Camilla Jane Knight

• Ausland, Ådne; Solstad, Bård Erlend; Knight, Camilla J.; Ivarsson, Andreas & Torstveit, Monica Klungland (2026). Navigating uncharted territory: a biopsychosocial perspective on coaching female athletes. International Journal of Sport and Exercise Psychology. ISSN 1612-197X. doi: 10.1080/1612197x.2026.2701821. Full text in Research Archive Show summary

  As female athlete participation continues to grow globally, there is a pressing need to develop coaching strategies that address their specific biopsychosocial needs. This study explores the uncharted territory of coaching female athletes within the Norwegian sports context, drawing on the subjective experiences of coaches, retired elite female athletes, and sports federation representatives. Using a qualitative study design, 32 semi-structured interviews were conducted across eight major sports in Norway. Participants included elite coaches (n = 8), recreational coaches (n = 8), retired elite female athletes (n = 8), and sports federation representatives (n = 8). Reflexive thematic analysis generated three primary themes: (1) communication and relationships as sexed foundations of effective coaching, (2) female-specific coaching knowledge and its psychosocial consequences, and (3) systemic conditions of coach education and delivery. Coaches reported challenges in addressing menstrual health, body image, and injury prevention, often due to limited access to practical resources and evidence-based knowledge. Findings also revealed structural barriers within current coach education programmes, including minimal biopsychosocial content and limited organisational support. This study highlights the urgent need for practical, inclusive education that integrates biopsychosocial knowledge to foster more equitable coaching environments, enhancing the long-term well-being, development, and performance of female athletes.

• Owen, Robert; Knight, Camilla J.; Page, Will; Tallent, Jamie; Kilduff, Liam & Waldron, Mark (2026). The Lions Sports Academy TackleTEK Tool: The intra-and inter-coach reliability of assessing tackling competency in rugby union. PLOS ONE. 21(4 ). doi: 10.1371/journal.pone.0346881. Full text in Research Archive Show summary

  Tackling skill tests in rugby aim to evaluate skill competency, but their reliability to detect meaningful changes in tackling competency over time remains uncertain. This study aimed to: 1) determine the intra- and inter-rater reliability of scoring composite tackle competency by three youth grassroots rugby coaches (tier one, two, and three), and 2) assess reliability in scoring across tackling subcomponents (pre-contact, contact, and post-contact) using the TackleTEK Tool. Pilot data was used to develop a-priori analytical goals to assess the reliability of composite and subcomponent scoring. Non-parametric 95% Limits of Agreement were used to assess reliability. Twenty-five participants were recorded performing the one vs. one tackling assessment. The three coaches scored each tackle against pre-defined 18-point criteria. Systematic differences were assessed using Wilcoxon tests. Intra-coach composite tackling scores demonstrated agreement levels of 72% (95% CI 60% to 84%) for the tier three coach, and 100% (95% CI 100% to 100%) for both the tier two and one coaches, relative to the analytical goal. Inter-coach composite tackling agreement ranged from 78% (95% CI 67% to 89%) to 100% (95% CI 100% to 100%). Intra-coach subcomponent analysis showed the tier one and tier two coach to score all tackling subcomponents consistently (P > 0.05); however, the tier three coach only reliably scored the pre-contact phase. Subcomponent agreement ranged from 68% (95% CI 55% to 81%) to 82% (95% CI 71% to 93%), between tier three and tier one coaches, to 72% (95% CI 60% to 84%) to 98% (95% CI 94% to 100%), between tier two and tier one coaches. Within the context of this study, agreement was strongest for tier one and tier two coaches, supporting the use of the TackleTEK Tool to assess changes in tackling competency over time, with further work required to extend its application across coaching levels.

• Knight, Camilla J.; Pankow, Kurtis; Shearer, David A.; Bringer, Joy D.; Davies, Brian R. & Lewis, Owen C. [Show all 8 contributors for this article] (2025). The Welsh Institute of Performance Science: A Decade of Integrated Knowledge Translation in Elite Sport. Sports Medicine. ISSN 0112-1642. 55, p. 1329–1338. doi: 10.1007/s40279-025-02210-9. Full text in Research Archive Show summary

  Sport science researchers and practitioners have noted a gap between research and practice for some time. Although several solutions have been proposed, few recommendations have been made for researchers to follow that are based on successful, long-term sport science research programmes aimed at translating research into practice. Therefore, the purpose of this article is to outline a decade of work completed by the Welsh Institute of Performance Science as an institute for sport-based integrated knowledge translation. The aim is to provide a framework for other researchers and institutes to follow when engaging with organisations for long-term research-to-practice partnerships. In addition to outlining the development and functioning of the Welsh Institute of Performance Science to guide others, limitations of the approach used are also presented and considered to facilitate the future development of sport-specific models of knowledge translation, ensuring that the excellent research conducted across the disciplines of sport science effectively impacts the work of practitioners.

• Poole, Reuben; Knight, Camilla J.; Lovett, Vicky E.; Hill, Denise M.; Harwood, Chris. G. & Henriksen, Kristoffer (2025). Developing 'whole people': a case-study of a sports-friendly school. Qualitative Research in Sport, Exercise and Health. ISSN 2159-676X. 17(5), p. 416–434. doi: 10.1080/2159676x.2025.2521860. Full text in Research Archive Show summary

  The purpose of this current study was to explore how a whole person approach was conceptualised and supported within a sports-friendly school in the United Kingdom. A holistic, single case study methodology was used. Data collection occurred over an eleven-month period through observations, informal conversations, and semi-structured interviews with 64 individuals (37 males, 27 females). Data were analysed following guidance by Miles, Huberman, and Saldaña (2019). Analysis led to the identification of a desire from participants for a whole person approach to encompass more than acknowledging individuals as whole people, to proactively targeting the development of the whole person. Three factors were seen to influence such development: quality social interaction, exposure to opportunities and people, and having autonomy and responsibility over development. Findings illustrated that the sport-school fostered social interaction through exposing adolescents to a range of settings, such as small class sizes and shared living. Staff’s expertise and connections, along with varied extracurricular activities, enabled tailored learning experiences. Although developing whole persons was seen as important, factors were perceived to both support and hinder across the sports-friendly school environment.

• Santos, Fernando; MacDonald, Dany J.; Newman, Tarkington J. & Knight, Camilla J. (2025). Engaging in Socially Just Youth Sport Inquiry: Critical Interrogations and Possible Pathways for Youth Sport Scholarship. Kinesiology Review. ISSN 2161-6035. p. 1–7. doi: 10.1123/kr.2025-0022. Full text in Research Archive Show summary

  Youth sport scholars continue to advocate for the use of social inquiry to foster a more socially just society. The purpose of this critical commentary is to provide insights concerning how youth sport scholars can engage in socially just inquiry processes. To achieve these purposes, several suggestions are proposed regarding how youth sport scholars, regardless of the methodology and methods they use, can deliberately engage in inquiry through socially just processes. These ideas are grounded in four key components of the dynamic inquiry process: (a) scholars’ ontology and positionality, (b) the foundations of the inquiry process, (c) data collection and analysis, and (d) results and their implications. Ultimately, in attempts to investigate contemporary realities of youth sport, a diversity of complex challenges within a dynamic sociopolitical climate awaits those vested in social-justice promotion. To address such demands, equally nuanced approaches are necessary.

• Flower, Kirsten D.; Knight, Camilla J.; Rouquette, Olivier Y.; Waldron, Mark; Barrell, Donald & Mumford, Emily [Show all 7 contributors for this article] (2025). Barriers and facilitators to participation in women's and girls' rugby: A mixed-methods study. Journal of Sports Sciences. ISSN 0264-0414. 43(18), p. 1907–1923. doi: 10.1080/02640414.2025.2526290. Full text in Research Archive Show summary

  The aim of this study was to identify the perceived barriers and facilitators to participating in the elite women’s rugby pathway in England. An explanatory sequential mixed-method design was adopted comprising a survey and interviews. In total, 1,349 participants completed the survey. Quantitative survey data were analysed using descriptive statistics and Wilson-corrected frequency intervals. Subsequently, interviews were conducted with 46 survey respondents. Qualitative data were analysed using the coding stages recommended by Miles and colleagues (2019). Findings indicate that key facilitators included social support from parents, friends, and support staff within rugby, as well as participants’ enjoyment of the game, underpinned by the inclusivity of the sport, all of which contributed to both initial and continued participation. In contrast, barriers included stereotypes associated with the sport, time constraints, limited access at school, and challenges surrounding access to rugby opportunities linked with geographical location and education. The findings underline the complex and interrelated nature of these factors, which varied substantially depending on one’s age, level of playing environment, and geographical location.

• Elliott, Sam; Fernandes, G.; Anthoney, O.; Drummond, M. & Knight, Camilla J. (2025). ‘Engage me!' A multi-sport investigation of club interactions with parents at the beginning of the sporting season. Sport, Education and Society. ISSN 1357-3322. p. 1–20. doi: 10.1080/13573322.2025.2563693. Full text in Research Archive Show summary

  To better prepare parents for negotiating the complex and challenging nature of the youth sporting season, more attention is warranted around how clubs ‘onboard’ and support parents from the beginning of their involvement. This study utilised a multi-sport, rapid ethnography approach to examine how sport clubs engage parents at the beginning of the season and the impact of these interactions on the broader sport experience. Across four competitive youth sport settings (Australian football, netball, swimming and tennis), data were collected through 320 hours of covert field observations and 41 collaborative interviews with parents, coaches, and club leaders. Reflexive thematic analysis led to the development of three themes: (1) personalising the onboarding experience, (2) thanks and recognition, and (3) chats, check-ins, and consultations. The themes highlighted inconsistencies in club communication and onboarding practices, often leaving parents feeling dismissed, misunderstood, or undervalued. The findings emphasise the importance of prioritising meaningful and early engagement efforts with parents, which can potentially strengthen parental support, volunteerism, and contribute to a safer and more inclusive parent-supportive sport environment. Suggestions for clubs, sporting organisations, and policy makers are provided.

• Knight, Camilla J.; Santos, Fernando; Ferreira, Marta & Newman, Tarkington J. (2025). Socially-just parent intervention inquiry: challenges and potential pathways. Sport, Education and Society. ISSN 1357-3322. p. 1–15. doi: 10.1080/13573322.2025.2585366. Full text in Research Archive Show summary

  Research has routinely lent credence to the importance of having parent(s) and/or caregiver(s) who are actively involved and prioritise their children’s sporting development. Stimulated by a desire from sport organisations for resources and the growing body of knowledge related to sport parent involvement, there has been a steady rise in the development of interventions for youth sport parents. However, while these interventions have developed, the extent to which they have been developed, implemented, and evaluated in a socially just manner has not been considered. As such, the purpose of the current critical commentary is to provide novel insights that seek to instigate critical reflexivity when developing, implementing, and evaluating socially-just interventions for youth sport parents. To instigate critical reflection on the current state of research and identify alternative lines of inquiry moving forward, three overarching questions are posed. Specifically, this paper explores (1) Who has been included in data upon which interventions are developed? (2) What should be expected from parents? and (3) Where programs fit and fail?

• Höök, Martina; Knight, Camilla J. & McGawley, Kerry (2025). Stigmatised health topics in sport: An action research approach to enhance knowledge and communication. Journal of Sports Sciences. ISSN 0264-0414. 44(5), p. 574–592. doi: 10.1080/02640414.2025.2598171. Full text in Research Archive Show summary

  Performance development among adolescent athletes is influenced by various factors besides physical training and recovery, such as mental health, energy availability and hormonal symptoms and dysfunction. Despite the frequency with which these health-related challenges occur in athletes, they are often stigmatised topics of discussion. The current study aimed to design, implement, and evaluate an educational intervention to foster knowledge-sharing and communication about stigmatised health topics among late adolescent athletes (i.e. 16–19 years old) and their coaches. An action research methodology was adopted. Twenty-one athletes (12 female, nine male) and four coaches (two female, two male) engaged in two initial group sessions to develop the educational intervention (the planning phase). The planned intervention comprised a series of workshops exploring 1. relative energy deficiency in sport (REDs), low energy availability (LEA) and eating disorders (EDs), 2. mental health (MH) and 3. female and male sex hormone function. Evaluation utilised pre- and post-questionnaires and small group discussions. The intervention facilitated communication between the athletes and coaches by enhancing knowledge through integrated knowledge delivery and shared experiences. However, despite completing this educational intervention, the athletes continued to find communication about their body weight, EDs, and male hormone function challenging, which needs further evaluation.

• Semenova, Anna; Knight, Camilla J.; Thing, Lone Friis & McNamee, Mike (2025). Conceptualising ‘vulnerability’ across sport integrity contexts. Sport, Ethics and Philosophy. ISSN 1751-1321. p. 1–19. doi: 10.1080/17511321.2025.2563570. Full text in Research Archive Show summary

  Vulnerability is a multifaceted concept used across disciplines, yet in the context of sport integrity, it remains underexplored and lacks a clear conceptualisation despite its growing usage and wider application. This paper critically examines how the concept of vulnerability is currently incorporated in different sport integrity contexts and research literature. It proposes a novel understanding of vulnerability informed by the fields of research ethics and bioethics, specifically in relation to established analyses and operationalisations of vulnerability. Drawing on the layered account of vulnerability, we conceptualise vulnerability as relational and dynamic, moving beyond fixed and stereotypical categorisations of vulnerability. Our understanding of vulnerability expands the understanding of this concept from its more common association with doping behaviours and populations and illustrates how the layered approach can be helpful in identifying and analysing vulnerability across different sport integrity contexts. In doing so, this paper demonstrates how a bioethics-informed approach can enhance the conceptual clarity and support a more consistent application of vulnerability within sport integrity field.

• Erikstad, Martin Kjeøen; Johansen, Bjørn Tore; Knight, Camilla J. & Haugen, Tommy (2025). Like Father, like Son: A Qualitative Study on Father-Son Dyads at Senior National Football Team Level. Journal of Expertise. 8(2-3), p. 179–199. doi: https:/www.journalofexpertise.org/articles/volume8_issue2-3/JoE_8_2-3_Erikstad_etal.html. Full text in Research Archive Show summary

  The phenomenon of father-son dyads in professional sports is commonly acknowledged through anecdotes, but there is limited understanding regarding the dynamics within multi-generational sporting families. This study aimed to investigate father-son dyads within professional football, seeking insights into the influence of former professional athlete parents on their children’s sporting development. Interviews were conducted with the fathers and sons from three dyads, all of whom represented the Norwegian national football team. The data were analyzed using reflexive thematic analysis. The results that were generated through the analytic process highlighted several key aspects: (1) Former professional athlete-fathers perceived as role models that shaped their sons’ interests, behaviors, and aspirations for success, (2) Active involvement where the fathers played football with their sons and ensured quality practice, (3) Fathers as providers of opportunities, drawing from their own experiences, recognition, and professional networks, and (4) Fathers providing tangible and emotional support while balancing demands and expectations. Across all themes, fathers maintained a relaxed perspective on elite sport, emphasizing that football’s primary value lies in enjoyment and positive youth development rather than becoming an elite athlete. Notably, the results highlighted that the fathers’ behaviors, actions, and approaches aligned with existing literature and recommendations pertaining to parental involvement in sport. However, it was also apparent in the findings that the sons benefited from some unique aspects arising from having a parent with elite athlete status. This included fathers serving as an inspiring figure due to their professional career, granting access to exclusive experiences, and possessing insights into the demands of professional sports thereby offering invaluable advice and guidance. In essence, this study not only reaffirms established guidelines for parental involvement in sports but also illuminates the potential added value derived from having a parent with a background in elite athletics.

• Bugten, Jesper Barth; Haugen, Tommy; Ivarsson, Andreas; Knight, Camilla J.; Ommundsen, Yngvar & Spencer, Matthew [Show all 8 contributors for this article] (2025). Daily measures of sport enjoyment, social interaction, and attendance among female adolescent handball players. Psychology of Sport And Exercise. ISSN 1469-0292. 79. doi: 10.1016/j.psychsport.2025.102852. Full text in Research Archive Show summary

  This study investigates how sport enjoyment and the immediate impact of social interactions with peers and coaches influence short-term sport participation among early adolescent female handball players. By using a diary study approach, data from 27 players over 10 practices in 4 weeks (270 measurement points) were collected. The findings revealed that coach controlling use of rewards during practice increased the risk of non-attendance at the subsequent practices, while peer relatedness support after practice increased attendance probability. Contrarily, peer intra-team conflict, coach negative conditional regard, and sport enjoyment did not predict attendance, suggesting that peer relatedness support and coach controlling use of rewards are more influential in short-term participation decisions for this group of players. Sport enjoyment during practice, as well as peer relatedness support during and after practice, predicted sport enjoyment the following practice. These results highlight the importance of feedback timing and interaction quality in youth sports. Further exploration is proposed on these dynamics across a wider range of demographics, and longer time periods to understand the impact of short- and long-term sport participation.

• Rouquette, Olivier Y.; Cahalan, Róisín & Knight, Camilla J. (2025). Understanding Parental Involvement in Irish Dance. Journal of Sport & Exercise Psychology (JSEP). ISSN 0895-2779. 47(1), p. 23–32. doi: 10.1123/jsep.2024-0180. Full text in Research Archive Show summary

  The overall aim of the present study was to understand how dancers’ perception and parents’ own perceptions of parents’ responsiveness and competence support were associated with dancers’ self-perceptions and thriving. In total, 64 dancers and 91 parents for a total of 52 matching dyads participated in the study. Dancers were aged 7–24 years, trained on average 4.17 times/weeks, and were involved in Irish dancing for an average of 9.71 years. Participants completed self-reported questionnaires assessing their perceived responsiveness, competence support, self-perceptions, and thriving. Main analyses consisted of mediations performed with structural equation modeling. Results demonstrate that dancers’ perceptions of their parents’ responsiveness and competence support are associated with their self-perceptions and thriving. Responsiveness and competence support of their second parent was more strongly associated with thriving than responsiveness and competence support of the main parent. Parents’ own perceptions of competence support were positively associated with dancers’ thriving.

• Uzzell, Katie S.; Knight, Camilla J.; Pankow, Kurtis & Hill, Denise M. (2025). Investigating “What Works” in an Online Well-Being Intervention for Competitive and High-Performance Swimmers. The Sport Psychologist. ISSN 0888-4781. 39(2), p. 83–98. doi: 10.1123/tsp.2023-0142. Full text in Research Archive Show summary

  The purpose of the present study was to design, implement, and evaluate the delivery and utility of a multicomponent online intervention that aimed to protect and promote the well-being of competitive and high-performance swimmers. Utilizing an action research methodology, the current study evaluated the delivery and utility of an intervention comprising six online workshops that were tailored to the needs of high-performance swimmers (n attending = 46). In addition, an accompanying workshop for parents (n attending = 22) and coaches (n attending = 17) was developed and delivered. Data were analyzed using a reflexive thematic analysis approach. Overall, feedback on the intervention was positive, with participants indicating that they enjoyed the sessions, particularly opportunities for discussion and reflection, as well as learning from the experiences of a professional swimmer. Participants also indicated that their understanding and knowledge regarding well-being increased, as well as gaining reassurance and confidence regarding the support and strategies they had available. Nevertheless, there were some challenges and limitations identified with the workshops, which should be considered for future research and interventions.

• Solstad, Bård Erlend; Sersland, Andreas; Torstveit, Monica Klungland; Knight, Camilla J.; Ivarsson, Andreas & Kjær, Ingirid Geirsdatter Heald [Show all 7 contributors for this article] (2025). The Association Between Psychosocial Factors and Reported Injuries Among Youth Grassroot Soccer Players. European Journal of Sport Science (EJSS). ISSN 1746-1391. 25(6). doi: 10.1002/ejsc.12314. Full text in Research Archive Show summary

  Regular participation in grassroot sports may benefit adolescents by developing movement skills, fostering peer relationships, and cultivating positive attitudes and behaviors. However, increased volume and intensity of sport participation raise the risk of injuries, which may lead adolescents to quit sport. Hence, sport injuries are a public health concern, yet knowledge about injury prevalence in grassroot settings remains limited. Therefore, the aim of this study was to investigate: (a) the prevalence of injury in youth grassroot football players and (b) the relationships between prevalence of injury and potential risk factors; namely, sex, age group, social support, coach and peer autonomy support, and training load. Adolescents (n = 568; M age = 15.7 years; and SD = 1.4) playing for U14–U19 teams in Agder County in Norway provided information pertaining to their participation in grassroot football. Although no differences in the prevalence of injuries or substantial injuries were found between sex and age groups, the results indicated differences in injury anatomical areas based on sex and age. Moreover, the results revealed that a higher injury prevalence was associated with a combination of lower levels of peer autonomy support, higher weekly accumulated total football activity, and being female. For substantial injuries, the combination of higher amounts of match time or being a player who perceived lower levels of coach autonomy support in the group accumulating least match time was associated with a higher injury prevalence. Our results showed a surprisingly high prevalence of injury in youth grassroot football, highlighting the need for future intervention studies.

• Milan, Fabrício João; Knight, Camilla J.; Côté, Jean & Milistetd, Michel (2025). Evaluating a Brazilian online parent education programme in sport using the RE-AIM framework. International Journal of Sport and Exercise Psychology. ISSN 1612-197X. doi: 10.1080/1612197X.2025.2510258. Full text in Research Archive Show summary

  This study aimed to assess the effectiveness of a large-scale parenting programme on Brazilian tennis parents and sports administrators using the RE-AIM framework. The Tennis Parent Development Program was created as a Massive Open Online Course (MOOC), providing 11 free open-access modules on a web-based platform. A total of 122 parents took part in the programme. Interviews were conducted with eight parents and two sports administrators about their perceptions of the programme, and the data was analysed using reflexive thematic analysis. According to the data, parents and sports administrators found the online programme very convenient as it easily fit into parents' daily routines, making it easier to engage with. Although parents found the online resources to help inform them about their involvement in sports, there was a need to develop interaction activities and content that addressed the specific needs of players to expand the audience of parents. As such, it is important to design programmes that are less instructional and more applicable to a particular parent's situation in sports. This will help ensure that such programmes can complement other support activities for parents in sports organisations, such as face-to-face meetings. Additionally, to enhance the programme's effectiveness, it is recommended that fewer modules are provided, and the total duration of the programme is reduced. Furthermore, the lack of interaction opportunities between parents in online programmes was identified as an area for improvement. In conclusion, the Tennis Parent Development Programme is a useful resource for supporting parents.

• Stone, Maxwell J.; Knight, Camilla J.; Hall, Ross; Cropley, Brendan; Shearer, Catherine & Nicholas, Ross [Show all 7 contributors for this article] (2025). Elite swimmers’ and coaches’ understanding and psychological experience of taper: A multi-phase qualitative investigation. Journal of Applied Sport Psychology. ISSN 1041-3200. doi: 10.1080/10413200.2025.2507636. Full text in Research Archive Show summary

  Taper is an important component of race preparation in swimming but often misunderstood by athletes and coaches. Thus, through a multi-phase qualitative investigation, we aimed to examine swimmers’ and coaches’ understanding and psychological experience (i.e., thoughts, feelings, and behaviors) associated with taper. An interpretive descriptive methodology was used in both phases, with data collected via semi-structured interviews and analyzed in line with interpretive description recommendations. Findings from Phase 1 and 2 suggested swimmers and coaches understood taper as an idiosyncratic, multidimensional, and unpredictable training phase, and their thoughts, feelings, and behaviors centered around ensuring taper had positive psychological and performance related effects. Findings from both phases were also examined to identify similarities in key psychological features associated with taper. This revealed the psychology of taper is complex, imperfect, and multilevel in nature. Overall, our research provides the first detailed insight into the psychology of taper in elite athletes and highlights the need for further research and applied considerations in this area.

• Owen, Emily C.; Knight, Camilla J. & Hill, Denise M. (2024). A realist evaluation of a multi-component program with disengaged students. Evaluation and Program Planning. ISSN 0149-7189. 103, p. 1–11. doi: 10.1016/j.evalprogplan.2024.102417. Full text in Research Archive
• Tove, Mårs; Knight, Camilla J.; Davis, Louise; Nyström, Markus B.T. & Rouquette, Olivier Y. (2024). Understanding parental secure base support across youth sport contexts in Sweden. Psychology of Sport And Exercise. ISSN 1469-0292. 73. doi: 10.1016/j.psychsport.2024.102658. Full text in Research Archive
• Furre, Runar; Johansen, Bjørn Tore; Knight, Camilla J.; Mosewich, A.D. & Solstad, Bård Erlend (2024). A longitudinal interpretative phenomenological analysis study of athletes' lived experiences in elite disc golf competitions. Scandinavian Journal of Medicine & Science in Sports. ISSN 0905-7188. 34(1). doi: 10.1111/sms.14556. Full text in Research Archive Show summary

  Gaining the inside perspective of an elite athlete throughout the competitive season provides a unique approach to understand the lived experience during multiple competitive events. The purpose of the present study was to investigate how elite disc golf athletes perceive and interpret their experiences of performing during various training and competitive events over the course of an elite disc golf season. Two elite disc golf athletes, one man and one woman, were recruited using homogeneous purposive sampling. The participants were interviewed three times and observed during three competitive events, as well as before and after a training session. A longitudinal interpretative phenomenological analysis (LIPA) was adopted to capture temporal and dynamic changes of the participants' lived experiences. The findings illustrated the athletes' personal experiences of performing during competitive disc golf events, with both athletes' experiences of competition changing during the season. Their competitive experiences appear to relate to the meaning disc golf has for the athletes, which in this study had both an experiential and existential level of meaning over time. Such a finding illustrates the importance of honoring athletes' unique experiences in making sense of their performances during an elite disc golf season. Taking the time to understand athletes' perceptions of their personal experiences appear important in attempting to understand their sense-making of their hot cognition before, during, and after competitions.

• Uzzell, Katie S.; Knight, Camilla J.; Pankow, Kurtis & Hill, Denise M. (2024). Wellbeing in high-performance swimming: A grounded theory study. Psychology of Sport And Exercise. ISSN 1469-0292. 70, p. 1–11. doi: 10.1016/j.psychsport.2023.102557. Full text in Research Archive
• Santos, Fernando; Ferreira, Marta; Dias, Luís; Elliott, Samuel Kim; Milan, Fabrício João & Milistetd, Michel [Show all 7 contributors for this article] (2024). A scoping review of coach-parent interactions and relationships across youth sport settings. International Review of Sport and Exercise Psychology. ISSN 1750-984X. doi: 10.1080/1750984X.2024.2332986. Full text in Research Archive
• Owen-Boukra, Emily; Knight, Camilla J. & Hill, Denise M. (2024). Exploring how and why a sports-based multi-component intervention works for disengaged students: a longitudinal realist evaluation. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2024.2376229. Full text in Research Archive
• Newport, Rachael A.; Knight, Camilla J. & Love, Thomas D. (2024). Supporting parents of male academy footballers: An action research study. Journal of Applied Sport Psychology. ISSN 1041-3200. 36(4), p. 664–695. doi: 10.1080/10413200.2024.2329547. Full text in Research Archive
• Szabo, Sara W.; Owen, Emily C.; Kennedy, Michael D. & Knight, Camilla J. (2024). Keeping Girls in Sport: A Two-Part Evaluation of an E-Learning Program for Coaches and Activity Leaders. International Sport Coaching Journal. ISSN 2328-918X. 11(1), p. 31–40. doi: 10.1123/iscj.2022-0049. Full text in Research Archive
• Verrier, Alice; Knight, Camilla J. & Brown, Natalie (2024). Perceptions of menstrual cycle tracking among elite rugby players. Journal of Sports Sciences. ISSN 0264-0414. 42(16), p. 1538–1547. doi: 10.1080/02640414.2024.2400810. Full text in Research Archive
• Furusa, Maita G.; Knight, Camilla J. & Love, Thomas D. (2024). Creating optimally safe and enjoyable youth sporting experiences within the United Kingdom. Psychology of Sport And Exercise. ISSN 1469-0292. 73. doi: 10.1016/j.psychsport.2024.102652. Full text in Research Archive
• Stone, Maxwell J.; Knight, Camilla J.; Hall, Ross; Shearer, Catherine; Nicholas, Ross & Shearer, David A. (2023). The Psychology of Athletic Tapering in Sport: A Scoping Review. Sports Medicine. ISSN 0112-1642. 53(4), p. 777–801. doi: 10.1007/s40279-022-01798-6. Full text in Research Archive Show summary

  Taper is a common training strategy used to reduce fatigue and enhance athletic performance. However, currently, no review has summarised what psychological research has been conducted examining taper, what this research shows and what future research needs to be undertaken to extend the field. Consequently, a scoping review was conducted with three aims: (a) to determine the characteristics of psychological research examining taper, (b) to summarise psychological research collected during taper with adult athletes and coaches, and (c) to identify gaps in psychological research examining taper. Forty-eight articles were identified following an exhaustive search strategy and charted following scoping review guidelines. Results showed most research was quantitative, used a longitudinal design, was conducted in swimming, triathlon, cycling or across multiple sports, and used a university-, regional- or national-level male athlete sample. Eight themes were developed to summarise the research: Mood, Perception of Effort, Perceived Fatigue and Wellness, Recovery-Stress, Taper as a Stressor, Stress Tolerance, Psychological Preparation and Cognitive Functioning. Additionally, four research recommendations were identified: (a) conducting exploratory research that examines the impact taper has on athletes’ and coaches’ competition preparation and stress experience, (b) asking more advanced psychological questions and conducting multi-disciplinary research, (c) including a more diverse participant sample in studies and (d) examining the impact of psychological interventions during taper. Overall, this scoping review has highlighted the limited research examining the psychology of taper and the need for focused research that asks more complex questions across diverse populations.

• Haraldsen, Heidi Marian; Solstad, Bård Erlend; Fredriksen, Danielle C.; Gustafsson, Henrik; Nordin-Bates, Sanna M. & Knight, Camilla J. (2023). An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective. Frontiers in Education. 8. doi: 10.3389/feduc.2023.1148922. Full text in Research Archive Show summary

  The purpose of the present study was to explore perceptions of shared reality in teacher-student partnerships in ballet, and how these perceptions were related to experiences of quality in the relationship and well-being. A longitudinal qualitative study design was adopted, with three female ballet students and their teacher participating in three semi-structured interviews each over an eight-month period. Data were analyzed using a combination of thematic and narrative analysis. Findings indicated that across the teacher-student relationships there were perceptions of a shared reality only on the professional and distanced level and not on a relational and personal level. This was achieved by a common experience of what matters in the world of ballet education as well as students finding their teacher as trustworthy. Furthermore, it appeared that the authoritarian apprenticeship culture in ballet, where the teachers give clear instructions and feedback, and where the student role is to listen and adapt to the teacher’s instructions, was a barrier to fully achieving a shared reality on a personal and deeper level. In turn, this influenced the quality of the relationship and the wellbeing of both teacher and students. The present study offers critical reflections on the cultural backdrop of teaching and learning in ballet and highlights the importance of teachers to facilitate a supportive, unconditional, and trustworthy relationship so that they can work together in a more productive manner.

• Brown, Natalie & Knight, Camilla J. (2021). Understanding female coaches’ and practitioners’ experience and support provision in relation to the menstrual cycle. International journal of sports science & coaching. ISSN 1747-9541. doi: 10.1177/17479541211058579. Full text in Research Archive
• Solstad, Bård Erlend; Granerud, Morten; Haraldsen, Heidi Marian; Gustafsson, Henrik & Knight, Camilla J. (2021). An exploration of reciprocity between female athletes and their coach in elite junior swimming: a shared reality theory perspective. Qualitative Research in Sport, Exercise and Health. ISSN 2159-676X. doi: 10.1080/2159676X.2021.1941211. Full text in Research Archive Show summary

  Based on the proposition that the relationship between a coach and athlete is at its best when both parties contribute to enhancing its quality, the present study sought to investigate if Shared Reality Theory could provide new insights on the topic. Specifically, the purpose of the present study was to explore: (a) how a shared reality is established, or fails to be established, over the course of the sporting partnership between athletes and their coach; and (b) how the presence of a shared reality (or not) in the coach-athlete relationship is related to the experienced quality of the relationship between athletes and their coach, as recorded over time. Narrative inquiry, embedded within a longitudinal qualitative approach, was adopted. Six female elite junior swimmers and their head coach completing three interviews each over a 9-month period. Data were analysed using narrative thematic analysis, leading to the development of two narratives: A prevention-oriented narrative and a promotion-oriented narrative. Overall, the findings suggests that athletes who experience a shared reality with their coach are more motivated and report a higher sense of psychological well-being. To establish the experience of a shared reality, reciprocal and honest communication motivated by trust in the other is needed. Due to power imbalance, it is deemed important for coaches to be supportive and trustworthy to encourage athletes to communicate with them, so the coach and his/her athletes can work together in a synergistic manner.

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• Solstad, Bård Erlend; Ausland, Ådne; Knight, Camilla J.; Ivarsson, Andreas & Torstveit, Monica Klungland (2024). A comparative qualitative study of the distinctive needs of coaches who are coaching female athletes. Full text in Research Archive
• Ausland, Ådne; Torstveit, Monica Klungland; Ivarsson, Andreas; Knight, Camilla J. & Solstad, Bård Erlend (2024). A qualitative study of retired female athletes' lived experiences pertaining to coaching practices and their recommendations for female-specific coach education programs. Full text in Research Archive
• Solstad, Bård Erlend; Ausland, Ådne; Knight, Camilla J.; Ivarsson, Andreas & Torstveit, Monica Klungland (2024). A comparative qualitative study of the distinctive needs of coaches who are coaching female athletes. Full text in Research Archive
• Ausland, Ådne; Torstveit, Monica Klungland; Ivarsson, Andreas; Knight, Camilla J. & Solstad, Bård Erlend (2024). A qualitative study of retired female athletes' lived experiences pertaining to coaching practices and their recommendations for female-specific coach education programs. Full text in Research Archive
• Knight, Camilla J. & Solstad, Bård Erlend (2023). Ti råd til idrettsforeldre: Slik støtter du barna best. Full text in Research Archive
• Stone, Maxwell J.; Knight, Camilla J.; Hall, Ross; Shearer, Catherine; Nicholas, Ross & Shearer, David A. (2023). Erratum: Correction to: The Psychology of Athletic Tapering in Sport: A Scoping Review (Sports medicine (Auckland, N.Z.) (2023) 53 4 (777-801)). Sports Medicine. ISSN 0112-1642. 53(4), p. 803–806. doi: 10.1007/s40279-023-01824-1. Full text in Research Archive

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