The aim of this study was to use the cognitive-motivational-relational theory (CMRT) of stress and emotions as a lens to explore psychological stress with Olympic and international level sports coaches. In particular, the study aimed to explore situational properties of stressors and coaches' appraisals to address voids in the published literature. Guided by my constructionist epistemological position that contains traces of post-positivism and my relativist view of reality, I conducted semi-structured interviews with six women and nine men. I applied abductive logic during latent thematic analyses to organise and analyse the data. The findings suggest that the coaches experienced many stressors that related to ten themes (e.g., athlete concerns, performance) and that these stressors were underpinned by seven situational properties (e.g., ambiguity, imminence, novelty). The coaches reported challenge and threat appraisals and, to a lesser extent, benefit and harm/loss appraisals. The ways of coping that were discussed with the coaches related to seven families of coping (e.g., dyadic coping, support seeking) that each play a different role in adaptive processes. Collectively, the findings shed new light on the explanatory potential of situational properties and appraisals and go some way toward understanding coaches' diverse experiences. The CMRT was a useful framework for understanding high-level coaches' stress transactions and, thus, could be used in future research with this unique population. Coaches, practitioners, and researchers should attend to the ways that coaches appraise and cope with stressors to facilitate their adaptation to the potentially stressful nature of coaching at the highest levels.

Objectives: Sports coaching can be an inherently stressful occupation because coaches must fulfill multiple roles and cope with various expectations. Further, stress and well-being have implications for coach performance. The objective of this study was, therefore, to conduct a systematic review of literature on stressors, coping, and well-being among sports coaches. Design: A systematic review using PRIMSA guidelines. Method: Thorough and systematic literature searches of PsycINFO, SPORTDiscus, and Web of Science were conducted. To be eligible for inclusion, papers had to be published in the English language between January 1994 and March 2016 and as full papers in peer-reviewed journals. Results: The final sample consisted of 38 studies that were conducted with 4,188 sports coaches. This sample consisted of 19 qualitative, 17 quantitative, and two mixed methods studies. The findings demonstrate that coaches experience a variety of stressors relating to their performance and that of the athletes they work with in addition to organizational, contextual, interpersonal, and intrapersonal stressors. The findings also highlight that coaches use a variety of coping strategies (e.g., problem solving, social support, escaping the stressful environment) to reduce the negative outcomes of stress. Five studies that were included in this review focused on coaches' well-being and found that basic psychological needs satisfaction, lack of basic psychological needs thwarting, and self-determined motivation are needed for coaches to be psychologically well. Conclusion: Future research should address gaps in extant literature by using longitudinal study designs to explore coaches' appraisals of stressors, coping effectiveness, social support, and well-being among the unique sports coaching population.

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The review exposes inconsistencies in the conceptualization of dyadic coping, highlights a range of antecedents that influence dyadic coping, and suggests that dyadic coping can have positive benefits for relationship functioning and personal health. The findings have implications for future research and practice (e.g. when working with couples to improve relationship functioning).

This study investigated sport performers' coping strategies in response to organizational stressors, examined the utility of Skinner, Edge, Altman, and Sherwood's (2003) categorization of coping within a sport context, determined the shortterm perceived effectiveness of the coping strategies used, and explored appraisal-coping associations. Thirteen national standard swimmers completed semistructured, interval-contingent diaries every day for 28 days. Results revealed 78 coping strategies, which supported 10 of Skinner et al.'s (2003) families of coping. Twenty-four different combinations of coping families were identified. The perceived most effective coping family used in isolation was selfreliance and in combination was escape and negotiation. Stressful appraisals were associated with varied coping strategies. The results highlight the complexity of coping and point to the importance of appraisal-coping associations. Skinner et al.'s (2003) categorization of coping provides a promising conceptual framework for the development of coping research in sport.

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Approximately 200,000 coaches cease coaching each year in the United Kingdom alone. The reasons for this dropout are not fully understood, but they could be linked to the stressful nature of coaching and the potential for this to impede health and psychological well-being (PWB). The aim of this meta-synthesis is to systematically search for and draw together the qualitative research evidence on coaches' experiences of stressors, primary appraisals, emotions, coping, and PWB. Using a rigorous and systematic search protocol, 11 studies were identified, assessed for research quality, and synthesized thematically to generate new insight. The findings highlight the plethora of stressors that coaches can experience, the impact of coaches' appraisals on PWB, and the coping families that coaches can use to foster adaptation. In doing so, the meta-synthesis deepens our understanding of coaches' stress transactions and their experiences of PWB. There is a significant lack of qualitative research evidence on coaches' appraisals and PWB. Qualitative and or longitudinal research is warranted to develop knowledge in these areas. Such research should be used to develop interventions that are applicable to different coaching populations (e.g. working parents and part-time coaches) to help minimize stressors, facilitate positive appraisals and emotions, and foster PWB.