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Matthew P. Martens
Issues associated with athletics, alcohol abuse, and drug use continue to be salient aspects of popular culture. These issues include high-profile athletes experiencing public incidents as a direct or indirect result of alcohol and/or drug use, the role that performance-enhancing drugs play in impacting outcomes across a variety of professional and amateur contests, and the public-health effects alcohol abuse and drug use can have among athletes at all competitive levels. For some substances, like alcohol abuse, certain groups of athletes may be particularly at-risk relative to peers who are not athletes. For other substances, participating in athletics may serve as a protective factor. Unique considerations are associated with understanding alcohol abuse and drug use in sport. These include performance considerations (e.g., choosing to use or not use a certain substance due to concerns about its impact on athletic ability), the cultural context of different types of sporting environments that might facilitate or inhibit alcohol and/or drug use, and various internal personality characteristics and traits that may draw one toward both athletic activity and substance use. Fortunately, there are several effective strategies for preventing and reducing alcohol abuse and drug use, some of which have been tested specifically among athlete populations. If such strategies were widely disseminated, they would have the potential to make a significant impact on problems associated with alcohol abuse and drug use in sport and athletics.
Leslee A. Fisher and Lars Dzikus
Bullying is a growing problem in sport and performance settings. Bullying falls under the umbrella of “athlete maltreatment,” which includes any form of harm and all relationships where harm could occur in sport and performance. Specifically, bullying is defined as repeated hostile and deliberate behavior from one person (the perpetrator) to another (the target) with the intent to harm or threaten harm to the target; it is marked by an imbalance of power. Often, after extreme bullying, the target feels terrorized.
Athlete maltreatment in sport and performance has been categorized into one of two forms: relational maltreatment and nonrelational maltreatment. Bullying is a relational problem. In particular, sport and performance bullying can occur from coach to player, parent to player, or player to player, and often takes the form of (1) making unreasonable performance demands of the target, (2) repeated threats to restrict or remove the target’s privileges or opportunities, (3) screaming or yelling directed at the target that is unwarranted, (4) repeated and continual criticism of the target’s abilities, (5) discounting or denying the target’s accomplishments, (6) blaming the target for his or her mistakes, (7) threats of and/or actual physical violence toward the target, and (8) social media or e-mail messages with threats or insults toward the target.
Sport and performance organizations should develop and implement antibullying policies. Six potential steps toward policy development and implementation include: (1) defining bullying behaviors, (2) referring to existing “best-practice” bullying policies, (3) specifically outlining the reporting of bullying incidents, (4) outlining clearly investigation and disciplinary actions to be taken, (5) outlining specific assistance for bullying targets, and (6) including prevention and training procedures. In the meantime, coaches as well as parents and players can recognize that they are role models for everyone with whom they come into contact in sport and performance settings. Coaches, parents, and players can also accept responsibility for creating a respectful and safe sport and performance environment, have a pre-season meeting to discuss antibullying policy, foster open and honest communication, accept critical feedback, not engage or allow bullying behavior themselves, create acceptable boundaries between themselves and others, and teach players to trust their instincts when things do not feel right. More advanced bullying prevention and training procedures can then take place.
Robert C. Eklund and J.D. Defreese
Athlete burnout is a cognitive-affective syndrome characterized by perceptions of emotional and physical exhaustion, reduced accomplishment, and devaluation of sport. A variety of theoretical conceptualizations are utilized to understand athlete burnout, including stress-based models, theories of identity, control and commitment, and motivational models. Extant research has highlighted myriad antecedents of athlete burnout including higher levels of psychological stress and amotivation and lower levels of social support and psychological need (i.e., autonomy, competence, relatedness) satisfaction. Continued longitudinal research efforts are necessary to confirm the directionality and magnitude of these associations. Moreover, theoretically focused intervention strategies may provide opportunities for prevention and treatment of burnout symptoms via athlete-focused stress-management and cognitive reframing approaches as well as environment-focused strategies targeting training loads and enhancement of athlete psychological need satisfaction. Moving forward, efforts to integrate research and practice to improve burnout recognition, prevention, and intervention in athlete populations likely necessitate collaboration among researchers and clinicians.
Ronald E. Smith and Frank L. Smoll
Coaches occupy a central role in sport, fulfilling instructional, organizational, strategic, and social relationship functions, and their relationships with athletes influence both skill development and psychosocial outcomes of sport participation. This review presents the major theoretical models and empirical results derived from coaching research, focusing on the measurement and correlates of coaching behaviors and on intervention programs designed to enhance coaching effectiveness.
A strong empirical literature on motor skill development has addressed the development of technical sport skills, guided in part by a model that divides the skill acquisition process into cognitive, associative, and autonomous phases, each requiring specific coaching knowledge and instructional techniques. Social-cognitive theory’s mediational model, the multidimensional model of sport leadership, achievement goal theory, and self-determination theory have been highly influential in research on the psychosocial aspects of the sport environment. These conceptual models have inspired basic research on the antecedents and consequences of defined coaching behaviors as well as applied research on coach training programs designed to enhance athletes’ sport outcomes. Of the few programs that have been systematically evaluated, outcomes such as enjoyment, liking for coach and teammates, team cohesion, self-esteem, performance anxiety, athletes’ motivational orientation, and sport attrition can be influenced in a salutary fashion by a brief intervention with specific empirically derived behavioral guidelines that focus on creating a mastery motivational climate and positive coach-athlete interactions. However, other existing programs have yet to demonstrate efficacy in controlled outcome research.
The subfield of communication and intergroup relations attempts to disentangle the ways in which human message exchange is influenced by, and itself affects, relations between social groups. Typically, the social groups considered are large scale groups (e.g., national, religious, ethnic groups), but similar processes can also be applied to smaller groups such as families or work groups. Specifically, the field of communication and intergroup relations considers how social interaction is changed when the interlocutors belong to (or perceive themselves as belonging to) specific social groups, and how everyday talk about groups changes perceptions and attitudes concerning those groups. The subfield also considers how broader societal messages relate to group memberships. For instance, how do media messages reflect the macrosocial position of particular groups, and do media messages influence how consumers think about group memberships and intergroup relations? Underpinning all study of intergroup communication is the belief that intergroup relations are forged, perpetuated, and modified in real-life everyday social communication.
Patricia Elgoibar, Martin Euwema, and Lourdes Munduate
Conflicts are part of nature and certainly part of human relations, between individuals, as well as within and between groups. Conflicts occur in every domain of life: family, work, and society, local and global. Conflict management, therefore, is an essential competency for each person. People differ largely in their emotional and behavioral responses to conflict and need to learn how to behave effectively in different conflict situations. This requires a contingency approach, first assessing the conflict situation, and then choosing a strategy, matching the goals of the party. In most situations, fostering cooperative relations will be most beneficial; however, this is also most challenging. Therefore, constructive conflict management strategies, including trust building and methods of constructive controversy, are emphasized. Conflict management, however, is broader than the interaction of the conflicting parties. Third-party interventions are an essential element of constructive conflict management, particularly the assessment of which parties are intervening in what ways at what escalation stage.
Edward F. Etzel and Leigh A. Skvarla
The field of sport, exercise, and performance psychology (SEPP) has evolved over the past 100 plus years. SEPP includes professional consultants, teachers, researchers, and students from diverse educational and training backgrounds. Persons primarily from the merging of sport science, kinesiology, and professional psychology have shaped SEPP into what it is today. Client populations typically served include athletes, coaches, and exercisers, and more recently, performing artists (musicians, singers, dancers), businesspersons, sports medicine professionals, and military personnel.
These people and phenomena have fashioned an ethical climate that is generally similar to—but in various ways different from—mainstream psychology. While the ethical values and codes of organizations like the American Psychological Association (APA) and the Association of Applied Sport Psychology (AASP) are generally comparable, the perceptions and application of these values and codes in SEPP realms may not match; this is due to the different histories of its membership, as well as the sometimes unusual work demands and atypical settings and circumstances in which SEPP persons function.
For both mainstream psychology and SEPP professionals, developments in technology and social media communications have presented ethical dilemmas for many who seek to maintain regular contact with their clientele. These issues, such as the use of technology in consulting, emphasize the importance of core ethical tenets such as privacy, confidentiality, and competence, among others, in the growing area of telehealth. In view of the rather unique ethical climate within SEPP, teaching applied ethics via classroom discussion, continued education, and sourcebooks is essential. To date, there appears to be a lack of continuity in the training and supervision of SEPP students and young professionals with respect to ethical decision making. This presents both a challenge and an opportunity to the current and next generation of scholars, researchers, and practitioners.
Rebecca A. Zakrajsek and Jedediah E. Blanton
It is important for sport and exercise psychology (SEP) professionals to demonstrate that the interventions they employ make a difference. Assessing the degree of an intervention’s effectiveness depends first and foremost on the nature and scope of the intervention (i.e., the objective of the intervention) and its targeted group. Traditionally, interventions have been quite varied between the fields of sport psychology and exercise psychology; a common thread however, can be seen as an enhancement of the sport or exercise experience, along with an attempt to help the individual better self-regulate engagement with the targeted behavior or mindset. The central aim of enhancing the experience and increased self-regulation is oriented toward performance enhancement within sport psychology interventions, whereas within exercise psychology interventions the orientation is toward physical-activity adoption and better exercise program adherence. Although the two fields may have different objectives, it can be argued that sport psychology interventions—specifically psychological skills training (PST) interventions—can inform SEP professionals’ research and applied practices with both the sport and exercise populations.
Psychological skills training includes the strategies and techniques used to develop psychological skills, enhance sport performance, and facilitate a positive approach to competition. Since the early 1980s, a growing body of evidence has supported that the PST interventions SEP professionals employ do make a difference. In particular, evidence from research in sport contexts supports the use of a multimodal approach to PST interventions—combining different types of psychological strategies (e.g., goal-setting, self-talk, imagery, relaxation)—because a multimodal approach has demonstrated positive effects on both psychological skills and sport performance. The research investigating the effectiveness of PST interventions in enhancing performance has primarily centered on adult athletes who compete at competitive or elite levels. Elite athletes are certainly important consumers of SEP services; however, SEP professionals have rightfully challenged researchers and practitioners to target other consumers of SEP services who they argue are as deserving of PST as elite athletes. For example, young athletes and coaches are two populations that have traditionally been overlooked in the PST research. PST interventions targeting young athletes can help them to develop (at the start of their sporting careers) the type of psychological skills that facilitate a positive approach to competition and better abilities to self-regulate their emotional responses to stressful competitive situations. Coaches are also performers with unique needs who could benefit from PST interventions. Researchers have begun to target these two populations and the results might be considered the most intriguing aspects of the current PST literature. Future research related to PST interventions should target exercise populations. Exercise professionals often operate as coaches in healthy behavior change (e.g., strength and conditioning coaches, personal trainers, etc.) and as such should also employ, and monitor responses to, PST.
To facilitate further development and growth of PST intervention research in both sport and exercise settings, SEP professionals are encouraged to include a comprehensive evaluation of program effectiveness. In particular, four major areas to consider when evaluating PST programs are (a) the quality of the PST service delivery (e.g., the knowledge, delivery style, and characteristics of the SEP professional); (b) assessment of the sport psychological strategies participants used as a result of the PST program; (c) participants’ perceptions of the influence of the PST program on their psychological skills, performance, and enjoyment; and (d) measurement of participants psychological skills, performance, and enjoyment as a result of the PST program.
Diane L. Gill
Gender and cultural diversity are ever-present and powerful in sport, exercise, and performance settings. Our cultural identities affect our behaviors and interactions with others. As professionals, we must recognize and value cultural diversity. Gender and culture are best understood within a multicultural framework that recognizes multiple, intersecting identities; power relations; and the action for social justice. Physical activity participants are culturally diverse in many ways, but in other ways cultural groups are excluded from participation, and especially from power (e.g., leadership roles).
Sport, exercise, and performance psychology have barely begun to address cultural diversity, and the limited scholarship focuses on gender. Although the participation of girls and women has increased dramatically in recent years, stereotypes and media representations still convey the message that sport is a masculine activity. Stereotypes and social constraints are attached to other cultural groups, and those stereotypes affect behavior and opportunities. Race, ethnicity, socioeconomic status, and physical characteristics all limit opportunities in physical activity settings. People who are overweight or obese are particularly subject to bias and discrimination in sport and physical activity. Cultural competence, which refers to the ability to work effectively with people of a different culture, is essential for professionals in sport, exercise, and performance psychology. Not only is it important for individuals to develop their own cultural awareness, understanding, and skills, but we must advocate for inclusive excellence in our programs and organizations to expand our reach and promote physical activity for the health and well-being of all.
Gary P. Latham
Consciously setting a specific, difficult, challenging goal leads to high performance for four reasons. Specificity results in (1) the choice to focus on goal-relevant activities and to ignore those that are irrelevant. Challenge leads to an increase in (2) effort and (3) persistence to attain the goal. The combination of specificity and difficulty cue (4) the search for strategies to attain the goal. However, for this to occur, an individual or team must have the ability and the situational resources to attain the goal. In addition, the goal must be important; there must be commitment to goal attainment. Finally, feedback must be provided on goal progress so that adjustments can be made, if necessary, regarding effort or strategy for attaining the goal.
Group process refers to the behaviors of the members of small working groups (usually between three and twelve members) as they engage in decision-making and task performance. Group process includes the study of how group members’ characteristics interact with the behavior of group members to create effective or ineffective group performance. Relevant topics include the influences of group norms, group roles, group status, group identity, and group social interaction as they influence group task performance and decision-making, the development and change of groups over time, group task typologies, and decision-making schemes. Relevant group outcomes include group cohesion, process losses and process gains in performance, free riding, ineffective information sharing, difficulties in brainstorming, groupthink, and group polarization. Other variables that influence effective group process include group member diversity, task attractiveness, and task significance. A variety of techniques are used to improve group process.
Benjamin Gardner and Amanda L. Rebar
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Psychology. Please check back later for the full article.
Within psychology, the term habit is most often used to refer to a process whereby situations prompt action automatically, through activation of mental situation-action associations acquired through prior performances. Unlike consciously intended behavior, which proceeds via a cognitively effortful reflective processing system, behavior that is directed by habit is regulated by an impulsive processing system, and so can be elicited with minimal cognitive effort, awareness, control, or intention. The habit formation process involves a gradual transferral of action initiation from the conscious attentional or motivational processes involved in reflective processing, to external cuing mechanisms characteristic of impulsive processing. Behavior thus becomes detached from motivational or volitional control, freeing finite cognitive resources for unfamiliar or otherwise more demanding tasks. Upon encountering associated situations, habitual tendencies dominate action regulation, and alternative actions become less readily accessible.
By virtue of these characteristics, habit theory proposes that habit strength will predict the likelihood of enactment of habitual behavior, and that strong habitual tendencies will dominate over motivational tendencies. Evidence of these effects, albeit predominantly observational and correlational, has been found for many everyday socially significant and health-relevant behaviors, such as physical activity, healthy eating, alcohol consumption, TV viewing, and travel mode choice. Such findings have stimulated interest in habit formation as a behavior change mechanism—commentators have argued that adding habit formation components into behavior change interventions should sustain what are otherwise typically only short-term effects, by shielding new behaviors against potential motivational lapses. Habit-based interventions differ from non-habit-based interventions in that they include elements that promote context-dependent repetition, with the explicit aim of developing situation-action associations, and thus, situationally cued automatic behavioral responses. A wealth of habit-based behavior change interventions have been studied in clinical trials and have mostly shown positive effects on behavior. However, due to the methodological limitations of these trials, the longevity of such effects, and the unique impact on behavior of habit-focused components are not yet known. As an intervention strategy, habit formation has been shown to be acceptable to intervention recipients, who report that, through repetition, behaviors gradually become routinized and “second nature.” Whether habit formation interventions truly offer a route to long-lasting behavior change, however, remains unclear.
Organizational psychology represents an important theoretical and practical field of contemporary psychological science that studies mental and behavioral phenomena that take place in individuals and groups belonging to social organizations.
From a historical point of view, the roots of this specialty can be traced to the psychological approaches to the world of industry and work that began to appear in the beginning of the 20th century. The discovery of the relevance of individual differences in both mental and behavioral processes paved the way to the creation of a scientific and technical knowledge that could maximize an adaptation of humans at work that would benefit industrial activities, would increase worker satisfaction, and bring progress and peace to all of society.
Such specialized knowledge has evolved during the past century through a series of stages that permitted a growing theoretical complexity and more efficient technological interventions. This evolution of basic topics includes the study of the human operator; humankind’s capacities and abilities; the influence of social factors upon people in the workplace; and the structures of all sorts of organizations created to obtain desired and needed goals. The relevance of social powers influencing the world of labor have made possible the creation of a rigorous and complex body of scientific knowledge that continuously provides information, advice, and help to modern society in its economic, social, and political structures.
Philip Sayegh, David J. Moore, and Pariya Fazeli Wheeler
Since the first cluster of people with HIV was identified in 1981, significant biomedical advances, most notably the development of antiretroviral therapy (ART), have led to considerably increased life expectancy as well as a reduction in the morbidity and mortality associated with HIV/AIDS. As a result, HIV/AIDS is no longer considered a terminal illness, but rather a chronic illness, and many persons living with HIV/AIDS are beginning to enter or have already reached later life. In fact, Americans ages 50 years and older comprise approximately half of all individuals with HIV/AIDS and represent the most rapidly growing subpopulation of persons living with HIV/AIDS in the United States.
Despite significant advances in HIV/AIDS treatment and prognosis, older adults living with HIV (OALH) face a number of unique challenges and circumstances that can lead to exacerbated symptoms and poorer outcomes, despite demonstrating generally better ART adherence than their younger counterparts. These detrimental outcomes are due to both chronological aging and cohort effects as well as social and behavioral factors and long-term ART use. For instance, neurocognitive deficits and neuropsychiatric symptoms, including depression, anxiety, apathy, and fatigue, are often observed among OALH, which can result in feelings of loneliness, social isolation, and reduced social support. Taken together, these factors can lead to elevated levels of problems with everyday functioning (e.g., activities of daily living) among OALH. In addition, sociocultural factors such as race/ethnicity, ageism, sexism, homophobia, transphobia, geographic region, socioeconomic status and financial well-being, systemic barriers and disparities, and cultural values and beliefs play an influential role in determining outcomes.
Notwithstanding the challenges associated with living with HIV/AIDS in later life, many persons living with HIV/AIDS are aging successfully. HIV/AIDS survivor and community mobilization efforts, as well as integrated care models, have resulted in some significant improvements in overall HIV/AIDS patient care. In addition, interventions aimed at improving successful aging outcomes among OALH are being developed in an attempt to effectively reduce the psychological and physical morbidity associated with HIV disease.
David E. Guest
Human resources (HR) management addresses those policies, practices, and activities concerned with the management of people in organizations. Although it is typically considered at multiple levels of analysis, it provides an important context for the application of work and organizational psychology. Core research questions address the determinants of HR strategy and practices adopted by organizations and how these are linked to outcomes including in particular organizational performance and employee wellbeing. Much research explores this linkage process including how far HR practices are able to ensure employee abilities, motivation, and opportunities to contribute; the distinctive role of human capital; how employees react to these practices; and the steps management can take to ensure their effective implementation. Most research confirms an association between the adoption of a greater number of what are typically termed “high performance” or “high involvement” HR practices and higher organizational performance and employee wellbeing. However, doubts remain about the causal direction of the association. Continuing research challenges include how best to measure HR practices, understanding more about contextual influences, and incorporating more fully the role of employee attitudes and behavior including employee attributions about the motives of management in their use of HR practices.
Psychoanalyst Erik Erikson was the first professional to describe and use the concept of ego identity in his writings on what constitutes healthy personality development for every individual over the course of the life span. Basic to Erikson’s view, as well as those of many later identity writers, is the understanding that identity enables one to move with purpose and direction in life, and with a sense of inner sameness and continuity over time and place. Erikson considered identity to be psychosocial in nature, formed by the intersection of individual biological and psychological capacities in combination with the opportunities and supports offered by one’s social context. Identity normally becomes a central issue of concern during adolescence, when decisions about future vocational, ideological, and relational issues need to be addressed; however, these key identity concerns often demand further reflection and revision during different phases of adult life as well. Identity, thus, is not something that one resolves once and for all at the end of adolescence, but rather identity may continue to evolve and change over the course of adult life too.
Following Erikson’s initial writings, subsequent theorists have laid different emphases on the role of the individual and the role of society in the identity formation process. One very popular elaboration of Erikson’s own writings on identity that retains a psychosocial focus is the identity status model of James Marcia. While Erikson had described one’s identity resolution as lying somewhere on a continuum between identity achievement and role confusion (and optimally located nearer the achievement end of the spectrum), Marcia defined four very different means by which one may approach identity-defining decisions: identity achievement (commitment following exploration), moratorium (exploration in process), foreclosure (commitment without exploration), and diffusion (no commitment with little or no exploration). These four approaches (or identity statuses) have, over many decades, been the focus of over 1,000 theoretical and research studies that have examined identity status antecedents, behavioral consequences, associated personality characteristics, patterns of interpersonal relations, and developmental forms of movement over time. A further field of study has focused on the implications for intervention that each identity status holds. Current research seeks both to refine the identity statuses and explore their dimensions further through narrative analysis.
Anja Van den Broeck and Sharon K. Parker
Job design or work design refers to the content, structure, and organization of tasks and activities. It is mostly studied in terms of job characteristics, such as autonomy, workload, role problems, and feedback. Throughout history, job design has moved away from a sole focus on efficiency and productivity to more motivational job designs, including the social approach toward work, Herzberg’s two-factor model, Hackman and Oldham’s job characteristics model, the job demand control model of Karasek, Warr’s vitamin model, and the job demands resources model of Bakker and Demerouti. The models make it clear that a variety of job characteristics make up the quality of job design that benefits employees and employers alike. Job design is crucial for a whole range of outcomes, including (a) employee health and well-being, (b) attitudes like job satisfaction and commitment, (c) employee cognitions and learning, and (d) behaviors like productivity, absenteeism, proactivity, and innovation. Employee personal characteristics play an important role in job design. They influence how employees themselves perceive and seek out particular job characteristics, help in understanding how job design exerts its influence, and have the potential to change the impact of job design.
Ildiko Tombor and Susan Michie
People’s behavior influences health, for example, in the prevention, early detection, and treatment of disease, the management of illness, and the optimization of healthcare professionals’ behaviors. Behaviors are part of a system of behaviors within and between people in that any one behavior is influenced by others. Methods for changing behavior may be aimed at individuals, organizations, communities, and/or populations and at changing different influences on behavior, e.g., motivation, capability, and the environment. A framework that encapsulates these influences is the Behavior Change Wheel, which links an understanding of behavior in its context with methods to change behavior. Within this framework, methods are conceptualized at three levels: policies that represent high-level societal and organizational decisions, interventions that are more direct methods to change behavior, and behavior change techniques that are the smallest components that on their own have the potential to change behavior. In order to provide intervention designers with a systematic method to select the policies, interventions, and/or techniques relevant for their context, a set of criteria can be used to help select intervention methods that are likely to be implemented and effective. One such set is the “APEASE” criteria: affordability, practicability, effectiveness, acceptability, safety, and equity.
Mark G. Ehrhart and Benjamin Schneider
Research on the internal psychosocial environment of work organizations has largely been captured through the study of two constructs: organizational climate and organizational culture. Despite the inherent similarities between the two constructs, they have largely been studied in separate literatures, by different sets of researchers, and more often than not with different methodologies. For instance, research in organizational climate tends to have a relatively narrow focus on the shared perceptions of employees, and contemporary climate research in particular tends to have a focus on specific strategic goals (such as climates for service or safety) or internal processes (such as climates for fairness or ethics). Organizational culture is broader than organizational climate, starting with deep-level assumptions and values and becoming manifest in almost all aspects of organizational life. A review of both literatures and the suggested integration of them leads to a rich understanding of how employees experience their work organizations and the consequences of organizational behavior for what happens in organizations for people and organizational effectiveness.
Daniel J. Madigan, Andrew P. Hill, Sarah H. Mallinson-Howard, Thomas Curran, and Gareth E. Jowett
Perfectionism and performance have long been intertwined. The conceptual history of this relationship is best considered complex, with some theorists maintaining that perfectionism is likely to impair performance and others more recently suggesting that aspects of perfectionism may form part of a healthy pursuit of excellence. Recent studies on perfectionism and performance in sport, education, and the workplace provide us with evidence that perfectionism is indeed an important characteristic in achievement domains. However, this relationship is exceedingly complex. In examining this relationship empirically, researchers have distinguished between two dimensions of perfectionism. The first is perfectionistic strivings that comprise high personal standards and a self-oriented striving for perfection. The second is perfectionistic concerns that comprise a preoccupation with mistakes and negative reactions to imperfection. With regard to perfectionistic strivings, research has revealed that in certain circumstances they are related to better performance. Evidence for this is strongest in education but notably mixed in sport and the workplace. With regard to perfectionistic concerns, while there is evidence that they may not directly impair performance, there is also enough evidence that they may have a detrimental indirect influence on performance. Based on existing research, we argue that there is currently too little research and too many mixed findings to conclude perfectionistic strivings forms part of a healthy pursuit of excellence. In addition, the role of perfectionistic concerns for performance is likely to be more substantive than currently suggested.