Millions of athletes compete in sport for the enjoyment, physical, and psychosocial benefits that result from participation, and one of the most influential persons in creating a positive sport experience is the coach. As such, numerous sport governing bodies have instituted formal coach education programs, worldwide, over the past three decades. However, coaches most frequently learn, and often prefer to learn, from informal sources, as they tend to be contextually relevant and easily accessible. Given the pervasive nature of informal learning, the purposes of this systematic review were to: (a) examine the literature for themes and trends in sport context, methods, and means of informal and nonformal learning, and (b) illuminate gaps in the literature to inform the research field and coach educators. A total of 39 studies were examined for trends in publication, sport context, methods of inquiry, and themes in the sources and types of informal learning. The results show that: (1) research is spread widely across publications but not countries, (2) elite sport contexts are most frequently studied, (3) qualitative, cross-sectional methods are most frequently used, and (4) coaches learn informally through a variety of means; however, they are open to both interpersonal (coach-to-coach) or independent (knowledge search) means of learning. Future research should expand to include non-elite contexts, should employ greater methodological diversity, and should continue to explore the variety of preferred learning options.

Despite sex differences in the clinical incidence of SRCs and time loss from participation in high school sports, the numbers of missed school days are relatively similar between sexes.

The current study suggests that medical attention is particularly important during the middle of all athletic events. Intervention measures to limit SRCs may be most beneficial during the middle of athletic events.

Researchers from sport psychology and, more recently, the broader field of youth 1 development have been interested in understanding and identifying ways that youth sport can facilitate positive youth development. There are many reasons for adults' interest in youth sport. First, youth sport participation is pervasive, with millions of children involved in the United States and throughout the world National Council of Youth Sports, 2008). Second, sport is viewed as an activity in which children voluntarily participate, and one in which their actions are viewed as being important in their lives (R. W. Larson, 2000). Third, youth sport participation has numerous physical and healthrelated benefits. Some of these benefits are increased motor competence and fitness levels; higher likelihood of maintaining physical activity into adulthood; and decreased body fat, which translates into better health (

IntroductionGiven the continuously changing job demands of coaches, coach burnout continues to be an important area of study. Coaching literature highlights the role occupational stressors play in the development and management of burnout. However, research highlights the potential need for the field to differentiate feelings of burnout from those of other sub-clinical mental health indicators (e.g., anxiety, depression). This study sought to examine the relationship between workplace stress, perceived stress, coach burnout, coach well-being, and sub-clinical health issues (anxiety, stress, depression).MethodsOne hundred forty-four NCAA collegiate coaches completed online questionnaires measuring the proposed variables. Structural equation modeling was used to test the proposed hypothesis that burnout would serve as a partial mediator between workplace and perceived stress and mental health indicators (e.g., depression, anxiety, stress, and well-being).ResultsWorkplace stress and perceived stress were positively associated with both burnout subscales. Additionally, perceived stress alone exhibited a positive association with depression, anxiety, and stress and a negative association with well-being. While there was a positive significant relationship between disengagement and depression in the model and a negative significant relationship between disengagement and well-being, most relationships between the two burnout subscales and mental health outcomes were negligible.DiscussionIt can be concluded that while workplace and perceived life stressors may impact feelings of burnout and mental health indicators directly, burnout does not appear to exhibit a strong effect on perceptions of mental health and well-being. In line with other research studies, it may be worth considering whether burnout should be considered another type of clinical mental health issue instead of as a direct contributor to coach mental health.