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The adoption of classroom-based physical activity interventions in elementary schools is nearly universal (92%), but fewer than 22% of teachers who implement activity breaks achieve a dose of 10 min/day. Dissemination and implementation science frameworks provide a systematic approach to identifying and overcoming barriers likely to impede successful adoption and fidelity of evidence-based interventions. This review highlights the development and subsequent tailoring of a classroom-based physical activity intervention, Interrupting Prolonged sitting with ACTivity (InPACT), for delivery in low-resource schools using implementation science frameworks focused on equity. Unlike most classroom physical activity interventions, tailored InPACT includes a suite of implementation strategies (methods or techniques that support adoption, implementation, and sustainment of a program or practice) and, thus, has been designed for dissemination. These strategies were focused on increasing teacher self-efficacy and reducing multilevel implementation barriers in low-resource schools to promote intervention fidelity, effectiveness, and sustainment.

Interventions that are effective in research (efficacy or effectiveness) trials cannot improve health at a population level unless they are successfully delivered more broadly (scaled up) outside of the research setting. However, scale-up is often relegated to the too hard basket. Factors such as the need to adapt interventions prior to implementing them in diverse settings at scale, retaining fidelity to the intervention, and cultivating the necessary community and funding partnerships can all present a challenge. In the present review article, we present a scale-up case study—Choose to Move—an effective health-promoting intervention for older adults. The objectives of this review were to (a) describe the frameworks and processes adopted to implement, adapt, and scale up Choose to Move across British Columbia, Canada; (b) provide an overview of the phased approach to scale-up; and (c) share key lessons learned while implementing and scaling up health-promoting interventions with community partners across more than 2 decades.

This article is based on the 2022 Earle F. Zeigler Lecture Award that I presented in Atlanta, Georgia. For this paper, I reflect upon my career as a qualitative sport management researcher, with a specific focus on the mistakes I have made. I have two objectives with this paper. One objective is to advocate for continued learning about and rethinking how we conduct qualitative research. The second objective is to highlight ways in which we, as a field, can improve our qualitative research literacy. In the paper, I discuss eight learnings on the topics of ontologies and epistemologies, research designs, themes, pseudonyms, rigor, generalizability, positionality, and the publisher SAGE. In learning from my mistakes, we can be better consumers, producers, and evaluators of qualitative research.

In the youth sports domain, few coaches are women, masculine ideologies permeate the culture, and coaching practices do not always align with behaviors supportive of positive youth sports experience. The purpose of this study was to examine differences in men’s and women’s coaching behaviors associated with creating positive youth sports experience, including behaviors that create a safe and fun participation environment, a mastery motivational climate, and autonomy-supportive coaching. A total of 219 youth and high school coaches across different sports in one county in a western state responded to the survey—29% of them women. Along with the overall dearth of women in coaching, we found differences between men and women in the types of coaching positions they hold and the behaviors they bring to their coaching. Female coaches were more likely to be paid, primarily part-time, and they were also less likely to have children. Using a multivariate analysis of variance, significant mean vectors were found between female and male coaches in the four coaching behaviors measured. Women’s ratings were significantly higher on individual measures for autonomy and safety. As the coaching field comes to better understand the approaches that lead to positive youth sports experience, these findings raise important questions about why women and mothers are not a larger proportion of the coaching landscape and how that might change.

Professional team male-dominated sports have been built on masculine values; however, these values are challenged by the increasing number of women athletes entering this workplace. In this research, we explore the suitability and gender appropriateness of existing management processes and practices through three women’s professional and semiprofessional leagues. Drawing on a feminist perspective of continuum of care, players (n = 36) and organizational representatives (n = 28) were interviewed to gain insights into how athletes and organizations contend with their rapidly evolving workplaces. Framed around the values of affirmation, empowerment, and belonging, the continuum of care contrasts players’ everyday experiences of care with how organizations administer care. The research contributes through application of the feminist continuum of care. We present considerations for the management of female professional athletes in ways that are careful and an alternative value system that is affirmative, inclusive, and empowering.

Sportswashing has emerged full force in the 21st century, highlighting the gap between word and deed in the sports world. Yet, the term suffers from definitional imprecision and is often applied solely to autocratic hosts. This article offers a robust definition of sportswashing and—building from the soft-power approach to analyzing mega-events like the Olympics and World Cup—creates a sportswashing typology. This paper offers four advances in conceptualizing sportswashing: (a) the practice is not just the domain of autocrats, but can emerge in democracies as well; (b) domestic audiences are crucial to understanding the political complexities of sportswashing; (c) sportswashing often sets the stage for military intervention; and (d) new forms of sportswashing are emerging, with authoritarian regimes funding teams and events in democratic states.