Sports teach leadership, discipline, time management, and teamwork, among other values, all of which are essential skills for developing students’ success on and off the field of play (1)<\/span> While the developmental advantages of participating in sport are widely acknowledged, abusive supervision in sports is an area of more recent concern in the United States (US) media, particularly in collegiate athletics where it is inherently derived from the power dynamic present between coaches and their athletes (<\/span>2).<\/span> This power dynamic can shape athletes\u2019 well-being, sense of autonomy, and especially their performance (<\/span>3\u20136).<\/span><\/p>\n Prior research has highlighted the role abusive coaching plays on psychological, training, performance, and academic outcomes when compared to coaches who use a more athlete centred and humanistic approach (<\/span>7\u20139).<\/span> However, less is known about how these dynamics vary across different athlete groups, particularly among equity-deserving athletes sport (i.e., non-White, female, non-heterosexual, and disabled) (<\/span>4).<\/span><\/p>\n Our study aimed to bridge this gap by investigating abusive supervision in a diverse sample of collegiate athletes and exploring how factors like race, gender, sexual orientation, and disability status influence athletes’ experiences of abusive supervision. By focusing on how coaching styles (supportive versus abusive) shape the experiences of these athletes, this study provides insight into fostering a safe sporting environment for collegiate athletes to thrive both on and off the field.<\/span><\/p>\n How did the study go about this?<\/b><\/p>\n To explore these questions, we performed a cross-sectional analysis of the 2021-2022 National Collegiate Athletic Association (NCAA) myPlaybook survey, which included responses from 3,317 athletes. The survey captured self-reported demographics, sport type (team vs. individual, lean vs. non-lean), and multiple validated measures reflecting abusive and supportive coaching styles. Our team focused on comparing how athletes from different equity-deserving groups experienced abusive supervision and examined whether coach characteristics\u2014such as their attentiveness to and respect for athletes’ needs and input\u2014played a role in the prevalence of abusive behavior. We then used structural equation modeling (SEM) to identify associations, while controlling for confounding factors.<\/span><\/p>\n What did the study find?<\/b><\/p>\n Overall, we found that 18.6% of athletes reported experiencing some form of abusive supervision. Athletes with disabilities (OR=1.17, CI=1.04\u20131.31) and those participating in team sports (OR=1.10, CI=1.03\u20131.17) were associated with higher odds of experiencing abusive supervision. However, no significant differences in abusive supervision were found based on race\/ethnicity, gender identity, or sexual orientation. Still, we believe future studies with larger sample sizes of athletes from equity-deserving groups are needed to further explore the intersectional relationships analyzed in this study.<\/span><\/p>\n Furthermore, we found that coaches who demonstrated attentiveness to athletes’ needs (OR=0.82, CI=0.73\u20130.92) and showed respect for their input (OR=0.89, CI=0.80\u20131.00) were more likely to create a supportive environment, with lower odds of reported abusive supervision from athletes. Conversely, coaches who demonstrated harsh reactions (OR=1.06, CI=1.02-1.09) and a heightened focus on team success (OR=1.47, CI=1.28-1.69) and outcomes (OR=1.24, CI=1.07-1.44) were directly associated with increased reports of abuse supervision.\u00a0<\/span><\/p>\n What are the key take-home points?<\/b><\/p>\n In conclusion, our study emphasises the need for ongoing research into the role of coaching style in the collegiate athlete experience. By focusing on coaching and leadership as safeguarding intervention points, particularly among collegiate athletes with disabilities and those participating in team sports (10-12),<\/span>\u00a0we may help to achieve the goal of providing safe sport environments for all athletes.<\/span><\/p>\n Author Information<\/b><\/p>\n Edward B. Runquist III, BS,<\/span>1<\/span> Oluwasanmi O Adenaiye, MD, MSc,<\/span>2 <\/span>Mojdeh Sarzaeim, MD,<\/span>3<\/span> Jeffery J. Milroy, DrPH,<\/span>4<\/span> David L. Wyrick, PhD,<\/span>4 <\/span>**Yetsa A. Tuakli-Wosornu, MD, MPH<\/span>5,6<\/span><\/p>\n References<\/b><\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Keywords: collegiate athletes, equity-deserving, and coaching Why is this study important? Sports teach leadership, discipline, time management, and teamwork, among other values, all of which are essential skills for developing students’ success on and off the field of play (1) While the developmental advantages of participating in sport are widely acknowledged, abusive supervision in sports […]<\/p>\n\n
![\"\"](\"https:\/\/blogs.bmj.com\/bjsm\/files\/2025\/06\/Abusive-supervision-infographic-240x300.png\")
<\/p>\n\n
\n