The current study was undertaken to explore how U.S. National Collegiate Athletic Association Division I female and male head coaches defined and implemented care in their coaching practice. Eighteen coaches (M ¼ 39.2 years; nine females, nine males) from eight different sports (baseball, rowing, soccer, softball, swimming, track and field/crosscountry, volleyball, and golf) consented to be interviewed via a semi-structured interview guide based on the care literature. Data analysis was conducted using Consensual Qualitative Research with a team of five researchers including an external auditor. Results revealed that care revolved around six domains: (a) definition of care; (b) manifestations of care; (c) limits to capacity to be caring; (d) development of care; (e) factors facilitating care, and (f) factors hindering care. Each domain contained several categories (N ¼ 22 total categories) composed of core ideas. Results are presented using participants' own words to illustrate domains and categories. Implications for research and practice are also put forth, which link the findings to the broader U.S. National Collegiate Athletic Association coaching context.

In this paper, the experiences of 12 NCAA Division I female head coaches exemplifying care in their coaching are described. After a brief review of literature and terms, coaches’ own words from interview transcripts are used to illustrate four major themes: (a) team as “family”; (b) holistic care of student-athletes; (c) development of the “self-as-coach”; and (d) institutional care. We conclude by addressing why we believe that care is a coach education issue and why coaches should engage with the ongoing development of exemplary care.

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The central purpose of this paper is to speculate on the ways that sport psychology researchers, educators, and practitioners can use a cultural studies perspective to enhance their research and applied work. At base, cultural studies critiques and challenges existing norms and practices and examines how these practices affect people in their everyday lives (Hall, 1996a). Although cultural studies has been notoriously difficult to define (see Storey, 1996), most cultural studies projects deal with the interrelated issues of (a) social difference, (b) the distribution of power, and (c) social justice. In this paper, cultural studies is first defined, incorporating sport-related examples wherever possible. Next, key concepts in cultural studies including power, privilege, and praxis are explored. We then discuss how sport psychology scholars and practitioners might promote an “athletes-as-citizens” (Sage, 1993) model of service provision in the applied setting.

This collection of articles about and for women in sport coaching provides more evidence of the occupational landscape and experiences of women. As with countless empirical articles before, the eight articles in this special issue of Women in Sport and Physical Activity Journal (WSPAJ) further uncover and reveal that structural-level systemic bias is deeply embedded within the culture of sport-the data tell the story. With more data, the story plotline becomes sharply focused and illuminates the many obstacles women coaches face and how challenging it is to change the gendered system. As Pat Griffin (2015) argued, a war on women coaches exists and currently continues to rage. The war is exacerbated by

An across-subjects multiple-baseline design was used to evaluate the effects of solutionfocused guided imagery (SFGI) on putting yips (e.g., jerk in the putting stroke) in three experienced (24 years or more), accomplished (handicap less than 7), male golfers located in the Southeastern United States. Each golfer participated in at least five SFGI sessions designed to guide him to create vivid images of thinking, feeling, and behaving in ways devoid of the problem (i.e., putting with a smooth continuous stroke). Data collected during participants' regularly scheduled weekly golf rounds showed an immediate and sustained decrease in yips after SFGI sessions. Maintenance data collected three weeks after the last sessions showed that these decreases were maintained. Discussion focuses on future research and practice related to treatment of the yips and similar focal hand dystonia.

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