This study investigates issues of gender, race and identity, as enacted through social media, focusing on the abuse experienced by tennis player Serena Williams during the 2015 Wimbledon Championships. A netnographic analysis of discriminatory or abusive comments relating to Williams were collected from 24 sites on two social media platforms, Facebook and Twitter. These platforms are popular sites commonly used for fan/athlete interaction. Williams identifies as female and African American, therefore intersectionality is adopted to examine the representation of Williams in social media spaces. Several pertinent themes were uncovered relating to Williams including ‘Gender questioning’, ‘Accusations of performance enhancing drugs use’ and ‘Racism’. Such themes showed a simultaneous overlapping of multiple forms of oppression encountered by Williams, reinforcing the notion of the black female athlete as ‘other’ in virtual spaces. Such oppression is perpetuated by the online environment.

This study investigated gender-based violence targeting high-profile women in virtual environments through the case of women’s tennis. Using a netnographic approach and the lens of third-wave feminism, 2 popular social media platforms (Facebook and Twitter) were analyzed to examine social commentary and fan interaction surrounding the top-5-seeded female tennis players during the Wimbledon Tennis Championships. Athletes were exposed to violent interactions in a number of ways. Four themes were identified through data analysis: threats of physical violence, sexualization that focused on the female physical appearance, sexualization that expressed desire and/or proposed physical or sexual contact, and sexualization that was vile, explicit, and threateningly violent in a sexual or misogynistic manner. Findings demonstrate how social media provides a space for unregulated gender-based cyberhate targeting high-profile women in their workplace in a way that traditional sport media does not.

In this article, we explore the coping strategies used by elite athletes in response to emotional abuse experienced within the coach–athlete relationship. The athletes in this study adopted emotion- and avoidance-focused coping strategies to manage their feelings in the moment that emotional abuse occurred. Over time, athletes accessed support networks and engaged in sense making to rationalize their experiences. The potential of coping-level intervention to develop individual resources and to break the cycle of emotional abuse in sport is highlighted. We suggest that as primary agents of ensuring athlete's protection, sport psychologists need appropriate safeguarding training.

Though long alluded to, there is now an accumulation of evidence of the vital contribution that emotion makes to learning. Within this broad advance in understanding is a growing body of research emphasising the embodied nature of this emotion-based learning. The study presented here is a pilot study using a mixed-method approach (combining both physiological and experiential methodologies) to give a picture of the “emotional landscape” of people’s learning through the intervention under study. This has allowed researchers to examine mediating pathways that may underlie any effects of an equine-assisted intervention. This study specifically focuses on examining the role of emotion. The intervention under study was used with young people with chronic mental health and behavioural problems for whom talk-based interventions were not working. Nine healthy participants aged 18–24 undertook the equine intervention, with an initial group having emotion-related psycho-physiological changes (skin conductance responses) measured while viewing their experience on video, and a further two participants experiencing a development of the methodology as their physiological responses were captured in real time during the intervention. The sessions were analysed by a group of five cross-disciplinary researchers to determine when significant learning episodes occurred, and the findings were that this learning was associated with powerful skin conductance responses. The qualitative element of the research entailed the participants watching themselves on video undertaking the equine intervention. They were asked to stop the video and share any changes in emotion at any point while watching. All participants experienced a positive temporal change in mood as the intervention progressed. All results supported the findings that emotional arousal occurred in relation to the participants asking the horse to perform a task. This paper will offer two novel contributions: (1) description of a new methodology for investigating the mechanism of action occurring in this type of intervention and (2) findings from the exploration of the intervention via psycho-physiological and experiential mechanisms.

While the topic of athlete welfare has gained significant attention in academic literature, to date there has been a primacy placed on physical settings and their ability to augment or thwart the welfare of athletes. The discourse has, therefore, neglected the advent of social media spaces and their potential to have a significant impact on athlete welfare. Social media platforms are now a vital component in the lives of athletes who are increasingly reliant on maintaining an online presence and following. In this commentary, we consider the scope of social media and its potential impact on the welfare of athletes, particularly female athletes. In doing so, we identify and discuss some of the positive health and well-being outcomes associated with increased online communication and self-representation in social media spaces. We examine the scholarship concerning the threats posed by social media spaces, consider power in virtual environments and its impact on welfare, and finally suggest some future directions for scholarship in this field.

Sport psychology has become increasingly recognized and accepted within professional sports, including soccer. To date, there is a lack of research that examines the provision of sport psychology within elite soccer, particularly from the experience of applied practitioners working within the field. The current study adopted a qualitative, inductive approach, to examine the experiences of practitioners responsible for sport psychology delivery within elite soccer academies in England. Seven participants (four females; three males), working within academies in the English Premier League, took part in semi-structured interviews about their experience of delivering sport psychology services within elite soccer academies. Results demonstrated that the provision of sport psychology is continually evolving, yet there are a number of factors that appear to inhibit the full integration of the discipline into academy soccer. Six key themes were identified: The breadth of sport psychology provision; what is sport psychology; the stigma surrounding sport psychology services; psychological literacy; the elite youth soccer environment; and the delivery of sport psychology under the Elite Player Performance Plan. Participants identified a lack of psychological literacy among coaches and academy staff, as well as a low level of guidance regarding the provision of psychology within the England Football Association’s guiding document—the Elite Player Performance Plan—leading to considerable variation in the nature of the sport psychology provision. Future research would do well to also sample from a range of staff working within English soccer academies, in order to assess their perception of the level of provision and understanding of psychology.