The purpose of this study was to develop and examine the preliminary effectiveness of a cognitive behavioral therapy program to address competitive anxiety among junior athletes. This cognitive behavioral therapy program for competitive anxiety in junior athletes was developed based on a cognitive behavioral therapy program for anxiety disorder in children and adolescents (Ishikawa, 2013). The goal of the program was not to eliminate competition anxiety itself, but to make athletesʼ interpretation of competition anxiety and cognition more flexible. A group of seven junior players (four males and three females) from a private tennis club were treated by a clinical psychologist once a week for a total of four sessions. This program was shown to increase their psychological performance selfefficacy post-intervention and at follow-up compared to pre-intervention. Interpretation of competitive anxiety and competitive positive self-statements showed a post-intervention increase compared to preintervention. Finally, the future effective practice of the program is discussed.

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The objective of present study was to investigate psychological process of exercise habit from the perspective of habit strength. In study1, undergraduate students and adults answered two kinds of questionnaires assessing habit strength of exercise. The result of exploratory factor analysis showed that habit strength of exercise consisted of four factors following patterned action, negative consequences, automaticity, and cue driven. And patterned action and automaticity were strongly related to current and past involvement in exercise. In study 2, the factor structure of habit strength was compared between exercise and other health related behaviors using same scale. Exercise and walk commuting had similar structure with two factors, whereas smoking and pinball game had a single factor structure. Meanings of two factors were effortless and personality. These findings indicated that the psychological process of exercise habit is featured by decreasing burdens of practice, and increasing personal value for exercise, and we should take into account these features to facilitate habit formation. It also suggest that it could provide a new template for future research on how exercise habits are developed and maintained.

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The purpose of this study was to longitudinally examine the effects of parent and peer motivational climate on sport autonomy motivation in early adolescent athletes. We hypothesized that parents’performance-oriented motivational climate would negatively affect player autonomy, but peers’mastery-oriented motivational climate would moderate negative effects on player autonomy. Participants were 74 soccer players (66 male, 8 female) who completed the study at two time points separated by one year, with a mean age of 11.04 years (SD=0.71 years) at the first time point. At Time 1, a self-report questionnaire measured soccer competence (The Basic Needs Satisfaction in Sport Scale; BNSSS) as a control variable and parent-initiated motivational climate (Parent-Initiated Motivational Climate Questionnaire 2; PIMCQ-2) and peer motivational climate (Peer Motivational Climate in Youth Sport Questionnaire; PeerMCYSQ) as explanatory variables. At Time 2, the level of motivational autonomy (revised Sport Motivation Scale; SMS-II) was measured as an objective variable. After calculating correlations to confirm the relationships between the variables, a hierarchical multiple regression analysis was conducted, including an interaction term between parent and peer motivational climate. Results indicated that an anxiety-promoting parental motivational climate predicted low player autonomy under different peer motivational climates and did not support the hypothesis that a mastery-oriented peer motivational climate moderate negative parental influences. We discussed the importance of a mastery-oriented parental motivational climate in supporting player autonomy motivation during the developmental transition from childhood to adolescence.

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This literature review aimed to investigate the literature on career support for university student-athletes to facilitate their career transitions and explore specific support components. National and international databases were searched using terms such as “student athlete,” “career,” and “intervention” and a final total of seven studies were selected. Robust data are not provided because of variations in theoretical background, study design, and outcomes. The content and effectiveness of support for student-athletes were described for each intervention period and support was categorized into six components: (1) Clarifying values and interests, (2) Identifying skills, strengths, and transferable skills acquired throughout their athletic career, (3) Providing or collecting information on work and occupations, (4) Expanding values and interests, and directing their attention to new areas, (5) Based on (1) to (4), considering links with the labor market and developing a career plan, and (6) Providing general support on career transitions. Stakeholders providing career support to university student-athletes should consider the six components presented in this review. In the future, data should be gathered to provide evidence-based practice, as well as examining the relationships between components and identifying which components provide more effective support.

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Athletes who train and compete despite health problems are frequently found in competitive sports. In recent years, this phenomenon has been associated with presenteeism that has been studied mainly in occupational health. The research subject is a laborer. Recently, Meyer and Thiel (2018, pp.51-52) applied the concept of presenteeism to athletes as “sickness presenteeism,” which is defined as in the sports context “as training or competing despite having a health problem.” Sickness presenteeism possibly leads to mental illness, burnout, and exacerbation of illnesses and injuries of athletes. Although there are many studies on presenteeism in occupational health, very little exist in sports science. Therefore, this study reviews the literature to investigate presenteeism and its research potential with athletes by examining eight published studies; five by Mayer and his research group. This review focuses on the model of presenteeism created by Mayer and introduces the measurement methods, factors, and influences of presenteeism. The influences of presenteeism can be both negative and positive; therefore, athletes are conflicted about competing while having health problems. Finally, we described the possibilities and prospects for presenteeism research with athletes in Japan.

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