills training with athletes. Little attention, however, has been given to those brief interventions that occur frequently when working with athletes in the field. Such interventions are time limited, action oriented, and present focused. The purpose of this article is to provide a brief overview of the use of brief contact interventions with athletes in field settings. In particular, we provide a short introduction to such interventions, describe a framework for their use, and present several case examples. We believe that brief contact interventions can be made more effective by following the principles described in this article.
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Lesyk, Jack J. "Brief Contact Interventions in Sport Psychology." Sport Psychologist 17, no. 2 (June 2003): 246–47. http://dx.doi.org/10.1123/tsp.17.2.246.

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Henriksen, Kristoffer, Carsten Hvid Larsen, Louise Kamuk Storm, and Knud Ryom. "Sport Psychology Interventions With Young Athletes: The Perspective of the Sport Psychology Practitioner." Journal of Clinical Sport Psychology 8, no. 3 (September 2014): 245–60. http://dx.doi.org/10.1123/jcsp.2014-0033.

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Young competitive athletes are not miniature elite athletes; they are a distinct client group to whom sport psychology practitioners (SPPs) increasingly deliver services. Interventions with this client group are often undertaken by newly educated SPPs who are in need of good guiding principles. Yet, there is a lack of research informing SPPs’ work with this group. In this current study, semistructured qualitative interviews were conducted with four experienced practitioners about their most successful interventions in competitive youth sport. Analysis showed three major themes: (a) young athletes should be equipped with a holistic skills package that enables them to handle a number of existential challenges; (b) young athletes are embedded in an environment (coaches, experts, teammates etc.) that should be involved in the interventions; and (c) interventions with young athletes should maintain a long-term focus. These themes are discussed in the context of current literature on sport psychology service delivery.
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Brewer, Britton W., Judy L. Van Raalte, Albert J. Petitpas, Alan D. Bachman, and Robert A. Weinhold. "Newspaper Portrayals of Sport Psychology in the United States, 1985-1993." Sport Psychologist 12, no. 1 (March 1998): 89–94. http://dx.doi.org/10.1123/tsp.12.1.89.

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To assess the way in which sport psychology is portrayed in the media, the content and tone of all articles (N = 574) from three national newspapers in the United States that mentioned sport psychology from 1985-1993 were examined. Although few articles were focused primarily on sport psychology, a wide variety of sports and professionals were identified in association with sport psychology. Interventions noted explicitly were predominantly cognitive-behavioral procedures. Performance enhancement was the primary purpose of sport psychology consultation described in the articles. The vast majority of articles were neutral in tone toward sport psychology, portraying the field in objective terms. The findings suggest that the mass media can be used to promote accurate perceptions of sport psychology to the public.
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Wylleman, Paul, Paul De Knop, Joke Delhoux, and Yves Vanden Auweele. "Current Status and Future Issues of Sport Psychology Consultation in Flanders." Sport Psychologist 13, no. 1 (March 1999): 99–106. http://dx.doi.org/10.1123/tsp.13.1.99.

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Academic background, consultation processes, and training and support were assessed with semistructured interviews among 18 sport psychology consultants (60% of total membership) of the Flemish Society of Sport Psychology. A total of 61% of consultants were trained as clinical psychologists, most with limited sport psychology background. Assessments revealed that interpersonal relationships skills and communication (63%) and fear of failure (55%) were the most common concerns, whereas stress management (54%), enhancement of relationship and communication skills (31%), and visualization and goal setting (31%) were used in interventions. Recommendations for enhancing the development of applied sport psychology in Flanders include specialization in sport psychology at the academic level, continued sport psychology consultation training, and a better coordination between sport psychology consultants and the world of sports.
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Devonport, Tracey, Andrew Lane, and Christopher L. Fullerton. "Introducing Sport Psychology Interventions: Self-Control Implications." Sport Psychologist 30, no. 1 (March 2016): 24–29. http://dx.doi.org/10.1123/tsp.2014-0120.

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Evidence from sequential-task studies demonstrate that if the first task requires self-control, then performance on the second task is compromised (Hagger, Wood, Stiff, & Chatzisarantis, 2010). In a novel extension of previous sequential-task research, the first self-control task in the current study was a sport psychology intervention, paradoxically proposed to be associated with improved performance. Eighteen participants (9 males, 9 females; mean age = 21.6 years, SD = 1.6), none of whom had previously performed the experimental task or motor imagery, were randomly assigned to an imagery condition or a control condition. After the collection of pretest data, participants completed the same 5-week physical training program designed to enhance swimming tumble-turn performance. Results indicated that performance improved significantly among participants from both conditions with no significant intervention effect. Hence, in contrast to expected findings from application of the imagery literature, there was no additive effect after an intervention. We suggest practitioners should be cognisant of the potential effects of sequential tasks, and future research is needed to investigate this line of research.
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Anshel, Mark H., and Thomas M. Brinthaupt. "Best Practices for the Use of Inventories in Sport Psychology Consulting." Journal of Clinical Sport Psychology 8, no. 4 (December 2014): 400–420. http://dx.doi.org/10.1123/jcsp.2014-0045.

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Psychological inventories are ubiquitous and necessary in sport psychology for gathering data to address selected research questions, making clinical diagnoses, and as guidelines for providing effective interventions. However, the improper use of inventories can result in inaccurate or incomplete interpretations of data or diagnoses, thereby compromising the effectiveness of intervention efforts and limiting the contributions of sport psychology consulting. The purposes of this article are to (a) summarize the major terminology associated with the use of psychological inventories, (b) provide an overview of reliability and validity issues relevant to establishing psychometric evidence for psychological inventories, (c) review the most common errors associated with using sport psychology inventories, and (d) provide best practice guidelines for the proper use of psychological inventories in sport psychology. If researchers and practitioners follow these guidelines, they can be more confident in the results and proper use of their interventions and consultations.
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Hansen, Ashley A., Joanne E. Perry, John W. Lace, Zachary C. Merz, Taylor L. Montgomery, and Michael J. Ross. "Development and Validation of a Monitoring Instrument for Sport Psychology Practice: The Sport Psychology Outcomes and Research Tool (SPORT)." Journal of Clinical Sport Psychology 13, no. 4 (December 1, 2019): 543–60. http://dx.doi.org/10.1123/jcsp.2018-0063.

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Evidence for the mechanisms of change by which sport psychology interventions enhance performance is limited and treatment monitoring and outcomes measures would assist in establishing evidence-based practices. The present paper fills a gap in sport psychology literature by demonstrating the development and validation of a new measure (Sport Psychology Outcomes and Research Tool; SPORT). Study 1 described test construction and pilot item selection with 73 collegiate student-athletes. Twenty-three pilot items contributed unique variance while maintaining the original constructs and were selected from 80 initial items. In Study 2, exploratory and confirmatory factor analyses were conducted with collegiate student-athletes (n = 220), revealing a 17-item, four-factor model measuringAthlete Wellbeing,Self-Regulation,Performance Satisfaction, andSport-Related Distress. Concurrent validity was supported through correlational analyses. Overall, results supported the SPORT as a new transtheoretical tool for monitoring effectiveness and outcomes of sport psychology interventions.
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Dissertations / Theses on the topic "Sport psychology interventions"

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Scherzer, Carrie Beth. "Training athletic trainers in the delivery of sport psychology rehabilitation interventions." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280648.

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In recent years, much has been learned about the beneficial role of psychological skills (e.g., goal setting, stress management) in rehabilitation from injury. Several authors (e.g., Cramer Roh & Perna, 2000; Misasi, Richmond, & Kemler, 1998) suggest that athletic trainers are ideal to teach athletes psychological skills. The most effective way to integrate psychological skills in rehabilitation may be to have athletic trainers work with athletes on both the physical and psychological recovery from injury. Previous research by Roepke (1993) suggested that when athletic trainers are educated about sport psychology rehabilitation interventions, they tend to become proficient in the use of such interventions, and they consider the interventions effective. The primary goal of this study was to determine whether athletic trainers incorporate psychological skills in their work with injured athletes after receiving training in using such skills. Another goal was to assess changes in athletic trainers' attitudes (e.g., importance) with regard to incorporating psychological skills in rehabilitation. A third goal was to determine whether a brief intervention program training athletic trainers in the delivery of sport psychology rehabilitation interventions increases trainers' confidence in using such skills. Other goals related to athletes' perceptions were unable to be tested due to insufficient data. Due to low enrollment and completion rates for the study (N = 8), an additional purpose became soliciting athletic trainers to find out why they did not participate. Responses to this survey by athletic trainers and athletic training students ( N = 25) indicated that time constraints were a primary reason for non-participation. Those who did complete the study reported an increase in perceived skill level relative to using psychological techniques with injured athletes, and also reported that they thought, overall, that they used the techniques more. This latter statement was not corroborated with the data from daily reports, but does demonstrate a perceived shift in behavior. There was no change in athletic trainers' perception of the importance of psychological skills following the educational program. Low enrollment and limited compliance with the research protocol weakened the findings of this study. Implications for further work, including several alternate designs, are discussed.
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Jones, Marc Vincent. "Cognitive-behavioural interventions for the control of emotions in sport." Thesis, Coventry University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267157.

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Zizzi, Samuel J. "Effectiveness of traditional and web-based interventions on utilization of sport psychology services exploring the stages of change /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1458.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 93 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 56-62).
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Moore, Zella Elizabeth. "Toward the development of an evidence based practice of sport psychology a structured qualitative study of performance enhancement interventions /." View full text, 2003.

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Sheinbein, Shelly Thurlo. "Return to Sport: Improving Athletes' Confidence and Mindset Post-ACL Surgery." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062815/.

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This study explored the impact of three psychological interventions over seven weeks - goal setting (GS), GS and imagery (IM), and GS and mindful self-compassion (MSC) - on 20 athletes' (Mage = 16.75 years) pain, cognitive appraisal, depression reinjury anxiety, psychological readiness to return to sport, and range of motion (ROM). IM and GS interventions have demonstrated initial effectiveness; however, no study has examined MSC in relation to post-ACL recovery. All athletes experienced significant decrease in pain (F(2) = 97.30, p = .000) from Week 1 to Week 7 and a significant increase in ROM from Week 2 to Week 7 (F(1) = 77.93, p = .000). All athletes experienced significantly higher depression at Week 1 compared to both Week 2 and Week 7 (F(2) = 9.01, p = .001), and significantly higher difficulty coping with their injury at Weeks 1 and 2 compared to Week 7 (F(2) = 6.32, p = .005). There were no statistically significant effects found between the intervention groups at Weeks 1, 2, and 7. However there were moderate effect sizes between interventions which suggest MSC and IM could help athletes cope with their injury during the first few weeks after surgery, and GS may contribute towards less depression at seven weeks post-surgery. Limitations include small sample size, low power, and use of self-report measures. Results have implications for orthopedic surgeons, physical therapists, and health professionals working with athletes recovering from serious sport injury.
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Stiller, Jennifer Lynn. "An evaluation of an educational intervention in psychology of injury for athletic training students." Diss., Connect to online resource - MSU authorized users, 2008. http://www.oregonpdf.org/index.cfm.

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Clement, Damien. "Effectiveness of an educational intervention on the attitudes toward sport psychology of athletic training students." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5581.

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Thesis (Ph. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains viii, 120 p. : ill. (some col.). Includes abstract. Includes bibliographical references.
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Hussey, Jenna Kaitlin. "Mindfulness in sport: A proposed intervention for choking susceptible athletes." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438125159.

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Friesen, Andrew P. ""Catching" emotions : emotion regulation in sport dyads." Thesis, University of Wolverhampton, 2013. http://hdl.handle.net/2436/621877.

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The purpose of the present research programme was to inform the development and subsequent delivery of an intervention to enhance interpersonal emotion regulation. Although emotion regulation has been emphasised due to its importance in explaining performance and well-being, the focus of research has predominantly been on intrapersonal emotion regulation. The present study addressed the dual-gap in research by extending research in interpersonal emotion regulation in general and developing and testing theory-led interventions for use in sport. A three-stage programme of research was set up with stage one reviewing the extant literature before proposing a social-functional approach to emotions, and in particular the Emotions As Social Information (EASI) model, as possible theoretical frameworks for use in sport. Qualitative methods were emphasised as these are particularly useful in studies seeking to identify mechanisms underlying the effectiveness of interventions. Stage two began with a narrative analysis to outline the potential social functions and consequences of emotional expressions, verbalisations, and actions in ice hockey. Two ice hockey players, each captain of their respective team, participated in semi-structured interviews. Participants described how emotions informed them of important circumstances in their environment that required attention and prepared them for such challenges at the individual level. At a dyadic level, emotions helped participants understand the emotional states and intentions of their teammates contributing toward an assessment of the extent to which they were prepared to face their challenges. At a group level, emotions helped participants lead their teammates in meeting team goals. Finally, at the cultural level, emotions helped participants maintain culture-related identities. Stage two continued with examining the processes, strategies used, and potential moderating factors in interpersonal emotion regulation among 16 ice hockey players from an English professional league. An inductive and deductive analysis revealed 22 distinct strategies used to regulate teammates' emotions. These were distinguished between strategies that were verbal or behavioural in nature. They were further distinguished between strategies employed to initiate interpersonal emotion regulation through affective and cognitive channels. Moderating factors in the interpersonal emotion regulation process were consistent with the EASI model. Stage three involved the development, delivery and assessment of the intervention. A British ice hockey team was recruited and the intervention was delivered over the course of three competitive seasons. The primary intervention goal was to improve interpersonal emotion regulation as evidenced by being able to accurately identify when an emotion regulation strategy was needed, and select and use a strategy that changed emotions in the direction and strength intended (Webb, Miles, & Sheeran, 2012). Given the link between emotion and performance, it was expected that the intervention would bring about improvements in individual and team performance. Techniques to bring about change comprised of brief contact interventions, dressing room debriefs, feedback from emotional intelligence assessments, and the practitioner managing himself as an intervention tool. The merit of the intervention was judged through practitioner reflections, social validity assessments, pre- and post-intervention measures of emotional intelligence and performance. Collectively, the present research programme contributes to the emotion regulation literature not only in sport, but also in psychology in general. A key achievement of the programme has been the development of a theoretically sound but ecologically valid intervention designed to improve the interpersonal emotion regulation skills of athletes. Although the intervention primarily catered to the needs of the current team and utilised the professional philosophy of the researcher-practitioner, the intervention provides support for enhanced performance derived from theory explaining a social-functional account of emotions. Future research might use the theory and approach to testing the theory in different sports to examine the role of each sport sub-culture on interpersonal emotion regulation.
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Marx, Jenna M. "Health Kick: Promoting healthy eating in youth sport using an Acceptance and Commitment Therapy based intervention." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1462267128.

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Books on the topic "Sport psychology interventions"

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1957-, Murphy Shane M., ed. Sport psychology interventions. Champaign, IL: Human Kinetics, 1995.

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Fuchs, Reinhard. Psychologie und körperliche Bewegung: Grundlagen für theoriegeleitete Interventionen. Göttingen: Hogrefe--Verlag für Psychologie, 1997.

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F, Etzel Edward, Ferrante A. P, and Pinkney James W, eds. Counseling college student-athletes: Issues and interventions. Morgantown, WV: Fitness Information Technology, 1991.

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Youth Sport, Physical Activity and Play: Policy, Interventions and Participation. Taylor & Francis Group, 2013.

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Mutrie, Nanette, Stuart J. H. Biddle, and Trish Gorely. Psychology of Physical Activity: Determinants, Well-Being and Interventions. Taylor & Francis Group, 2015.

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Mutrie, Nanette, Stuart J. H. Biddle, and Trish Gorely. Psychology of Physical Activity: Determinants, Well-Being and Interventions. Taylor & Francis Group, 2015.

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Psychology of Physical Activity: Determinants, Well-Being and Interventions. Taylor & Francis Group, 2015.

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Mutrie, Nanette, Stuart J. H. Biddle, Trish Gorely, and Guy Faulkner. Psychology of Physical Activity: Determinants, Well-Being and Interventions. Taylor & Francis Group, 2021.

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Mutrie, Nanette, Stuart J. H. Biddle, Trish Gorely, and Guy Faulkner. Psychology of Physical Activity: Determinants, Well-Being and Interventions. Taylor & Francis Group, 2021.

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Mutrie, Nanette, Stuart J. H. Biddle, and Trish Gorely. Psychology of Physical Activity: Determinants, Well-Being and Interventions. Taylor & Francis Group, 2015.

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Book chapters on the topic "Sport psychology interventions"

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Luiselli, James K. "Single-Case Evaluation of Behavioral Coaching Interventions." In Behavioral Sport Psychology, 61–78. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0070-7_4.

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Smith, Ronald E., and Frank L. Smoll. "Psychosocial interventions in youth sport." In Exploring sport and exercise psychology., 287–315. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10186-013.

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Petitpas, Albert J. "Counseling interventions in applied sport psychology." In Exploring sport and exercise psychology., 189–204. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10186-008.

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Williams, Jean M., and Mark B. Andersen. "Psychosocial Antecedents of Sport Injury and Interventions for Risk Reduction." In Handbook of Sport Psychology, 379–403. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118270011.ch17.

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Martens, Matthew P., Kristen Dams-O'Connor, and Jason R. Kilmer. "Alcohol and Drug Use Among Athletes: Prevalence, Etiology, and Interventions." In Handbook of Sport Psychology, 859–78. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118270011.ch39.

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Miles, Adam, and Ken Hodge. "Life skills interventions with elite athletes." In Applied Sport, Exercise, and Performance Psychology, 148–64. First Edition. | New York: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429503702-10.

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Maaranen, Annamari, and Britton W. Brewer. "Psychological Issues and Interventions in Sport Injury Rehabilitation." In The Routledge Handbook of Clinical Sport Psychology, 126–38. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429330971-14.

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Dorsch, Travis E., Chris Carr, Matthew Vierimaa, and C. Ryan Dunn. "Utilizing Systems Theory to Frame Interventions with Athletes across the Developmental Spectrum." In The Routledge Handbook of Clinical Sport Psychology, 243–57. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429330971-23.

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Gabana, Nicole T. "Gratitude in Sport: Positive Psychology for Athletes and Implications for Mental Health, Well-Being, and Performance." In Theoretical Approaches to Multi-Cultural Positive Psychological Interventions, 345–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20583-6_15.

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Smith, Ronald E., and Frank L. Smoll. "Cognitive–Behavioral Coach Training: A Translational Approach to Theory, Research, and Intervention." In Behavioral Sport Psychology, 227–48. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0070-7_14.

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Conference papers on the topic "Sport psychology interventions"

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Marques Strey, Artur, Daniele Lindern, and Carolina Saraiva de Macedo Lisboa. "Report of a preventive intervention based on cognitive-behavioural therapy and positive psychology for adolescent athletes." In Journal of Human Sport and Exercise - 2019 - Rio 2016 Olympic Games Second Anniversary Special Edition. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc3.14.

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"Construction and improvement of intervention mechanism for the plight children's growth environment based on Delphi method." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.126.

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Reports on the topic "Sport psychology interventions"

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Birr, Caroline, Antonio Hernández-Mendo, Diogo Monteiro, and António Rosado. Empowering and Disempowering Motivational coaching: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0067.

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Review question / Objective: The multidimensional model of empowering and disempowering coach climates created by Duda (2013) has a great relevance within the scope of intervention in the context of Sport Psychology. This scoping review of studies summarizes the scientific production about the empowering and disempowering motivational climates created by Duda (2013). The search included the, Web of Science, Scopus, Psycinfo, and Pubmed databases for English, Portuguese and Spanish articles published between 2013 and 2022. A total of 44 studies were found, which 22 were included in the present study. From the 22 studies, 16 were cross- sectional studies, 4 were psychometrics validation studies, 1 concerned a transversal cohort study and 1 concerned a qualitative study. The coach-created Empowering and Disempowering motivational questionnaire (EDMCQ-C) is, the most used and with the necessary psychometric qualities when it comes to assessing the empow-ering and disempowering motivational climates and their various impacts. We describe results concerning the measurement, antecedents and effects of empowering and disempowering coach climates and future research should invest in the study of empirical evidence that could be added to the existing nomological framework, considering antecedents, development, direct and indirect effects, moderating effects, aggregated effects and qualitative studies.
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