Despite the well-recognised benefits of sport, there are also negative influences on athlete health, well-being and integrity caused by non-accidental violence through harassment and abuse. All athletes have a right to engage in ‘safe sport’, defined as an athletic environment that is respectful, equitable and free from all forms of non-accidental violence to athletes. Yet, these issues represent a blind spot for many sport organisations through fear of reputational damage, ignorance, silence or collusion. This consensus statement extends the 2007 IOC Consensus Statement on Sexual Harassment and Abuse in Sport, presenting additional evidence of several other types of harassment and abuse—psychological, physical and neglect. All ages and types of athletes are susceptible to these problems but science confirms that elite, disabled, child and lesbian/gay/bisexual/trans-sexual (LGBT) athletes are at highest risk, that psychological abuse is at the core of all other forms and that athletes can also be perpetrators. Harassment and abuse arise from prejudices expressed through power differences. Perpetrators use a range of interpersonal mechanisms including contact, non-contact/verbal, cyber-based, negligence, bullying and hazing. Attention is paid to the particular risks facing child athletes, athletes with a disability and LGBT athletes. Impacts on the individual athlete and the organisation are discussed. Sport stakeholders are encouraged to consider the wider social parameters of these issues, including cultures of secrecy and deference that too often facilitate abuse, rather than focusing simply on psychopathological causes. The promotion of safe sport is an urgent task and part of the broader international imperative for good governance in sport. A systematic multiagency approach to prevention is most effective, involving athletes, entourage members, sport managers, medical and therapeutic practitioners, educators and criminal justice agencies. Structural and cultural remedies, as well as practical recommendations, are suggested for sport organisations, athletes, sports medicine and allied disciplines, sport scientists and researchers. The successful prevention and eradication of abuse and harassment against athletes rests on the effectiveness of leadership by the major international and national sport organisations.

The current article reports on the first large-scale prevalence study on interpersonal violence against children in sport in the Netherlands and Belgium. Using a dedicated online questionnaire, over 4,000 adults prescreened on having participated in organized sport before the age of 18 were surveyed with respect to their experiences with childhood psychological, physical, and sexual violence while playing sports. Being the first of its kind in the Netherlands and Belgium, our study has a sufficiently large sample taken from the general population, with a balanced gender ratio and wide variety in socio-demographic characteristics. The survey showed that 38% of all respondents reported experiences with psychological violence, 11% with physical violence, and 14% with sexual violence. Ethnic minority, lesbian/gay/bisexual (LGB) and disabled athletes, and those competing at the international level report significantly more experiences of interpersonal violence in sport. The results are consistent with rates obtained outside sport, underscoring the need for more research on interventions and systematic follow-ups, to minimize these negative experiences in youth sport.

Recent revelations of sexual misconduct by sports coaches have challenged long-held beliefs in the educational value of sport, yet there is very little knowledge about the dynamics of sexual exploitation in sport upon which to base improvements in the practice of sports coaching or teaching. Earlier inductive research by Brackenridge (1996Brackenridge ( , 1997aBrackenridge ( , 1997b in Britain established a set of hypothesised risk factors for sexual abuse in sport which have subsequently been reinforced by the results of survey research on elite athletes in Canada (Kirby and Greaves 1996). However, risk analysis for sexual abuse in sport has not yet been framed within a temporal or developmental sequence, nor sufficiently differentiated between elite and recreational levels of sport, or between coach-initiated and peer-initiated abuse. This paper reports selected findings from a Dutch qualitative study (Cense 1997) of 14 athletes who have survived sexual abuse in sport. The aim of the study was to identify risk factors that influence sexual abuse and harassment and to analyse which risks might be diminished through a prevention policy implemented by sport organisations. The Dutch study reinforces the earlier risk factor analyses but extends them by putting forward a preliminary temporal model of risk in sport that integrates offender behaviour with athlete and situational factors.On the basis of this model, suggestions are made to assist early diagnosis and prevention of sexual harassment and abuse by authority figures in sport.

This paper discusses the challenges of how to provide a transparent account of the use of the software programme QSR*NVIVO (QSR 2000) within a Grounded Theory framework (Glaser and Strauss 1967;Strauss and Corbin 1998). Psychology students are increasingly pursuing qualitative research projects such to the extent that the UK Economic and Social Research Council (ESRC) advise that students should have skill in the use of computer assisted qualitative data analysis software (CAQDAS) (Economic and Social Research Council 2001). Unlike quantitative studies, rigid formulae do not exist for writing-up qualitative projects for doctoral theses. Most authors, however, agree that transparency is essential when communicating the findings of qualitative research. Sparkes (2001) recommends that evaluative criteria for qualitative research should be commensurable with the aims, objectives, and epistemological assumptions of the research project. Likewise, the use of CAQDAS should vary according to the research methodology followed, and thus researchers should include a discussion of how CAQDAS was used. This paper describes how the evolving process of coding data, writing memos, categorising, and theorising were integrated into the written thesis. The structure of the written document is described including considerations about restructuring and the difficulties of writing about an iterative process within a linear document.Keywords: Grounded Theory, CAQDAS, QSR NVIVO, computer, structure, writing, Qualitative Research Solutions, International (QSR) has developed two product lines for qualitative data analysis. The original programme, NUD*IST, which stands for Nonnumerical Unstructured Data, Indexing, Searching, and Theorising, was first created by Professors Lyn and Tom Richards in the early 1980s when the former was looking for more efficient ways to manage her data than the chaotic task of photocopying, cutting, highlighting, and filing interviews and coding by hand. It is also difficult to conduct complex searches of the data without the assistance of a computer. Tom Richards, a computer scientist, created the answer to her problem by creating NUD*IST, a programme that was easy to use, organised data, allowed for links between the data, allowed for detailed memos to be added to the documents or coding, and enabled complex searching of the text and coding. QSR NUD*IST VIVO (NVIVO's less commonly used full name) was first produced in 1999 and was designed to provide the same services as NUD*IST but in a much more refined way. It was named for 'in vivo' coding, that is, naming a category directly from a participant's own words. The programme facilitates naming in this way but does not require it.With the development of CAQDAS has come debate about the appropriateness of using computers to analyse qualitative data (see for example, Catterall and Maclaran 1997; Use of NVIVO in GT Study 4

This article discusses the challenges of how to provide a transparent account of the use of the software program QSR*NVIVO (QSR, 2000) within a grounded theory framework (Glaser and Strauss, 1967; Strauss and Corbin, 1998). Psychology students are increasingly pursuing qualitative research projects to such an extent that the UK Economic and Social Research Council (ESRC) advise that students should have skill in the use of computer assisted qualitative data analysis software (CAQDAS) (Economic and Social Research Council, 2001). Unlike quantitative studies, rigid formulae do not exist for writing-up qualitative projects for doctoral theses. Most authors, however, agree that transparency is essential when communicating the findings of qualitative research. Sparkes (2001) recommends that evaluative criteria for qualitative research should be commensurable with the aims, objectives, and epistemological assumptions of the research project. Likewise, the use of CAQDAS should vary according to the research methodology followed, and thus researchers should include a discussion of how CAQDAS was used. This article describes how the evolving process of coding data, writing memos, categorizing, and theorizing were integrated into the written thesis. The structure of the written document is described including considerations about restructuring and the difficulties of writing about an iterative process within a linear document.