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Research on organizational stress in sport has expanded within recent decades. Despite voluminous literature, no systematic reviews exist to congregate findings in a single, rigorous point of reference. Filling this void helps researchers and practitioners to understand organizational stress and its implications for health, well-being, and performance. The objectives of this study were to search for, appraise, and critically synthesize the literature on organizational stress (i.e. stressors, appraisals, coping, emotions) and or well-being within the context of organizational stress in competitive sport, with the intention of progressing conceptual, methodological, and applied understanding. A systematic review was conducted using PRISMA guidelines and robust searches of PsycArticles, PsycInfo, and SPORTDiscus databases. The final sample comprised 55 methodologically sound studies with athletes, coaches, and or support staff. Findings revealed a myriad of organizational stressors, underpinned by a range of situational properties, and managed using various coping options (e.g. problem solving). Appraisals, emotions, and well-being received scant attention in the context of organizational stress. Experiences of organizational stress among athletes, coaches, and support staff have highlighted implications for health – and performance-related outcomes. Future research should consider longitudinal, diary, integrative designs, and analytical pluralism within under-represented populations (e.g. coaches, support staff) to deepen our understanding. [ABSTRACT FROM AUTHOR]

Background: Physically active learning (PAL) - integration of movement within delivery of academic content - is a core component of many whole-of-school physical activity approaches. Yet, PAL intervention methods and strategies vary and frequently are not sustained beyond formal programmes. To improve PAL training, a more comprehensive understanding of the behavioural and psychological processes that influence teachers' adoption and implementation of PAL is required. To address this, we conducted a meta-synthesis to synthesise key stakeholders' knowledge of facilitators and barriers to teachers' implementing PAL in schools to improve teacher-focussed PAL interventions in primary (elementary) schools. Methodology: We conducted a meta-synthesis using a five-stage thematic synthesis approach to; develop a research purpose and aim, identify relevant articles, appraise studies for quality, develop descriptive themes and interpret and synthesise the literature. In the final stage, 14 domains from the Theoretical Domain Framework (TDF) were then aligned to the final analytical themes and subthemes. Results: We identified seven themes and 31 sub-themes from 25 eligible papers. Four themes summarised teacher-level factors: PAL benefits, teachers' beliefs about own capabilities, PAL teacher training, PAL delivery. One theme encompassed teacher and school-level factors: resources. Two themes reflected school and external factors that influence teachers' PAL behaviour: whole-school approach, external factors. Ten (of 14) TDF domains aligned with main themes and sub-themes: Knowledge, Skills, Social/Professional Role and Identity, Beliefs about Capabilities, Beliefs about Consequences, Reinforcement, Goals, Environmental Context and Resources, Social influences and Emotion. Conclusions: Our synthesis illustrates the inherent complexity required to change and sustain teachers' PAL behaviours. Initially, teachers must receive the training, resources and support to develop the capability to implement and adapt PAL. The PAL training programme should progress as teachers' build their experience and capability; content should be 'refreshed' and become more challenging over time. Subsequently, it is imperative to engage all levels of the school community for PAL to be fully integrated into a broader school system. Adequate resources, strong leadership and governance, an engaged activated community and political will are necessary to achieve this, and may not currently exist in most schools. [ABSTRACT FROM AUTHOR]

The purpose of this study was to critically examine the qualitative research on childhood trauma survivors' experiences of sporting activities. A comprehensive search of health and social science databases, manual journal searches, and contact with experts yielded 7,395 records. Full-text screening resulted in a final sample of 16 studies. Meta-study methodology was used as a diagnostic tool to rigorously analyze the theory, methods, and findings of the included studies. Studies with explicit connections between philosophy, theory, and methodology resulted in a more robust and critical contribution to the literature. There was much diversity in terms of methodological approaches and qualitative methods which was important in revealing the multifaceted nature of experiences in sporting activities following trauma. Findings from the reviewed studies indicated that a sense of belonging, psychological escape, embodied experience, and the physical and social environmental are important considerations in the study of sporting activities for trauma survivors. [ABSTRACT FROM AUTHOR]