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.psychsport.2016.11.008 Lally , P.S. , & Kerr , G.A. ( 2005 ). The career planning, athletic identity, and student role identity of intercollegiate student athletes . Research Quarterly for Exercise and Sport, 76 , 275 – 285 . PubMed ID: 16270705 doi:10.1080/02701367.2005.10599299 10

subjective well-being. In contrast, there is also the possibility that positive or negative stimulus events can affect an intern’s well-being, prompting them to make changes to their career plans, or that an event can directly but separately cause changes in well-being and career intention. Given the

discuss academic careers outside of soccer with players—whether this is to inform guidance on career planning or purely as a platform to get to know their players better. Limitations Although there was no intention to make wide-ranging assumptions of all elite youth soccer academies, the individual

SPPs assist youth athletes in career planning, balancing lifestyle, energy management and effective recovery ( Stambulova, Alfermann, Statler, & Côté, 2009 ). Third, youth and senior contexts differ in relation to the role of the athletes’ significant others. Youth athletes are less mature and in a

Hill . Fitzpatrick , S.J. , Monda , S.J. , & Wooding , C.B. ( 2016 ). Great expectations: Career planning and training experiences of graduate students in sport and exercise psychology . Journal of Applied Sport Psychology, 28, 14 – 27 . doi:10.1080/10413200.2015.1052891 10

I was interested in. So the life skills/career-planning component he didn’t have to do, but he took it upon himself. At the time this study was conducted, 12 women remained in internal operations; the two women who transitioned from internal to external had career aspirations of becoming an Athletic

on the bright side of things regarding my schoolwork  [O2] I’m optimistic about what will happen to me in the future as it pertains to schoolwork Student-athlete engagement (1 =  never ; 7 =  very often )  [IF1] Talked with faculty member about a class  [IF2] Discussed career plans with a faculty

feel differently about yourself/your job/your career plans?” Because our aim was to understand sexism as experienced by the participants, interviews were phenomenological in nature. Such interviews strive to uncover the lived experiences of participants ( McMillan, 2004 ). Questions, therefore, were