1This study examined how practitioners who provide sport psychology support use 2 counselling principles and skills to develop practitioner-athlete relationships. Semi-structured 3 interviews were conducted with thirteen competent practitioners (Mean age = 41.2 ± 10.9 4 years old, five men, eight women). Thematic analysis revealed that the participants used a 5 range of counselling principles to develop practitioner-athlete relationships including: the 6 facilitative conditions, self-disclosure, counselling skills, the formation of working alliances, 7 and awareness of the unreal relationship. The participants also described using non-8 counselling strategies (e.g., gaining an understanding of the athlete's sporting environment) 9 to build relationships with their athletes. There was considerable variation between the 10 participants both in the training that they had received in counselling principles and skills, 11 and how they applied them. It was concluded that counselling principles and skills play a 12 significant role in the development of practitioner-athlete relationships.

?? 2015 Human Kinetics, Inc. Accepted Manuscript version reprinted by permission from Journal of Clinical Sport Psychology, Vol. (1): 59-75, March 2015, doi: https://doi.org/10.1123/jcsp.2015-0005.This study examined whether students engaged in university sport have different drinking outcome expectancies and normative beliefs than students who are not engaged in university sport. A cross-sectional survey of university students in England in 2008???2009 was undertaken. A questionnaire battery, including the Drinking Expectancies Questionnaire (DEQ) and a measure of normative beliefs, was completed by 770 students from seven universities across England. Responses from 638 students who were not abstaining from alcohol were analyzed. Students engaged in university sport have significantly higher drinking expectancies of assertion compared with students not engaged in university sport. Moreover, students engaged in university sport consistently report higher personal alcohol consumption and higher perceptions of consumption in those around them than students not engaged in university sport. Both assertion and the perception that students around them drink heavily provide only a partial explanation for why students engaged in university sport drink more than those not engaged in university sport. Further research is required to identify the reasons for heavy drinking among students involved in university sport in England