52% Yes, a signiicant crisis 3% No, there is no crisis 7% Don't know 38% Yes, a slight crisis 38% Yes, a slight crisis 1,576 RESEARCHERS SURVEYED M ore than 70% of researchers have tried and failed to reproduce another scientist's experiments, and more than half have failed to reproduce their own experiments. Those are some of the telling figures that emerged from Nature's survey of 1,576 researchers who took a brief online questionnaire on reproducibility in research. The data reveal sometimes-contradictory attitudes towards reproduc-ibility. Although 52% of those surveyed agree that there is a significant 'crisis' of reproducibility, less than 31% think that failure to reproduce published results means that the result is probably wrong, and most say that they still trust the published literature. Data on how much of the scientific literature is reproducible are rare and generally bleak. The best-known analyses, from psychology 1 and cancer biology 2 , found rates of around 40% and 10%, respectively. Our survey respondents were more optimistic: 73% said that they think that at least half of the papers in their field can be trusted, with physicists and chemists generally showing the most confidence. The results capture a confusing snapshot of attitudes around these issues, says Arturo Casadevall, a microbiologist at the Johns Hopkins Bloomberg School of Public Health in Baltimore, Maryland. "At the current time there is no consensus on what reproducibility is or should be. " But just recognizing that is a step forward, he says. "The next step may be identifying what is the problem and to get a consensus. "

There is a paucity of sport parenting research that specifically examines the role parents play in the introductory stages of the youth sport experience, despite the fact that this is when youth involvement is at its highest. To fill this void in the literature, this study examined expert coaches' views of parent roles in 10-and-under (U10) tennis. Specifically, 14 of the most experienced and successful U10 coaches in the U.S. took part in a series of focus groups that discussed the biggest challenges facing coaches working with parents of players in this age group, effective strategies for working with parents, and best practice advice and recommendations for parents. Results revealed that coaches viewed parents as challenging when they did not understand or "buy into" the developmentally appropriate U10 tennis format, and when they were driven by the need for their child's immediate success. Coaches believed that parents should adopt a supporter/facilitator versus coaching parenting role, seek to understand child development, take a long-term perspective to tennis development, and work to enhance a positive parent-child relationship. Advice and recommendations for U10 parents included embracing the "journey" of long-term athlete development, planning tennis-related communication and feedback, and finding ways to connect with the culture of tennis. Results are discussed relative to current sport parenting research, with specific recommendations for practice provided.

This study examines life skills taught by sport coaches working with children and youth in underserved areas in South Africa. A total of 19 coaches participated in five focus groups with coaches discussing the life skills they teach along with the strategies they use to teach these life skills. Twenty higher order themes emerged from the inductive content analysis related to life skills taught (e.g., self-regulation, work ethic, emotional control, substance use, and disease prevention) and strategies for teaching life skills (e.g., intentionality, group discussions, modeling, and self-exploration). Findings are discussed relative to life skill development through sport literature. Specifically, coaches' investment in teaching life skills combined with their in-depth knowledge of their players and community are discussed as strengths directly influencing their life skills teaching. Practical implications for coaches are also explored.

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