The purpose of the present review was to provide an up-to-date summary of the burnout-in-sport literature. The last published reviews were in 1989 (Fender) and 1990 (Dale & Weinberg). In order to appreciate the status of current knowledge and understanding and to identify potential future directions, the authors conducted a synthesis of published work using a systematic-review methodology. Findings comprised 3 sections: sample characteristics, correlates, and research designs and data collection. A total of 58 published studies were assessed, most of which focused on athletes (n = 27) and coaches (n = 23). Correlates were grouped into psychological, demographic, and situational factors and were summarized as positively, negatively, indeterminate, and nonassociated with burnout. Self-report measures and cross-sectional designs have dominated research. The authors conclude by summarizing the key findings in the literature and highlighting the gaps that could be filled by future research. Burnout in the sport setting was first investigated by Caccese and Mayerberg (1984) in a study of coach burnout. Similar to many concepts in sport psychology, the original conceptualization occurred outside sport, in this case in the work domain. Herbert Freudenberger (1974) is generally considered the founding father with his study on staff burnout among volunteers at a New York drug rehabilitation clinic. Around the same time, however, Christina Maslach, a social-psychology researcher, also began to coin the term to describe a gradual process of exhaustion, cynicism, and reduced commitment among poverty lawyers. Maslach’s work has continued to be instrumental in shaping the development of research in the field, and the more practitioner-based approach established by Freudenberger has forged a second tradition focused on the assessment, prevention, and treatment of the syndrome (Schaufeli & Buunk, 2003). In both the professional and sport settings the concept of burnout has been enormously popular and readily taken up. The media have been instrumental in popularizing the concept through (in the case of sport) sensational accounts of the dramatic demise of high-profile sports stars and the decline of young prodi gies who fail to fulfill their potential. It has become a colloquialism in the sport community and among the wider fan base (Raedeke, 1997; Vealey, Armstrong, Comar, & Greenleaf, 1998). Use of the term burnout also conjures powerful visual

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Burnout in sport: A systematic review

Research has demonstrated that coaches experience stress because of the nature of their job and that stress can affect their physical and mental well-being (Richman, 1992; Wang & Ramsey, 1998). The purpose of the present study was to better understand coaches’ experiences with stress, the perceived effects of stress on their coaching performance, and their coping strategies. A semistructured interview approach was used with 10 NCAA Division I male and female head coaches. The five major themes that characterized the coaches’ experiences were contextual/conditional factors, sources of stress, responses and effects of stress, managing stress, and sources of enjoyment. The results are discussed in relation to Smith’s (1986) cognitive-affective model of stress. Opportunities for future research are suggested, and implications for practitioners who want to help coaches manage the stress of their profession are offered.

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College Coaches’ Experiences with Stress—“Problem Solvers” Have Problems, Too

Children's reports of emotional, physical and sexual maltreatment by educational staff in Israel

Research grounded in role theory and occupational socialization theory point to the potential consequences of occupying the roles of physical education teacher and athletic coach concurrently. Specifically, time constraints and inconsistencies in role requirements, organization, rewards, and modes of accountability in teaching and coaching create challenges and may force some teacher/coaches to choose one role as primary to the detriment of the other role. However, most of this research has diminished or altogether neglected the impact of individual identity and social context on the experience of role conflict. The purpose of this paper is to review research related to role conflict in the dual role of teacher/coaches and to propose a conceptual model for viewing teacher/coaches role conflict from a multidimensional perspective. Finally, a case is made for a revitalization of teacher/coaches role conflict research in physical education.

Toward a Multidimensional Perspective on Teacher-Coach Role Conflict

This study presents results of a survey that asked current university students to recall instances of sexual harassment by high school teachers. Although most respondents did not think that sexual harassment by teachers was frequent or serious in their high schools, half cited examples of such incidents involving other students. Approximately 6% of the respondents reported having personally experienced sexually inappropriate attention from high school teachers. In addition, over one third noted that they knew of a sexual relationship between a high school student and a teacher. In these cases, the majority of the respondents thought the student and the teacher were equally interested in the affair. This finding, in conjunction with other responses, provided evidence that students often disclaimed instances of sexual harassment in high school.

Sexual Harassment in High School.

This descriptive study reports the extent of sexual harassment between North Carolina high school students and teachers and suggests procedures for recognizing and ending those improper relationships. Although the majority of research about sexual harassment in an academic setting has been performed on college campuses, the problem has been experienced in secondary education. To assess the current environment, I surveyed 140 North Carolina school superintendents and 300 high school seniors. The data revealed a discrepancy between the number of faculty that the superintendents reported as having been disciplined for sexual harassment of a student and the number of students who believed that they had experienced sexual harassment. A structure for establishing guidelines to prevent teacher-student sexual harassment is presented.

Dan Wishnietsky

Papers

Reported and Unreported Teacher-Student Sexual Harassment

Role Conflict, Coaching Burnout, and the Reduction in the Number of Female Interscholastic Coaches

Coaching Problems are Suggested Solutions Effective

Assessing Coach-Student Relationships.

The Effect of "Franklin v. Gwinnett County" on Sexual Harassment Policy in Secondary Education.