Positive developmental outcomes for youth are likely to occur when adults intentionally design environments to facilitate that development. However, in sport, studies typically examine only one adult relationship at a time, as opposed to the many that exist. The purpose of this study was to examine high school student-athletes' perceptions of how a variety of stakeholders in their sport-ecosystem contribute to their life skills development and well-being. Bronfenbrenner's Bio-Ecological Model and Prilleltensky's concept of psychopolitical validity served as a guiding framework for interviews conducted with student-athletes (N = 46) in three different states in the United States of America. Themes suggested that the student-athletes' relationships have a reciprocal interaction with their developmental experiences to create three different forms of development. Student-athletes had basic life skills recognition when learning without meaning was fostered by low-engagement relationships, development through adverse experiences when learning through necessity occurred through challenging relationships, and meaningful development when anchored learning experiences were supported by transformative relationships in their sport world. Lay summary: High school student-athletes were asked about their life skills development and how adults in their sport system influenced or hindered that development. Student-athletes favored highly engaged adults that supported opportunities by anchoring their learning in meaningful experiences. The relationship with the adult and the meaningful experience reciprocally influenced each other.

A phrase commonly used within high school sport is "education-based athletics"; however, there is no empirical investigation on the meaning of this phrase, nor how it is specific to the high school sport context. Therefore, the purpose of this study was to examine high school sport administrators' perceptions of the meaning of "education-based" high school sport. Utilizing a grounded theory approach, nine administrators participated in interviews and defined "education-based" athletics as an extracurricular sport-based context that supports the mission of the academic institution through offering youth experiential learning of life skills with the aim of developing constructive members of society. Supplementary categories detail administrators' aspirations for high school sport and challenges they face in actualizing those aspirations. By recognizing the purpose of sport embedded within an academic institution as a contextual obligation, practitioners and coaches will be encouraged to anchor future work toward long-term development aimed to increase civic engagement.

As the inaugural junior editorial board members of the Journal for Advancing Sport Psychology in Research (JASPR), we represent the first group of students to be embraced into, and integrated across all levels of, the editorial board of a sport, exercise, and performance psychology journal. To shed light on our unique experience behind the curtain of an academic journal, we engaged in a process of group and individual reflection following our term. The goal of our reflective process was to identify and share our collective and personal experiences of establishing and operating JASPR from January 2020 to December 2021. By sharing transparent and vulnerable insights into our lived experiences as the inaugural junior editorial board members of JASPR, our reflections (a) provide emotional and informational support to neophyte researchers occupying the role(s) of author, editor, and/or reviewer, and (b) highlight the value of student-centered initiatives for the advancement of sport, exercise, and performance psychology. Our collective and personal experinces are consolidated into three reflective themes: respect in peer review, gatekeepers of knowledge, and imposter syndrome. These reflective themes are followed by four key takeaway points that are intended to be suggestions for neophyte researchers to effectively navigate the role(s) of author, editor, and/or reviewer in sport, exercise, and performance psychology.

Engaging youth athletes in leadership and life skills development through sport, and explicitly helping them identify how to transfer those assets to other areas of their life has been encouraged in recent sport psychology literature. A common barrier to doing such involved work with athletes during a competitive season, is the limited amount of time a consultant has to spend with the aspiring leaders. Therefore, we leveraged a free online captain’s training course in a “flipped approach” to leadership development. Describing three short vignettes and culminating in lessons learned, practitioners will have a strong guide to implementing a similar program.