a b s t r a c tObjectives: Within Great Britain, increasing numbers of elite sport performers are attending higher education institutions. The current study presents an exploration of the transitional experiences of these individuals at a specific British university. Wylleman and Lavallee's (2004) developmental model on transitions faced by athletes and Stambulova's (1997Stambulova's ( , 2003) athletic career transition model were used to provide the theoretical foundation of inquiry. Design and method: An instrumental case study design was adopted to provide an in-depth analysis of student-athletes' experiences at a university. The case university was selected based on its provision of elite sport support services. To acquire a holistic understanding, interviews were conducted with current and recently graduated student-athletes from the university, and focus groups were run with university staff (viz. administrators, coaches, and support staff). Qualitative data were analyzed using a thematic framework approach. Results: Elite student-athletes at the British university were found to experience simultaneous athletic, academic, psychological, and psychosocial transitions. To overcome the transitional demands, studentathletes were found to draw on a variety of internal (e.g., self-awareness) and external (e.g., academic flexibility) resources and to implement coping strategies (e.g., seeking social support). Potential barriers to successful transitions were also identified (e.g., parental overprotection). Conclusions: These findings advance the limited existing literature on British university student-athletes' transitional experiences and suggestions are provided for how other universities can enhance provision for their elite student-athletes.

No abstract

The current demands faced by elite sports coaches and the nature of their educational experiences are outlined. Examination of current approaches to coach education are considered in relation to research evidence which describes the key skills required in elite sports coaching. Recently, reflective practice has emerged as a key skill with which to enhance coach learning and increase the value of coaches' educational experiences. In tracing this emergence, this study analyses the use of reflective practice and learning strategies within six governing body award coaching programmes. Results indicate that none of the programmes examined contained structures or processes for directly teaching or overtly nurturing reflective skills. However, almost all programmes offered a potential structure for this through completion of a coaching log or undertaking a period of mentoring. Finally, recommendations are made to coach educators for developing reflection within coach education programme structures.

The present paper offers a brief discussion of two procedural frameworks, action research and re ective practice, drawing on literature from the practical domains of teaching and nursing. Practically, this is demonstrated through a 5-staged process, using qualitative methodologies, which explored perceptions of the 're ective episode', a re ective skills development programme and associated psychological skills of re ection. (Stages 1-4). A nal stage explores the researchers' perceptions of this research process. Study participants (N 5 8) were sports coaches engaged on a 60-hour placement scheme within a higher education programme. Periodic assessment of the coaches' level of re ection (Goodman, 1984;Mezirow, 1981) demonstrates a shift in re ection between early (Stage 2) and post-placement (Stage 4). Re ective skills, placement characteristics and con dence related factors are discussed in relation to these stage changes.

No abstract