This study sought to explore student–athletes’ experiences of bullying on intercollegiate teams. Eight team captains, five males and three females, were interviewed about their own experiences with bullying as well as their perceptions of the experiences of their teammates as victims, perpetrators, and onlookers of bullying. The findings revealed that bullying behaviors were perceived as common occurrences on intercollegiate sports teams with relational aggression being the most frequently reported form of bullying. The team captains believed that athletic ability, seniority on the team, age, personality, commitment, and work ethic influenced vulnerability to being bullied and the nature of the responses to bullying behaviors.

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In 2021, Syracuse University women’s basketball coach Quentin Hillsman resigned after players accused him of bullying and unwanted, inappropriate physical contact that led some players to experience suicidal thoughts and receive therapy.

Wichita State University men’s basketball coach Gregg Marshall resigned after players accused him of physical and verbal abuse that included punching a former player in the back.

Also in 2020, Texas Tech University fired women’s basketball coach Marlene Stollings after players accused her and other coaches of creating a culture of abuse that left players feeling “fear, anxiety, (and) depression.” (Stollings has subsequently sued the school for firing her without cause. A jury trial is scheduled for September.)

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Anger associated with sports participation may affect inability to acutely process anger, may decrease performance and increase the likelihood of risk-taking behavior in collegiate athletes. Therefore, the purpose was to examine the prevalence of anger in collegiate student-athletes across sex, academic status, and sport type.

Collegiate student-athletes demonstrated a higher prevalence of anger than male collegiate student-athletes, yet more males were high-risk. Most student- athletes displayed moderate-risk for anger across different sports. Anger across academic status was not significantly different implying that anger management and coping skills may need to be taught during their student-athlete tenure to mitigate the identified risk

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