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support” athletes receive through Sport Canada’s transition program (EATP). At the time our study was conducted, the Canadian EATP had devoted considerable resources towards helping athletes plan their future by ensuring that retired athletes had goals and career plans following retirement. One

teachers. Leonard, for example, reflected, “especially after this [APETE] program, I feel more motivated and ready to start teaching in APE” (Journal). The cumulative APETE experience seemed to shift some participants’ thinking on future career plans. Some who entered the program solely desiring to work as

.F. ( 2012 ). Stress, coping, and barriers to wellness among psychology graduate students . Training and Education in Professional Psychology, 6 , 122 – 134 . doi:10.1037/a0028768 10.1037/a0028768 Fitzpatrick , S.J. , Monda , S.J. , & Wooding , C.B. ( 2016 ). Great expectations: Career planning

sport . New York, NY : Routledge . Tyrance , S.C. , Harris , H.L. , & Post , P. ( 2013 ). Predicting positive career planning attitudes among NCAA Division I college student-athletes . Journal of Clinical Sport Psychology, 7 ( 1 ), 22 – 40 . doi:10.1123/jcsp.7.1.22 10.1123/jcsp.7

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

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

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