This study examined the relationship between athletic identity, race, gender, sport, and expectation to play professionally and career planning attitudes (career optimism, career adaptability, and career knowledge) among NCAA Division I college student-athletes. Participants of this study consisted of 538 Division I student-athletes from four Bowl Championship Series institutions. Results of this study found that Division I student-athletes with higher athletic identities had lower levels of career optimism; Division I student-athletes who participated in revenue-producing sports had lower levels of career optimism; and student-athletes with a higher expectation to play professional sports were more likely to be optimistic regarding their future career and displayed higher athletic identities. Statistically significant findings indicated the following gender differences: male Division I student-athletes believed they had a better understanding of the job market and employment trends; males had more career optimism; and females had higher levels of athletic identity than their male counterparts. Implications for counseling student-athletes are addressed.
Shaun C. Tyrance, Henry L. Harris, and Phyllis Post
Frank M. Perna, Rebecca L. Ahlgren, and Leonard Zaichkowsky
Collegiate male athletes and nonathletes’ (N = 76) level of life satisfaction was assessed at termination of their collegiate careers, and further analyses indicated the degree of association between athletic injury history and life satisfaction after accounting for demographic and career-planning variables. While no significant Group or Group by Race interaction effects were found, life satisfaction was significantly lower among African American students. Regression analysis, controlling for demographic variables, further indicated that athletes who had sustained a severe athletic injury were no less satisfied with life than noninjured and moderately injured athletes. However, athletes who could state a postcollegiate occupational plan were significantly more satisfied with life than those who were unable to indicate such a goal. Results suggest that the role of athletic participation and athletic injury with respect to life satisfaction may have been overemphasized. The potential role of career planning in understanding termination from collegiate sport is discussed.
Susan E. Inglis
The status and representation of women in university sport continues to be an area of concern and responsibility for the athletic administrator. This paper presents a description of the major philosophical and organizational changes that have occurred with the governance of women’s intercollegiate sport. Data from American and Canadian studies describing the involvement patterns of women in university sport are presented, and areas for reform that will increase the status and representation of women in university sport are put forward. Three areas for reform presented include (a) securing commitment to change, (b) improving professional preparations in career planning for women at high school and university levels who aspire to careers in athletics, as well as professional development for women currently involved in athletic administration, and (c) gaining support from academic areas in the identification of effective, positive change for women in university sport.
In Western Australia from 1984 to 1988, enrollment in Physical Education Studies by Year 12 girls decreased from 44% to 37%. The present study wanted to ascertain reasons why girls were disposed or not disposed toward selecting this subject. A questionnaire was administered to 103 girls taking Physical Education Studies and 103 girls not taking it in eight government secondary schools. Analyses revealed that girls taking Physical Education Studies liked physical activity, thought physical education classes were fun, appreciated the break from the classroom, felt it helped to keep them fit, enjoyed learning new skills, liked the sports offered, and perceived themselves as being good at physical education. The most important reasons given by girls for not selecting Physical Education Studies were that other subjects were more important to their career plans, that they could not fit it into their timetable, that they obtained enough exercise out of school, and that there was too much competitive activity.
Original Research Sociocultural and Mental Health Adjustment of Black Student-Athletes: Within-Group Differences and Institutional Setting Sheriece Sadberry * Michael Mobley * 3 2013 7 1 1 21 10.1123/jcsp.7.1.1 Predicting Positive Career Planning Attitudes Among NCAA Division I College Student
on Ironic Processes Craig R. Hall * James Hardy * Kimberley L. Gammage * 6 1999 13 13 2 2 221 221 224 224 10.1123/tsp.13.2.221 Research The Influence of Career Planning, Race, and Athletic Injury on Life Satisfaction among Recently Retired Collegiate Male Athletes Frank M. Perna * Rebecca L
taking, conflict resolution, communication, research politics, and career planning. For early-career researchers or scientists, the imperative for publication largely depends on the formal requirements and job expectations. This expectation is likely to be more substantial and formalized in the academic
Velina B. Brackebusch
changed my life. I learned the importance of coaching and being able to bend coaching ways in order to suit children who may not be as fortunate. Moreover, I gained a deeper respect for the children I worked with for the vast amount of hardships they are faced with every day. I now have shifted my career
Monna Arvinen-Barrow, Kelsey DeGrave, Stephen Pack, and Brian Hemmings
. . . it got all kind of fast forwarded a bit . . . Although the injury had accelerated Ben’s post-professional cricket career plans, he saw this transition as fateful: If I try to reflect back now, and look at the whole situation I . . . it’s almost in a kind a roundabout way . . . it was a blessing in
David P. Hedlund, Carol A. Fletcher, Simon M. Pack, and Sean Dahlin
-Motivation • Self-Reflection • Self-Improvement • Coaching Philosophy • Coaching Values • Coaching Vision • Coaching Leadership • Coaching Responsibility • Coaching Ethics • Career Planning Coaching Education for performance sport coaches, including: • Late-Career Coaches • Coaches of Older Athletes(approx. 13