role conflict, which can occur when the pressures to perform one role (e.g., research) limits time spent in other roles (e.g., teaching; Ward, 2016 ). This is particularly the case in disciplines, such as PETE, that are challenged by low enrollments and the need to actively recruit preservice teachers
Kim C. Graber, K. Andrew R. Richards, Chad M. Killian and Amelia Mays Woods
Jesse A. Steinfeldt, Leslie A. Rutkowski, Ellen L. Vaughan and Matthew C. Steinfeldt
In order to identify factors associated with on-field moral functioning among student athletes within the unique context of football, we examined masculine gender role conflict, moral atmosphere, and athletic identity. Using structural equation modeling to assess survey data from 204 high school football players, results demonstrated that moral atmosphere (i.e., the influence of coaches and teammates) was significantly associated with participants’ process of on-field moral functioning across the levels of judgment, intention, and behavior. Neither masculine gender role conflict nor athletic identity significantly predicted moral functioning, but the results indicated that participants’ identification with the athlete role significantly predicted conflict with socialized gender roles. Results suggest that in the aggressive and violent sport of football, coaches can have a direct influence on players’ moral functioning process. Coaches can also have an indirect effect by influencing all the players so that a culture of ethical play can be cultivated among teammates and spread from the top down.
Michael Odio and Shannon Kerwin
The senior internship is a critical developmental experience for sport management students transitioning into their careers. Despite the internship’s role as a career development tool, previous research has suggested that the experience may deter students from continuing to pursue a career in the sports industry (Cunningham, Sagas, Dixon, Turner, & Kent, 2005). The present study uses decision-making theory and a longitudinal approach to improve on previous efforts to examine changes in students’ affective commitment to the vocation and intent to pursue a career in the vocation as a result of the internship experience. Results of the structural model show that challenge, supervisor support, and role conflict significantly influence students’ career decision making.
Leigh Jones, Lynne Evans and Richard Mullen
This is a follow-up article to an action research study that explored the effects of an imagery intervention on an elite rugby union player conducted over a 14-week period during the competitive season (Evans, Jones, & Mullen, 2004). A key feature of the study was that the same individual fulfilled multiple roles, specifically those of trainee sport psychologist, coach, and researcher. The aim of this article is to explore, from a trainee sport psychologist’s perspective, some of the issues that resulted from fulfilling multiple roles, both in the context of the study and in professional practice generally. The issues that emerged were consistent with the dual-role literature and involved role conflict surrounding areas of responsibility, scientific evidence versus social validity, confidentiality versus public statement, and the interpersonal welfare of both athlete and coach-sport psychologist (Ellickson & Brown, 1990). The findings highlighted (a) the importance of establishing ground rules (and planning), (b) the intensified emotional demands placed on the multirole practitioner, (c) the importance of involving a critical friend or outside agent, and (d) the potential for role conflict and the threat to objectivity.
Susan A. Jackson and Herbert W. Marsh
The purpose of this study was to examine relations between women's involvment in sports and three psychological constructs: role conflict, sex-role identification, and multidimensional self-concepts. The three groups comprised female powerlifters competing in a national championship (n = 30), high school female athletes (n = 46), and high school female nonathletes (n = 46). Role conflict was not substantial except for a few specific areas related to conflicting expectations of appropriate female and athlete behavior. Both athletic groups scored substantially higher on masculinity (M) and on self-concept of physical ability than the nonathletic group, but there were no group differences on femininity (F) and few substantial differences in other areas of self-concept. Hence the results provide further support for the construct validity of androgyny and for the multidimensionality of self-concept. The major findings, that female athletes can be more M without being less F, and that female athletic involvement has positive benefits without producing any loss in F or in self-concept, dispels a popular myth about women's involvement in sports.
Joy Griffin and Mary B. Harris
In this study, two groups of sport psychologists (N = 107) were surveyed six years apart to (a) identify sources of stress and rate the intensity of selected stressors, (b) investigate gender and other demographic variables associated with stress, and (c) determine if level of stress had changed over time. Self-reported stressors included time demands, interpersonal interactions, role conflict, limited resources, credibility, marketing/business issues, lack of support, professional isolation, politics, research, teaching loads, ethical issues, job security, and family demands. Time demands and institutional policies were rated as most stressful. Both gender and tenure status were related to stress, but age, years of experience, and number of hours worked per day did not correlate with intensity of stress. Based upon respondents’ beliefs and a comparison of the two samples we concluded that stress has increased over time.
Timothy J.L. Chandler and Alan D. Goldberg
The purpose of this study was to assess the perceived importance (salience) of the role-identity of scholar-athlete to high school students. A total of 1,255 students responded to a questionnaire entitled “A Survey of School Climates.” Males perceived obtaining high grades and achieving athletic success—the academic All-American—as most important, while females perceived getting high grades and being a member of the leading group as their most salient role-identities. The results of this study also suggest several potential sources for adolescent role conflict as well as a research methodology for examining the relationship between the adolescent value structure and indices of academic achievement, personal development, and psychological stress.
Karen E. Danylchuk
The prevalence of occupational Stressors in physical education faculties/ departments as a function of sex, age, marital status, family status, years of work experience in higher education, and type of appointment was examined through use of the Stress Diagnostic Survey (Ivancevich & Matteson, 1988a). This multidimensional self-report inventory consists of 17 dimensions, which are further subdivided into organizational Stressors (macrostressors) and individual Stressors (microstressors). The sample reported moderate degrees of stress in comparison to the normative data with the macrostressors being greater sources of stress than the microstressors. Quantitative overload was rated the highest followed by time pressure and rewards. Qualitative overload was rated lowest followed by role ambiguity and role conflict. Sex was associated with the greatest number of Stressors—gender discrimination, quantitative overload, and time pressure. Females perceived these three Stressors to be significantly greater sources of stress than did males.
Ellen Macro, Jennifer Viveiros and Nick Cipriano
This study explores female freestyle wrestlers’ experiences related to identity, body consciousness, (hetero)sexuality, and (conventional) femininity, and also the perceptions of females participating in a traditionally male-dominated sport. Data was collected from questionnaires distributed to 47 high school, university, and club female wrestlers and from in-depth interviews with eight university wrestlers. Based on the findings, the researchers suggest that female wrestlers are comfortable with their body; that public perception concerning their sexuality and femininity is not an issue of concern for them; and that they do not experience gender-role conflict nor engage in the female apologetic. The results are of particular interest because they differ from what other studies have concluded regarding the experiences of women in(traditionally male-dominated sports.
High school physical education programs in South Carolina have undergone a major reform effort which was implemented through extensive staff development called the Physical Education Institute (PEI). How to teach toward student performance indicators became the focus of the in-services. This study identified factors that facilitated or hindered implementing the performance indicators, and examined the extent to which key players from three selected programs of secondary physical education were able to achieve the goals of the reform effort. Data were collected through interviews, document analysis, and videotaping lessons. Results reveal that “lead teachers” facilitated the extent to which programs met the goals of reform. The teaching/coaching role conflict was a main hindrance. Each school and teacher met each of the student performance indicators to varying degrees. Implications include the need for a shared reform, holding teachers and students accountable, and the need for administrators and university faculty to be involved.