Title IX establishes in law equal opportunity for women in educational programs that receive financial support from the federal government. In higher education in the Commonwealth of Pennsylvania, the misapplication of Title IX in college athletics is believed to have caused the termination of college wrestling programs that were otherwise successful programs. A review of the literature suggests an absence of research on Title IX and men’s varsity wrestling. This novel study included the perceptions of wrestling coaches and athletic administrators on Title IX in the Commonwealth of Pennsylvania, which is nationally known for its participation in the sport of wrestling. A quantitative approach was selected because it afforded the opportunity to include a greater number of subjects than a qualitative study, and the opportunity to generalize the results to other states. The descriptive survey approach allowed subjects to respond to questions administered through an online survey, using the SurveyMonkey® platform and a new instrument called the Title IX Inventory (TIXI). The subjects for this study included college wrestling coaches, institution presidents, and athletic administrators. The data from 49 electronic SurveyMonkey® surveys completed by participants were analyzed. Findings from Pearson correlations revealed that coaches with more years of experience with wrestling are more negative in their perceptions of the impact of Title IX. A one-way ANOVA and post-hoc Tukey tests showed that athletic administrators have a consistently more supportive attitude about the impact of Title IX. Suggestions for future research include studies on institutional presidents’ perceptions; college athletes’ perceptions; and various forms of Title IX compliance pursued by U.S. colleges and universities, specifically as it is applied to varsity athletics. / Educational Administration

Teachable moments (TMs) is a term that is used across various domains to refer to situations, occurrences, and/or events that present a potential opportunity to learn (Seals, 2018). TMs are recognized as important for educating others, as well as playing a role in professional and personal development. In sport contexts, TMs are a pathway for coaches to develop athletes (Hedlund, 1996). However, we do not fully understand what comprises TMs due to inconsistent usage of the term, and the paucity of sport-based, scholarly research on TMs. Much of our current understanding of TMs is based on studies from domains external to sport. This exploratory study aimed to (a) develop a broader conceptual understanding of how TMs occur between coaches and their athletes, and (b) explore university sports coaches’ perceptions of TMs with their athletes. In this study, data were collected through semi-structured interviews and a virtual TM recall document, whereby coaches logged events they perceived to be TMs with their athletes. Seven (7) university sports coaches completed an initial interview, while 5 of the 7 coaches completed between 4-8 recalls, as well as a second interview. A reflexive thematic analysis in combination with focused coding was applied, thus allowing us to develop a preliminary model of TMs in university sport contexts. In the first manuscript, titled ‘Teachable moments in university coaching: Exploring a coaching catchphrase,’we present our model, and outline the main qualities and conditions that support the occurrence of TMs. In the second manuscript, titled ‘Teachable moments: Practical examples from university sport,’ we elaborate on different forms of TMs that were developed in the findings, and provide concrete examples of TMs that coaches encountered in their day-to-day coaching practices. Throughout both manuscripts, we build our understanding of what comprises TMs in sport and discuss the implications for coaching practices and athlete development.