The purpose of this study was to provide a systematic review of studies on athletes' career transition out of sport from 1968 until the end of 2010. A total of 126 studies were evaluated and reported in three sections: sample characteristics, research designs and correlates of athletes' career transition adjustment. Samples ranged from 1 to 1617. Investigators examined a wide range of competitive levels, both genders and various sports. Researchers have used qualitative (44%), quantitative (44%), and mixed-model (12%) designs. Variables correlated to athletes' career transition adjustment were categorized into factors related to career transition (e.g., self-identity) and available resources during the career transition process (e.g., social support). The discussion focuses on the current status of the study area, limitations in its knowledge, suggested practical implications (e.g., providing proactive support) and future research directions (e.g., examining athletes' retirement decision-making process).

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.

This study qualitatively examined the motivationally relevant behaviors of key social agents in specializing sport participants. Seventy-nine participants (9–18 years old) from 26 sports participated in semi-structured focus groups investigating how coaches, parents, and peers may influence motivation. Using a critical-realist perspective, an inductive content analysis indicated that specializing athletes perceived a multitude of motivationally relevant social cues. Coaches’ and parents’ influences were related to their specific roles: instruction/assessment for coaches, support-and-facilitation for parents. Peers influenced motivation through competitive behaviors, collaborative behaviors, evaluative communications, and through their social relationships. The results help to delineate different roles for social agents in influencing athletes’ motivation.