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Experiences of puberty and how individuals adapt to puberty may be integral to success in ballet; however, there is a paucity of current research in this area. This study explores the lived experiences of nine professional ballet dancers to capture the journey of negotiating puberty in a ballet context. An interpretative phenomenological analysis approach was employed with semistructured interviews utilized to gather rich, descriptive accounts from nine professional ballet dancers from the United Kingdom and United States. Lived experiences were characterized by conflict and struggle, coming to terms with physical changes and possessing grit and grace in order to successfully negotiate puberty, and to succeed and survive in professional ballet. Accepting physical and esthetic strengths and weaknesses and learning how to adapt or how to compensate for weaknesses was described as pivotal. Factors such as social support, the timing and extent of pubertal changes, dance teacher behaviors, and the ballet training context influenced the extent to which dancers experienced conflict and struggle and how easily they were able to come to terms with their adult physique. Further research is needed to explore the implications of maturing and developing within the context of ballet training and to develop strategies to better facilitate healthy development in ballet.

Results of several recent studies have called into question the factorial integrity of the Sport Anxiety Scale (SAS; Smith, Smoll, & Schutz, 1990) because two items (14 and 20) that loaded on the Concentration Disruption subscale in our validation and cross-validation samples have loaded or cross-loaded on the Worry subscale in other samples. We agree that this is a serious problem, and we evaluate proposed modifications of the SAS on both conceptual and empirical grounds. For researchers currently using the SAS, we recommend a new scoring system that deletes two troublesome Concentration Disruption items and one Somatic Anxiety item, preserving separate and factorially consistent Somatic, Worry, and Concentration Disruption subscales. We present evidence that our original Worry scale provides a better CFA fit than a suggested “cognitive anxiety” alternative that combines the two concentration disruption items with the Worry scale items. We also describe nonreplication of the SAS three-factor structure in child samples and caution researchers against computing subscale scores for child samples.

For more than two decades, the behavioral categories of the Leadership Scale for Sports (LSS) and the Coaching Behavior Assessment System (CBAS) have been used by a wide range of researchers to measure coaching behaviors, yet little is known about how the behavioral categories in the two models relate statistically to one another. Male and female athletes on 63 high school teams (N = 645) completed the LSS and the athlete-perception version of the CBAS (CBAS-PBS) following the sport season, and they evaluated their coaches. Several of Chelladurai’s (1993) hypotheses regarding relations among behavioral categories of the two models were strongly supported. However, many significant and overlapping correlations between LSS subscales and CBAS-PBS behavioral categories cast doubt upon the specificity of relations between the two instruments. The LSS and the CBAS-PBS accounted for similar and notable amounts of variance in athletes’ liking for their coach and evaluations of their knowledge and teaching ability.

The mastery approach to coaching is a cognitive-behavioral intervention designed to promote a mastery-involving motivational climate, shown in previous research to be related to lower anxiety in athletes. We tested the effects of this intervention on motivational climate and on changes in male and female athletes’ cognitive and somatic performance anxiety over the course of a basketball season. Hierarchical linear modeling analyses revealed that the athletes in the intervention condition perceived their coaches as being more mastery-involving on the Motivational Climate Scale for Youth Sports when compared to athletes in an untreated control condition. Relative to athletes who played for untrained coaches, those who played for the trained coaches exhibited decreases on all subscales of the Sport Anxiety Scale-2 and on total anxiety score from preseason to late season. Control group athletes reported increases in anxiety over the season. The intervention had equally positive effects on boys and girls teams.

Mastery-oriented motivational climates and achievement goal orientations have been associated with a range of salutary and clinically relevant outcomes in both educational and sport research. In view of this, an intervention was developed for youth sport coaches designed to promote a mastery motivational climate, and a field experiment was conducted to assess its effects on changes in athletes’ achievement goal orientations over the course of a sport season. The experimental group was comprised of 155 boys and girls, who played for 20 basketball coaches; 70 youngsters played for 17 control group coaches. The coach intervention resulted in higher Mastery-climate scores and lower Ego-climate scores compared with the control condition, and athletes who played for the trained coaches exhibited significant increases in Mastery goal orientation scores and significant decreases in Ego-orientation scores across the season, whereas control group participants did not. Practical and theoretical implications of the findings are discussed.

The purpose of the study was to compare the anthropometric, functional and sport-specific skill characteristics and goal orientations of male youth soccer players at the extremes of height and skeletal maturity in two competitive age groups, 11–12 and 13–14 years. The shortest and tallest players, and least and most skeletally mature players (n = 8 per group) within each age group were compared on chronological age; skeletal age (Fels method); pubertal status (pubic hair); size, proportions and adiposity; four functional capacities; four soccer-specific skills; and task and ego orientation. The tallest players were older chronologically, advanced in maturity (skeletal, pubertal) and heavier, and had relatively longer legs than the shortest players in each age group. At 11–12 years, the most mature players were chronologically younger but advanced in pubertal status, taller and heavier with more adiposity. At 13–14 years, the most mature players were taller, heavier and advanced in pubertal status but did not differ in chronological age compared with the least mature players. Players at the extremes of height and skeletal maturity differed in speed and power (tallest > shortest; most mature > lest mature), but did not differ consistently in aerobic endurance and in soccer-specific skills. Results suggested that size and strength discrepancies among youth players were not a major advantage or disadvantage to performance. By inference, coaches and sport administrators may need to provide opportunities for or perhaps protect smaller, skilled players during the adolescent years.

This article describes the development and validation of the Sport Anxiety Scale-2 (SAS-2), a multidimensional measure of cognitive and somatic trait anxiety in sport performance settings. Scale development was stimulated by findings that the 3-factor structure of the original Sport Anxiety Scale (SAS; Smith, Smoll, & Schutz, 1990) could not be reproduced in child samples and that several items on the scale produced conflicting factor loadings in adult samples. Alternative items having readability levels of grade 4 or below were therefore written to create a new version suitable for both children and adults. Exploratory and confirmatory factor analyses replicated the original SAS factor structure at all age levels, yielding separate 5-item subscales for Somatic Anxiety, Worry, and Concentration Disruption in samples as young as 9 to 10 years of age. The SAS-2 has stronger factorial validity than the original scale did, and construct validity research indicates that scores relate to other psychological measures as expected. The scale reliably predicts precompetition state anxiety scores and proved sensitive to anxiety-reduction interventions directed at youth sport coaches and parents.