The purpose of this study was to explore a temporal structure (i.e. sequence of phases and relevant psychological content) of the junior-to-senior transition in Swedish ice hockey players. The study was a qualitative exploration of the junior-to-senior transition process designed in three steps. First, the athletic career transition model coupled with a holistic developmental approach and analysis of the Swedish ice hockey context were used to create a conceptual fourphase (preparation, orientation, adaptation and stabilization) junior-to-senior transition framework and interview guides. Second, seven active semi-professional ice hockey players were interviewed about their junior-to-senior transition experiences and asked for their feedback on the conceptual framework. Finally, based on the empirical data and the participants' feedback, the conceptual framework was transformed into an empirical model of the junior-to-senior transition. In the empirical model 'Phases in the junior-to-senior transition of Swedish ice hockey players', the authors provided a summary of the players' transition experiences (i.e. perceived demands, resources, barriers, coping strategies and outcomes) within each of the four (i.e. the preparation, the orientation, the adaptation and the stabilization) juniorto-senior transition phases. Further, the authors discussed the empirical model in relation to theoretical frameworks and previous research and also provided methodology-, future research-and practice-oriented reflections addressed to researchers, coaches and sport psychology practitioners.

In this study, we continue to explore the junior-to-senior transition process in Swedish ice hockey by validating the empirical model 'Phases in the junior-to-senior transition of Swedish ice hockey players' created in our previous study. 1 More specifically, we collected opinions and critical reflections of 15 senior professional players and expert coaches about the empirical model as a whole and about the content of each junior-to-senior transition phase and then converted the original empirical model into its validated version. Professional ice hockey players and first league coaches formed three focus groups, while three senior coaches were interviewed individually. All were encouraged to critically reflect on the empirical model. The data from all sources were analysed following guidelines of the thematic (deductive) analysis complemented by quantitative measurements of the participants' agreement with the content of the empirical model. Results supported the sequence and designations of the junior-to-senior transition phases (i.e. preparation, orientation, adaptation and stabilization), as well as duration of the junior-to-senior transition (i.e. up to four seasons) outlined by the empirical model. We were also able to validate the psychological content (perceived demands, resources, barriers, coping strategies and outcomes) of each transitional phase. Accordingly, five themes were reformulated, 17 new themes were added and some themes were reordered during the conversion of the original empirical model into the validated model. To improve the readability of the validated model (from the bottom to the top), we also reordered sub-categories describing the psychological content of each junior-to-senior transition phase. We conclude by discussing the validated model in relation to theoretical frameworks and previous research and providing some methodology, future research and practice-oriented reflections addressed to researchers, coaches and sport psychology practitioners.