The purpose of this exploratory study was to compare the developmental profiles of successful high-school sport coaches, and to determine if elements of a coach's developmental profile were associated with coaching success. Sixteen high-school coaches in the United States – nine who coach basketball and seven cross-country running – participated in structured retrospective quantitative interviews. All coaches had accumulated extensive experience as an athlete ( M = 19.6 seasons; 2,428.8 hours) and were better than average athletes in relation to their peers. Positive significant relationships were found between time (seasons and hours) spent as an athlete in the sport that the participants now coach and five measures of coaching success. The results are discussed in relation to the ongoing dialogue about coach development, coaching effectiveness, and coach education.

Seventy-two college athletic directors (ADs) participated in a survey about (a) previous experience with sport psychology consultants (SPCs), (b) previous exposure to the field, and (c) attitudes toward sport psychology consulting. ADs were confused about appropriate training for SPCs, highlighted by the fact that 66.7% were unaware of any certification for SPCs. Although ADs’ attitudes toward SPCs did not differ based on previous experience with SPCs, there was a statistically significant difference between ADs who were aware of the Association for Applied Sport Psychology (AASP) and those who were unaware. Results demonstrate the need to educate potential employers regarding appropriate qualifications for SPCs. The discussion culminates with suggestions for future research and recommendations for enhancing effectiveness of outreach programs.

The purpose of this study was to further the research by studying coaches at a Historically Black College/University (HBCU) and Division II (DII) athletic program. Participants included seven head and five assistant coaches across seven sports. All coaches were interviewed, based on a preexisting interview guide (Olusoga et al., 2009). Data were content analyzed using previously agreed upon procedures and submitted in NVivo for further examination (Côté, Salmela, Baria, & Russell, 1993). Three higher order themes termed Interpersonal, Intrapersonal, and Contextual Stressors emerged and were composed of 16 lower order themes. The most commonly cited interpersonal stressors included athletes, expectations of others, and administration. Performance outcome and lack of control were the most common intrapersonal stressors. Finally, schedule, lack of resources, and job security were the most common contextual stressors. These findings emphasize the stressful nature of the job and the need to identify means for minimizing stressors to improve the athletic experience for all involved.

This study investigated whether gratitude predicted burnout directly and indirectly through coach–athlete relationships. National Collegiate Athletic Association (NCAA) Divisions I (n = 305), II (n = 202), and III (n = 89) student-athletes (N = 596, 76.5% women) completed a survey regarding athlete burnout, coach–athlete relationships, trait gratitude, and state gratitude (sport and general). Structural equation modeling revealed that gratitude predicted athletes’ burnout. Sport state gratitude was the most accurate negative predictor of burnout. In addition, indirect associations between sport state gratitude and burnout emerged through coach–athlete relationships, suggesting that sport state gratitude was positively associated with coach–athlete relationships, which in turn, negatively predicted burnout. Coach–athlete relationships were positively predicted by sport state gratitude. These findings suggest that grateful student-athletes may experience less burnout, and athletes who have strong coach–athlete relationships may experience more gratitude.

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