Elite coaches operate within high-pressure environments where job demands often conflict with personal and family responsibilities. Using the Work–Home Resources model, we examined 20 National Basketball Association male assistant coaches’ perceptions of family as a source of stress and as a coping mechanism within the work–home context of elite professional coaching. Semistructured interviews were conducted and analyzed using reflexive thematic analysis. Three themes were constructed: (a) competing role demands and the erosion of presence, (b) family as a source of strain through structural and relational pressures, and (c) family as a stabilizing resource in an unstable occupational context. Participants reported emotional and logistical challenges linked to travel, unpredictable schedules, and job insecurity. While parenting and financial responsibilities intensified stress, spouses and children were also identified as sources of emotional grounding. Findings highlight the complexity of family in elite coaching and the need for organizational policies to support coach well-being.

The National Basketball Association (NBA) is a high-performance environment characterized by global visibility and a demanding culture that often leads to significant professional and personal stress for its coaching staff. While the league is celebrated for its player diversity, leadership roles in coaching and management remain disproportionately held by White males. Guided by Critical Race Theory (CRT) as a theoretical framework, this study employed semi-structured interviews to investigate the career advancement experiences and perceived barriers faced by 11 minority assistant coaches in the NBA. Data were analyzed through reflexive thematic analysis and four primary themes were developed: (a) Inequity and the "Moving Goalpost" of Career Advancement, where social capital and new gatekeeping mechanisms such as analytics-based language often hinder upward mobility; (b) Being Stereotyped and Emotional Suppression, requiring coaches to engage in hyper-vigilance and suppress frustration to avoid labels such as the "angry Black man"; (c) Role Entrapment and the "Watchdog" Narrative, where participants felt pigeonholed into relational or player-management roles rather than tactical leadership positions; and (d) The Burden of Representation ("Healthy Pressure"), which was characterized by an internalized responsibility to succeed as a trailblazer for other minority coaches. These findings highlight the ongoing impact of race on individuals' experiences and the scarcity of legitimate leadership roles within the NBA. Recommendations include structural changes, such as transparent hiring criteria and intentional mentorship, that foster more equitable leadership pathways in professional sport.

Developing new academic programs in higher education requires strategic alignment, data-informed decision-making, and collaboration across departments. Kinesiology and sport science programs face distinct challenges, including specialized placements and facility needs. This article outlines a ten-step model to guide faculty and administrators through key stages of program creation, including academic justification, student demand, curriculum design, financial analysis, and long-term viability. Drawing from research, workforce data, institutional best practices, and professional experience, the model offers practical strategies to ensure programs are academically rigorous, market-responsive, and financially sustainable.

This descriptive case study examined the frequency, context, grammatical usage, and communicative function of profanity used by a professional ice hockey coach. Two practice sessions, sampled from a broader season-long dataset with a semi-professional adult ice hockey team, were analyzed using manual content analysis of verbatim coach quotations. Expletives were coded for frequency, grammatical function, intended target, and communicative purpose using researcher consensus procedures. Descriptive counts and category comparisons indicated that profanity occurred consistently, approximately once every three sentences, and was most often used as adjectival fillers to describe objects, actions, or situations. A smaller proportion was directed toward individuals. Profanity was most commonly coded as a conversational filler or an emotional intensifier, suggesting that it may, in some instances, compete with instructional precision rather than add task-relevant information. Although the adult coaching context may shape how such language is interpreted, person-directed expletives raise ethical and pedagogical concerns because they may be perceived as disrespectful, demeaning, or personally targeted. These findings should be interpreted cautiously because athlete understanding, psychological safety, and communication outcomes were not directly measured. Findings emphasize the need for coach education to include content that encourages coaches to reflect on the balance between emotional expression and precise, respectful communication. Future research should investigate the impact of coaching language on athlete outcomes across age groups and competitive levels.

Purpose: Understanding coaching behaviors across different sports is essential for developing effective, context-sensitive coaching practices. Examining how coaches operate in varied environments can inform coach education and curriculum design. Methods: Using comparative thematic analysis, we explored both shared and divergent coaching behaviors across three sports: netball, tennis, and athletics. Nine UK Coaching Certificate Level 2 coaches (five males and four females) working with junior athletes (aged 8-16) participated in semistructured online interviews. Results: Four core behavioral themes emerged: (a) modeling, (b) physical maneuvering, (c) feedback, and (d) questioning. Sport-specific nuances were evident in visual demonstrations, physical guidance, motivational strategies, and feedback timing. Discussion/Conclusion: Netball sport coaches emphasized performance analytics and authoritative communication, whereas athletics and tennis coaches favored autonomy, subtle motivation, and reflexive questioning. Safeguarding concerns shaped physical contact across all sports, and a shared commitment to athlete development influenced communication. The study highlights the need for coach education to reflect personalized philosophies and sport-specific realities of coaching.

Sports coaches play a significant role in the development of athletes. However, the process by which coaches become coaches and the training they receive are under-researched. This study provides a detailed description of the coach education landscape in England. Specifically, it examines what coaches need to become independent practitioners in England, as well as the differences and similarities in the requirements between sports. First, a content analysis of 32 United Kingdom Summer Olympic Sport National Governing Body (NGB) websites was conducted to collect publicly available data on each sport's coaching certification. Second, semi-structured interviews were conducted with NGB Heads of Coaching (n = 12) to gather more data on the course prerequisites, structure, and content of these coaching courses. Findings reveal substantial differences between NGB prerequisites, course content, and coaching endorsements. This study provides an important yardstick for NGBs to assess their provision against the wider coach education landscape. Implications and future research directions for developing coach education programs in England are discussed.

This study examines how the Seoul International Marathon (SIM) can be transformed from a competition‑focused road race into a sustainable sport–culture platform that integrates social, cultural, and economic value. Drawing on stakeholder theory, the study qualitatively analyzes the current status, structural challenges, and future development strategies of the SIM. Data were collected through focus group interviews with elite and masters athletes, in‑depth interviews with local government officials, sports administrators, and event organizers, as well as expert panel discussions with sport management experts and commentators. Thematic analysis revealed three key themes: enhancing participant satisfaction and awareness, restructuring event operations and governance, and revitalizing tourism and local autonomy. The findings indicate that the SIM exhibits operational gaps compared with major international marathons such as Tokyo, Boston, and Berlin in terms of service quality, elite athlete development infrastructure, tourism linkages, and stakeholder‑centered governance. In response, this study proposes a set of actionable strategies, including governance reform, improvements in service quality for both elite and recreational participants, and the strategic integration of sports tourism and destination branding. Collectively, these measures are expected to reposition the SIM as a representative urban festival that delivers integrated social, cultural, and economic benefits.

This study examined turnover among athletic directors, assistant athletic directors, head coaches, and assistant coaches in Florida's middle and high schools over a three-year period. Population-level administrative data were analyzed to determine changes in turnover rates by position and sport. The findings revealed a rapid and significant increase in turnover across all personnel groups, with rates exceeding half of all positions by the end of the study period. Notably, football and baseball recorded the highest turnover and the greatest proportional growth, indicating particular instability in these sports. The upward trend in departures suggests a growing strain on the school sport workforce, which has implications for program continuity, administrative efficiency, and the developmental experiences of student-athletes. The results call for coordinated policy responses that address compensation, training and education, workload demands, and organizational support to enhance workforce stability and sustain the educational mission of school-based athletics.

To date, much sports coaching research has tended to focus on components such as decision-making, knowledge structures, and mental models. However, limited attention has been given to the “types of thinking” coaches engage in when coaching athletes in situ. This gap in the research literature is problematic for both coaches and coach developers in improving coaching practice. Therefore, we explored tennis coaches’ cognitive processes (i.e., the what) and their type (i.e., the how). Using stimulated recall interviews (a knowledge elicitation method based on watching video recordings of one's own practice), data were collected from four expert tennis coaches within coaching sessions ( n = 8). In addition, ( n = 4) background interviews were conducted to help make sense of the data and inform the stimulated recall interview questions. A Reflexive Thematic Analysis revealed a framework of nine higher psychological functions (noticing, questioning, confirming, risk evaluation, forecasting, contextualizing, normalizing, problem-solving, and deductive reasoning) in which coaches engage during coaching practice. These findings have potential theoretical and practical applications in sports coaching practice and coach development.

Research in sports coaching has most often been conducted using one of a number of disciplinary lenses (e.g., psychological, sociological, philosophical, or physiological). Although acknowledging that these approaches have provided a valuable, if partial, insight into aspects of coaching practice, limitations inevitably exist when adopting singular disciplinary perspectives. This research explored the situated (i.e., in, through, and within social contexts) coaching cognitions of an ice hockey coach using an ethnographic approach and methodological bricolage to generate data over 7 months. Using iterative adaptive research cycles, findings revealed that cognitions are (a) shaped by their proximity to goals at different social layers, (b) influenced by the social exchange (i.e., power and relationships) in which they occur, and (c) underpinned by biographical experiences. This study contributes significantly to how coaches can understand how their cognitive processes form, shape, influence, and are influenced by the coaching environment. In turn, the findings presented in this study offer opportunities, or prompts, for coaches to examine how their cognitions are formed, shaped, and shared to inform their practice interventions.

This study examined compensation for interscholastic coaches in Florida to understand its influence on turnover, recruitment, and retention. District contract data from all 67 counties were analyzed across 21 sports and four coaching levels. Stipends ranged from $412 to $14,000, averaging $2,583 annually. Significant variation emerged by sport, county, and level, with football coaches earning the most and head coaches consistently outpacing assistants and sub-varsity coaches. Compensation in emerging sports was notably lower than in legacy sports, though no statistically significant gender-based differences were found. Findings suggest that inadequate and inequitable pay structures hinder the professionalization of coaching, undermine program stability, and perpetuate disparities across districts. Policy reforms promoting transparent, competitive, and equitable compensation systems are recommended to strengthen coach retention and enhance interscholastic athletics statewide.

This study investigated the stress, stressors, coping strategies, and support interventions experienced by NBA assistant coaches. Twenty male NBA assistant coaches participated in semi-structured interviews regarding stress and burnout. Data analysis revealed three core themes: Experienced Stressors and Burnout, Personal Coping Strategies, and Organizational Support. Participants reported high stress levels, sometimes moderated by family, organizational support systems, and religious faith. Unanticipated findings included stressors related to being a minority coach and the fear of failure. The findings indicate a need for enhanced stress reduction, coping strategy training, and systematic organizational support to help assistant coaches manage stress and avoid burnout.

There has been an increased focus on the role of the coach developer within the academic literature and coaching frameworks. However, limited attention has been given to the practical workings of the coach developer and coach relationship. Therefore, in this article, we share practical lessons learned from two coach developers who have worked extensively one-on-one with coaches.. This article contains seven developed themes from our experiences as coach developers in the field: (1) The Value of an Outside Opinion, (2) Payments and Contracts, (3) "Down the Rabbit Hole:" Recognizing the Complexity of Problems, (4) Practical Use of Theory, (5) Impact and Transformation, (6) Coach Development Conversations as a Therapeutic Experience and, (7) Disengagement. The practical lessons within this article demonstrate the value of coach developers in helping, supporting, and working with coaches.Finally, we assert that the coach developer role requires expertise, knowledge, and resources, which should be fairly compensated, as in other jobs.

The 8th IOHSK Conference was held at the University of California, Berkley in May 2025. Three speakers were invited to present in person on very different topics of their choosing. However, the amalgamation of all three provided valuable recommendations for the career preparation and implementation of those working in physical education, coaching, sports science, and kinesiology. Taking work from stress and burnout, leadership and professional development, and artificial intelligence (AI), this article presents some generic but effective methods for long-term success in our profession. Highlighted are the importance of self-care through (1) time management, (2) saying “no,” and (3) working with a mentor. This article provides practical application for those students with aspirations to work in these sport-based disciplines, as well as the seasoned expert seeking a reboot of their personal and professional efficiency and effectiveness.

We examined how coaches navigate the challenges of high-performance sport while ensuring athlete welfare. Using an ethnographic approach spanning 18 months at a high-performance gymnastics center, data from coaches (n = 6), parents (n = 7), and athletes (n = 12) were collected through both participant and non-participant observations (n = 30), semi-structured interviews (n = 22), post-session analyses with coaches (n = 5), and document reviews. Analysis revealed the struggle coaches experienced balancing athlete welfare with the pressure to perform. Specifically, five key themes were developed: (a) managing athletes' expectations, (b) maintaining transparency with all stakeholders, (c) acting in alignment with values, (d) personal coping mechanisms in a highly scrutinized environment, and (e) managing other coaches' egos. Findings indicate that coaches endure tremendous internal and external pressure to reconcile and balance athlete welfare with the demands of high-performance coaching, which took a significant physical and mental toll. Surprisingly, the most concerning issues for coaches were relationships with other coaches and being told they were "too nice" to make it as an elite coach. Findings demonstrate an urgent need for sporting organizations and coach education programs to provide more systematic and comprehensive support for coaches. This would help retain them in the profession and provide ongoing support and development for those who continue to endure the many challenges of the profession.

Sports coaching is an expanding academic discipline, reflected in the increasing number of students choosing the subject at both undergraduate and postgraduate levels. Educators in kinesiology and the sports sciences, and more specifically in coaching programs, play a vital role in preparing students for the multifaceted demands of the profession. Drawing from our experiences teaching in higher education and practicing as coaches, this article offers five teaching suggestions for educators delivering university and national governing body coaching education programs. These guidelines aim to enhance teaching effectiveness and promote the development of well-rounded, reflective, and passionate coaches. Recommendations include: (1) Setting Standards and Boundaries, (2) Carefully Considering and Designing Assessments to Promote Reflection, (3) Ensuring the Material is Relatable to Students’ Experiences, (4) Being Mindful of the Level of Challenge, and (5) Making the Coaching Enjoyable. These recommendations are intended to support coach educators in the delivery and design of programs with the goal of producing high-quality, competent future coaches. Keywords: Coaching, Education, Learning, Engagement, Teaching

The purpose of this article to the editor is to introduce the special issue and highlight some of the challenges that coaches and coach educators face today. Specifically, it provides an example of the current state of the coach certification system within Florida's public schools. It identifies significant concerns, including outdated certification standards, insufficient training, low coach retention, and poor compensation. Practical suggestions for comprehensive reforms are proposed, including mandatory coach training, updated certification content, professional development, and increased stipends. These solutions aim to break the cycle of inadequacy in Florida's coach certification system and enhance the quality of interscholastic athletics and the safety and well-being of student-athletes. The article calls for more coaches, athletic directors, and academic educators to take a more active role in policy reform.