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Scott Douglas, William R. Falcão and Gordon A. Bloom

through three pathways: formal, nonformal, and informal. These pathways offer benefits and drawbacks for coaches of athletes with disabilities, as demonstrated within the literature. First, formal learning pathways are mostly represented by coach education courses and certifications developed and

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Marja Kokkonen

gaps in the current research literature. The present findings are also of educational and practical importance. First, coach education should provide coaches with theoretical knowledge about GSMs, the detrimental psychological correlates of gender-based and sexual harassment, and the contents of anti

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Emily Kroshus, Jessica Wagner, David L. Wyrick and Brian Hainline

of each component. Figure 1 Theoretic framework informing coach educational module. Table 1 Coach Education Module Components and Strategies Component Objective Example Intervention Component 1. Mental health literacy Increase knowledge about signs and symptoms of mental illness Present mental

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Srinidhi Bellamkonda, Samantha J. Woodward, Eamon Campolettano, Ryan Gellner, Mireille E. Kelley, Derek A. Jones, Amaris Genemaras, Jonathan G. Beckwith, Richard M. Greenwald, Arthur C. Maerlender, Steven Rowson, Stefan M. Duma, Jillian E. Urban, Joel D. Stitzel and Joseph J. Crisco

. Comprehensive coach education reduces head impact exposure in American Youth Football . Orthop J Sports Med . 2015 ; 3 ( 10 ): 2325967115610545 . PubMed ID: 26779546 doi:10.1177/2325967115610545 10.1177/2325967115610545 26779546 54. Kerr ZY , Kroshus E , Lee JGL , Yeargin SW , Dompier TP

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Melissa L. Breger, Margery J. Holman and Michelle D. Guerrero

coach education, being applied here with related theories to re-norm a sport culture to create a healthier set of gender norms for a more inclusive and respectful sport culture, including a decrease in harassment and sexual abuse. This includes an analysis embodied in the social norms theory ( Berkowitz

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Emily Kroshus, Sara P.D. Chrisman, David Coppel and Stanley Herring

efforts to augment coach education about mental health must be nested in a larger discussion about what type of training should be required for coaches and who is responsible for developing this education and ensuring compliance. Counter to expectations, the coach’s own attitudes towards seeking

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Sara L. Giovannetti, Jessica R.G. Robertson, Heather L. Colquhoun and Cindy K. Malachowski

. The desire to educate coaches is compelling, as respondents cited pressure from coaches as one of the contributors to their mental health issues, and indicated that they would feel least comfortable talking about their mental health with a coach. Education on mental health may provide coaches with

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Jessyca N. Arthur-Cameselle and Molly Curcio

athletes’ clinical ED treatment as well as coach education programs. In sum, there is a need for research on athletes’ turning point experiences, particularly since they report sport-specific ED onset triggers. Researchers have called for more in-depth understanding of the personal experiences of athletes

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Krystn Orr, Katherine A. Tamminen, Shane N. Sweet, Jennifer R. Tomasone and Kelly P. Arbour-Nicitopoulos

-mediated environments (i.e., coaches, teammates, and friends). To provide positive first contact experience with sport, an emphasis must be placed on teacher, program instructor, and coach education regarding the provision of supportive sport environments among youth with disabilities. Specifically, there is a need for

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Gavin Breslin, Tandy Haughey, Wesley O’Brien, Laura Caulfield, Alexa Robertson and Martin Lawlor

can also increase athlete intentions to engage and offer help/support to someone with a mental health problem. Mental health and well-being in sport courses such as SOMI could be considered for inclusion in the development of coach education, player welfare and safe guarding athletes while enrolled in