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This commentary is distinctly personal for us. We think it should be likewise for all scholars, leaders and organisers involved in youth sport. This is because, to our minds, at the core of most people's ways of approaching and promoting these supposedly healthy activities to children and young adults, is an apparent well-meaningness which centres on wanting the best for current and future generations. Unfortunately, while we accept such good intentions are present, they do not negate the empirical reality that critical scholars of sport have been pointing towards for over five decades - that is, professional and performance focused sports are often socially, politically and ethically questionable enterprises. If central features of our argument in this direction are accepted, several problems in terms of children's rights, health, and wellbeing become apparent as quite fundamental to the model of sport which is currently dominant in the Western imagination. To offer a path forward we outlined a focus on human development as the foundation upon which we build a series of clear recommendations. We conclude with the purposely pithy, populist and powerful statement that encouraging players to play, rather than thinking of sport as akin to work, should not be understood as some impossible task, but rather, a return to the ways that many of us were first drawn to the amazing potentials embedded in 'sport'. We compel scholars to reflect deeply on their place in the subcultures we critique, and if after doing so, they find themselves complicit in maintaining a world of sport that damages young people, contributes to them dropping out, and otherwise reduces the fun, enjoyment and positive development they gain from physical activity, we hope they will join us in being part of the solution rather than continuing to be central to the problem.

Objective: to establish the extent to which Rugby Union was a compulsory physical education activity in state-funded secondary schools in England and to understand the views of Subject Leaders for Physical Education with respect to injury risk. Method: a cross-sectional research study using data obtained under the Freedom of Information Act (2000) from 288 state-funded secondary schools. Results: Rugby Union was delivered in 81% (n = 234 of 288) of state-funded secondary school physical education curricula, including 83% (n = 229 of 275) of state-funded secondary school boys’ and 54% (n = 151 of 282) of girls’ physical education curricular. Rugby Union was compulsory in 91% (n = 208 of 229) of state-funded secondary schools that delivered it as part of the boys’ physical education curriculum and 54% (n = 82 of 151) of state-funded secondary schools that delivered contact Rugby Union as part of the girls’ physical education curriculum. Subject Leaders for Physical Education also perceived Rugby Union to have the highest risk of harm of the activities they delivered in their school physical education curriculum. Conclusion: Notwithstanding discussions of appropriate measures (i.e., mandatory concussion training, Rugby Union specific qualifications and CPD) to reduce injury risk, it is recommended that Rugby Union should not be a compulsory activity given that it has a perceived high risk of injury and is an unnecessary risk for children in physical education.

Prof. Mike Hartill, Dr Axel Kaehne, Dr Tom Simcock, Dr Laura Purdy, Dr Fiona Johnson, Dr Michelle Jones, Julie Feather & Dr Melanie Lang

Aim: This study aimed to investigate workplace bullying and explore correlations between bullying, burnout and resilience amongst perioperative nurses in Australia. Background: Workplace bullying in perioperative nursing involves verbal, physical and psychological violence. However, no prior studies have measured Australian perioperative nurses' experiences of workplace bullying nor sought to understand if there is a relationship with burnout and resilience. Methods: A descriptive correlational study was conducted utilizing an online survey incorporating four validated instruments. Descriptive statistics and regression models analysed workplace bullying, burnout and resilience. Results: Over half of perioperative nurses (n = 158/257, 61%) were exposed to workplace bullying. Consequences included fatigue and exhaustion (n = 129/192, 67%), anxiety (n = 123/192, 64%) and sleeplessness (n = 121/192, 63%). Organisational processes (r =.458, p <.001), bullying acts (r =.289, p <.001) and avoidance and withdrawal at work (r =.440, p =.001) increased burnout. Psychosocial distress (r = −.216, p <.001) was associated with decreased resilience. Conclusions: Workplace bullying is a persistent issue with negative impacts upon burnout, resilience and well-being. Implications for Nursing Management: The psychological well-being of employees can be prioritized by establishing and maintaining an organisational climate of psychosocial safety, thereby inhibiting the potential of bullying to manifest and positively influencing employee well-being to help promote workplace engagement, productivity and reduced burnout.

Research question: Little is known about the prevalence of gender-based violence (GBV) in sport in European Union (EU) Member States (MS). The research question underpinning this study is therefore: What is the nature and extent of gender-based violence in sport in the EU? Research methods: The study involved a scoping exercise in early 2016 focused on mapping and collecting existing research on the incidence and/or prevalence of any/all form(s) of GBV in sport. This was complemented by interviews with key stakeholders and experts within each EU MS. Results and Findings: 41 studies into (forms of) GBV in sport were identified across 17 countries. Of those identified, none investigated the whole range of behaviours that constitute GBV, so the prevalence of GBV in sport in EU MS is unknown. The most commonly studied form of GBV was sexual harassment, which had a reported prevalence rate of between 1% and 64% due to different methodologies and definitions. This variation is indicative of the challenges of studying GBV, which are discussed in this paper. Implications: The prevalence of (all forms of) GBV in sport is unknown. This means prevention efforts cannot be efficiently targeted and the effectiveness of intervention initiatives cannot be assessed. We recommend the European Commission contract regular research in sport that uses a standardized definition of GBV and a common methodological approach. Questions aimed at measuring the extent of GBV in different settings, including sport, should also be included in existing studies.

Recently, coach accreditation structures have involved the ‘fast-tracking’ of former elite athletes into coaching roles. This means that former athletes are having their coach education shortened for their time already served in the sport. Some of the reasons for fast-tracking include the perception that former athletes will quickly gain player respect, and, that they will recycle specific culturally entrenched coaching ideologies. The recycling or perpetuation of culturally entrenched ideologies is problematic given that many forms of harassment and abuse have come to be normalised in sporting contexts. Given that the International Olympic Committee Consensus statement highlighted that coach education is key to preventing harassment and abuse in sport, the lessening or shortening of education for former athletes sits in stark contrast to this recommendation. The aim of this research was to investigate whether one Australian elite swimmer who was fast-tracked into a swimming coaching role post-sport recycled abusive practices that she experienced as an athlete. Using a narrative inquiry approach, this research shows how one coach recycled practices which could be classified as physical and psychological abuse (also known as emotional abuse) because she had normalised them as an athlete. The implications of the fast-tracking of one athlete into a swimming coach role meant that she contributed to the perpetuation of physical and psychological abuse in sport.