If found to generalize to other campus populations, the role of hooking up in sexual assault should be added to systems-based models of sexual assault (e.g.,Heise, 1998) and to educational prevention programs. (PsycINFO Database Record

Leadership positions on club sports teams can be valuable roles for undergraduate students, providing the opportunity to develop leadership skills, maintain healthy habits, build friendships, and foster organizational connections in the college setting. Nevertheless, involvement in club sports has the potential to create stress over and above the many demands that college students often experience. The purpose of this study was to identify and explore the ways in which female club sports peer leaders cope with perceived stress. Interviews were conducted with participants ( N = 7) using a semi-structured interview guide comprised of five questions grounded in the existing literature on stress and coping. The findings revealed that participants primarily used emotion-focused strategies to cope with stress; strategies such as seeking emotional social support and avoidance were used more frequently than seeking instrumental/information social support. Five specific coping strategies are examined and practical implications are discussed.

Psychological skills interventions are often conducted with individual athletes and sports teams in an effort to build mental toughness, prevent injury, or enhance performance. Dancers remain an underserved population in the delivery of sport/performance psychology services, with extremely limited literature addressing college dance students. The dance community has several inherent physical and psychosocial demands, which can promote resilience. However, dancers may also strive to meet these demands by employing unhealthy coping strategies that could be linked to maladaptive appraisals and increased injury risk. The present study examined the impact of a psychological skills intervention program on college dance students' (N = 30) coping skills, pain appraisals, and injuries over a six-week period. A two-group pre-test/post-test quasiexperimental methodology was used to capture the potential influence of the intervention program. At the end of the six-week period, there were no significant differences observed between the treatment and control groups on the three major constructs. In particular, the results demonstrated the need for a single, operational definition of injury within the dance context. A focus group discussion led to several recommendations for future research and improvements for mental skills and life skills intervention programs. Best practices for scholars, applied practitioners, and dance educators are also discussed.

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