Journal for the Study of Sports and Athletes in Education最新文献

{"title":"Post-collegiate athlete transitions and the influence of a coach","authors":"Molly P. Harry, E. Weight","doi":"10.1080/19357397.2021.1916338","DOIUrl":"https://doi.org/10.1080/19357397.2021.1916338","url":null,"abstract":"ABSTRACT Through examination of semi-structured interviews from former National Collegiate Athletic Association athletes (n = 150), this study used Schlossberg’s [1981. A model for analyzing human adaptation to transition. The Counseling Psychologist, 9(2), 2–18. doi:10.1177/001100008100900202] transition theory and Jowett’s [2007. Interdependence analysis and the 3 + 1Cs in the coach–athlete relationship. In S. Jowett, & D. Lavallee (Eds.), Social psychology in sport (pp. 15–27). Human Kinetics] 3C’s model to explore the influence of the coach, on athlete post-college transitions. Athletes found the transition difficult, experiencing feelings of identity loss and depression, while 39% reported difficulty and ease in their transition out of sport. The remaining 41% of athletes reported a smooth transition because they established identities outside of athletics and prepared for the ending of their athletic careers. Athletes voicing strong interpersonal support systems, mainly family and coaches, more successfully navigated their post-college transition than their peers who lacked interpersonal support. Finally, former athletes who noted positive athlete-coach relationships demonstrating 3Cs of commitment, closeness, and complementarity, found transition out of sport to be smooth.","PeriodicalId":56347,"journal":{"name":"Journal for the Study of Sports and Athletes in Education","volume":"15 1","pages":"219 - 244"},"PeriodicalIF":0.7,"publicationDate":"2021-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19357397.2021.1916338","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41773792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Seeing the benefits while trying to manage risk: Exploring coach perceptions and messaging with student-athletes around Fortnite","authors":"Jimmy Sanderson, Blair W. Browning, Hank DeHay","doi":"10.1080/19357397.2021.1916312","DOIUrl":"https://doi.org/10.1080/19357397.2021.1916312","url":null,"abstract":"ABSTRACT This research examined coach perceptions and interaction with student-athletes centered on the video game Fortnite. Semi-structured interviews with 22 student-athletes and 5 coaches at the Division I level in the Southwestern United States were conducted. Utilizing sensemaking theory, coaches reported perceptions about Fortnite as follows: (a) Fortnite as Social Bonding; (b) Fortnite and Health & Academic Performance Effects; (c) Fortnite and Time Management Concerns; (d) Fortnite Reflecting the Contemporary Generation of Student-Athletes; and, (e) Fortnite as a Risk Management Tool. Coach-athlete messaging around Fortnite was explored using memorable messages as a theoretical framework. Results indicated that student-athletes recalled messages about Fortnite in the following ways: (a) Fortnite as Surveillance; and (b) Fortnite and Performance Attributions. The results suggest that coaches need to strategically manage message construction around entertainment media such as video games to avoid negatively impacting their relationship with student-athletes while also needing to manage risks associated with these technologies.","PeriodicalId":56347,"journal":{"name":"Journal for the Study of Sports and Athletes in Education","volume":"17 1","pages":"39 - 65"},"PeriodicalIF":0.7,"publicationDate":"2021-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19357397.2021.1916312","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42026659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An examination of concussion education, management, and safety practices of girls’ high school soccer coaches","authors":"Sungwon Kim, D. Connaughton, M. Sagas","doi":"10.1080/19357397.2021.1915692","DOIUrl":"https://doi.org/10.1080/19357397.2021.1915692","url":null,"abstract":"ABSTRACT The concussion rate in girls’ soccer is among the highest in high school athletics. As such, coaches have a professional and ethical responsibility to reduce and properly manage concussions. The primary purpose of this study was to examine concussion education received, presence of athletic trainers, awareness of organizational concussion policy, concussion safety practices based on the presence of athletic trainers and coaches’ demographic/professional background. Participants included 140 head coaches who voluntarily completed a survey. Results revealed the NFHS’s Concussion in Sport (93.6%) was the most popular educational training received. Approximately 63% of coaches responded from schools where athletic trainers were present during all soccer games. A notable percentage of respondents did not know their high schools’ concussion policy such as concussion education requirements (27.1%) and penalty from non-compliance (23.6%). This exploratory study informs stakeholders on the current status of concussion management policies and practices in high school girls’ soccer.","PeriodicalId":56347,"journal":{"name":"Journal for the Study of Sports and Athletes in Education","volume":"16 1","pages":"225 - 242"},"PeriodicalIF":0.7,"publicationDate":"2021-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19357397.2021.1915692","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45674844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Role separation’s impact on student-athlete well-being","authors":"Jowan Watson, N. Crowell, J. Riley","doi":"10.1080/19357397.2021.1916308","DOIUrl":"https://doi.org/10.1080/19357397.2021.1916308","url":null,"abstract":"ABSTRACT\u0000 Student-athletes balance the roles of student and athlete in their identities, and these roles provide stressors and risks that may influence their mental health. Student-athlete role separation is the degree to which student-athletes separate their roles as student and athlete. This IRB approved (2018-0421) study utilized sequential explanatory mixed-methods to examine role separation’s impact on well-being in student-athletes at four NCAA Division-I institutions. Results indicated that high athletic identity was associated with a low degree of role separation (r = −0.281). Only 6% of student-athletes (n = 186) separated their roles to a high degree; most were flourishing (61%); however, no significant correlation was found between well-being and role separation. In addition, student-athletes perceived a lack of role separation to positively impact their well-being. Further research is needed to assess role separation’s influence on student-athlete well-being, and evidence-based strategies should be explored to facilitate student-athlete flourishing during the college years.","PeriodicalId":56347,"journal":{"name":"Journal for the Study of Sports and Athletes in Education","volume":"15 1","pages":"27 - 52"},"PeriodicalIF":0.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19357397.2021.1916308","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47293474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Classroom teaching and athletic coaching: Connecting social positions through interrole symbiosis","authors":"Alan Brown, E. Wilson","doi":"10.1080/19357397.2020.1840239","DOIUrl":"https://doi.org/10.1080/19357397.2020.1840239","url":null,"abstract":"ABSTRACT The purpose of this study is to examine a first-year educator’s socialization into the roles of classroom teaching and athletic coaching. This case study explores the significance of a middle school social studies teacher’s previous life experiences on her orientation toward teaching and coaching and the impact of her socialization – including teacher education, coaching education, and school induction – on her emerging teacher identity. Findings add to the existing research on interrole conflict among teacher-coaches while establishing a revised framework for interrole symbiosis, a concept that allows for the addition of interrole complementarity between the social positions of classroom teaching and athletic coaching in K-12 schools.","PeriodicalId":56347,"journal":{"name":"Journal for the Study of Sports and Athletes in Education","volume":"15 1","pages":"1 - 26"},"PeriodicalIF":0.7,"publicationDate":"2020-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19357397.2020.1840239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43500393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mind, body, spirit, and sport: A systematic review examining the effectiveness of interventions targeting the biopsychosocial-spiritual health of NCAA student-athletes","authors":"B. Brown, J. Jensen, Jennifer L. Hodgson, Rachel Brown, Damon Rappleyea, A. Schoemann","doi":"10.1080/19357397.2020.1774262","DOIUrl":"https://doi.org/10.1080/19357397.2020.1774262","url":null,"abstract":"ABSTRACT NCAA student-athletes are at risk for various physical (e.g. injury), psychosocial (e.g. depression), and spiritual (e.g. identity development) health concerns. Consequently, researchers and NCAA athletics’ personnel have prioritized conducting research and developing interventions designed to improve the overall health and well-being of student-athletes. This systematic review was guided by the biopsychosocial-spiritual (BPSS) framework to account for student-athletes’ overall health experience. We incorporated Cooper’s [2010. Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Sage] seven-step protocol for research synthesis to examine the effectiveness of interventions targeting BPSS health outcomes among NCAA student-athletes. Of the 420 studies retrieved from five electronic databases, a total of 20 studies published between 1989 and 2017 were included for review. Results indicated that mindfulness- and cognitive-behavioral-based interventions may be effective at improving BPSS health outcomes among student-athletes. However, the majority of studies had poor methodological quality and demonstrated high risk of bias, raising concern for the generalizability and validity of findings. Implications are discussed.","PeriodicalId":56347,"journal":{"name":"Journal for the Study of Sports and Athletes in Education","volume":"14 1","pages":"235 - 261"},"PeriodicalIF":0.7,"publicationDate":"2020-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19357397.2020.1774262","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46766437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The price of the front porch: Exploring the relationship between student fees and intercollegiate athletic team performance","authors":"E. M. Davidson","doi":"10.1080/19357397.2020.1774237","DOIUrl":"https://doi.org/10.1080/19357397.2020.1774237","url":null,"abstract":"ABSTRACT College sports are a multi-billion dollar industry that influence the financial decisions of colleges and universities throughout the United States. One such decision is the implementation of mandatory athletics fees charged to the student body. University administrators introduce these fees under the impression that increased spending on athletics will lead to more successful sports programs, garnering prestige for and interest in the university from prospective students and the public. Using institution-level data from a variety of sources, the following study conducted regression analysis to investigate the relationship between student fees and winning percentages for football and men’s basketball teams at a sample of National Collegiate Athletics Association Division I institutions. Results indicate little to no relationship between student fees and sports performance for football, but some relationship for men’s basketball. The results of this study have the potential to improve administrators’ understandings that a relationship between the investments and benefits is unlikely, potentially preventing cost escalation for students.","PeriodicalId":56347,"journal":{"name":"Journal for the Study of Sports and Athletes in Education","volume":"15 1","pages":"53 - 70"},"PeriodicalIF":0.7,"publicationDate":"2020-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19357397.2020.1774237","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46962685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A 50-year retrospective view of leadership development through intercollegiate sport experiences from the perspective of former student-athletes","authors":"S. Beard, W. J. Weese","doi":"10.1080/19357397.2020.1774238","DOIUrl":"https://doi.org/10.1080/19357397.2020.1774238","url":null,"abstract":"ABSTRACT Critics justifiably chronicle the problems in intercollegiate sport. Some call for reform, others abolishment. Supporters suggest that sound, ethically-based intercollegiate sport programs significantly contribute to the personal and leadership development of student-athletes. The researchers examined the perceptions of male and female intercollegiate basketball players who played at a major Canadian university over 50 years ago, when they were near, or at, retirement age, and at a stage in their lives when they could best evaluate the benefits of the experience. All of the respondents believed that these programs had unique, significant and transferable impacts on their leadership development and personal growth, regardless of their role on the team which they didn’t realize this at the time, and had not thought about it since. The researchers offer nine suggestions to heighten leadership development in these programs and showcase programs now offered in intercollegiate sport programs in Canada and the United States.","PeriodicalId":56347,"journal":{"name":"Journal for the Study of Sports and Athletes in Education","volume":"14 1","pages":"210 - 234"},"PeriodicalIF":0.7,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19357397.2020.1774238","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47736285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship between social support and depressive symptoms in collegiate student athletes","authors":"Mariah Sullivan, Matt A Moore, L. Blom, Greta Slater","doi":"10.1080/19357397.2020.1768034","DOIUrl":"https://doi.org/10.1080/19357397.2020.1768034","url":null,"abstract":"ABSTRACT Depression levels in collegiate athletes are consistent with or higher than those of the general population [Cox (2015). Investigating the prevalence and risk-factors of depression symptoms among NCAA Division I collegiate athletes (Doctoral dissertation, Southern Illinois University at Edwardsville); Prinz, Dvořák, & Junge (2016). Symptoms and risk factors of depression during and after the football career of elite female players. British Journal of Medicine and Sport Open Sport & Exercise Medicine, 2(1), e000124; Wolanin, Hong, Marks, Panchoo, & Gross (2016). Prevalence of clinically elevated depressive symptoms in college athletes and differences by gender and sport. British Journal of Sports Medicine, 50(3), 167–171], warranting examination of probable causes and protective factors. This study examined depressive symptoms in collegiate athletes and how they relate to different types and sources of social support. The student athlete population at a Division I university (N = 238) completed a survey on depressive symptoms (i.e., Center for Epidemiological Studies Depression Scale) [CES-D; Radloff (1977). The CES-D scale. Applied Psychological Measurement, 1(3), 385–401] and social support (i.e., Berlin Social Support Scale; [BSSS; Schulz & Schwarzer (2003). Soziale Unterstützung bei der Krankheitsbewältigung. Die Berliner social support Skalen (BSSS) [Social support in coping with illness: The Berlin social support scales (BSSS)]. Diagnostica, 49(2), 73–82]four open-ended questions). Higher levels of social support were correlated with fewer depressive symptoms. Multiple regression revealed tangible support from athletic sources, need for support, and tangible support from personal sources were significant predictors of depressive symptoms, (F = 23.2, p <.001). Most beneficial soources of support were teammates (n=20) and non-athletic persons (n=19). Athletes wanted more support from coached (n=72). This study offers insight into how best to provide support, which impacts performance and overall mental health.","PeriodicalId":56347,"journal":{"name":"Journal for the Study of Sports and Athletes in Education","volume":"14 1","pages":"192 - 209"},"PeriodicalIF":0.7,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19357397.2020.1768034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46993097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early recruiting in NCAA sport: An exploratory study of scarcity effects","authors":"Meredith Flaherty, M. Sagas","doi":"10.1080/19357397.2020.1759354","DOIUrl":"https://doi.org/10.1080/19357397.2020.1759354","url":null,"abstract":"ABSTRACT Current sources of information regarding the effects of early recruiting in college athletics, on which recent NCAA bylaw changes were predicated, are grounded in anecdotal accounts of deleterious effects on the psychosocial health of adolescent athletes [e.g. DaSilva, M. (2016, May 17). Straight talk: A special LM roundtable on early recruiting. US Psychological Foundations of AttitudesLacrosse Magazine. http://laxmagazine.com/mag/2016/05/051716_straight_talk_lacrosse_magazine_roundtable_on_early_recruiting.; Popper, N. (2014, January 26). Committing to lay for a College, then Starting the 9th Grade. New York Times. http://www.nytimes.com/2014/01/27/sports/committing-to-play-for-a-college-then-starting-9th-grade.html?_r=0.). Through the lens of scarcity effects [Brock, T. C. (1968). Implications of commodity theory for value change., 1, 243–275. https://doi.org/10.1016/B978-1-4832-3071-9.50016-7], an exploratory study was conducted to examine parents’ perspectives on the effects of an accelerated recruiting timeline on the college choice factors, the decision to accept a verbal scholarship offer, and the psychosocial outcomes of the recruiting process for their child. Interviews (N=12) conducted with parents of female soccer prospective student-athletes who were recruited prior to NCAA permissible contact windows indicated that brand value and program coach were given primacy over academics as college choice factors, and that the fear of losing out on a scholarship and the desire for cognitive closure affected the timeline for accepting a verbal scholarship offer.","PeriodicalId":56347,"journal":{"name":"Journal for the Study of Sports and Athletes in Education","volume":"14 1","pages":"165 - 191"},"PeriodicalIF":0.7,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19357397.2020.1759354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42424652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}