Although graduation rates for intercollegiate student-athletes in the United States have hit record highs in recent years, many student-athletes lag behind their nonathlete peers in terms of career readiness. The purpose of this research was to create and evaluate a theoretically grounded, evidence-based career development workshop for student-athletes. In Study 1, 28 college and university professionals reviewed the Career Self-Exploration for Student-Athletes Workshop Presenter’s Guide and online training videos. Workshop materials were revised based on feedback received. In Study 2, a national sample of 158 student-athletes participated in a controlled field trial. Results indicated that participating in the Career Self-Exploration for Student-Athletes Workshop enhanced student-athletes’ career self-efficacy relative to a control group. These findings suggest that the Career Self-Exploration for Student-Athletes Workshop, available online for free, can be used by campus professionals to enhance career development opportunities for student-athletes across geographic regions and resource availability levels.
Student-Athlete Career Self-Efficacy: Workshop Development and Evaluation
Judy L. Van Raalte, Staci R. Andrews, Allen E. Cornelius, Britton W. Brewer, and Albert J. Petitpas
Predicting Positive Career Planning Attitudes Among NCAA Division I College Student-Athletes
Shaun C. Tyrance, Henry L. Harris, and Phyllis Post
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.
Catch the Feeling of Flying: Guided Walks Through a Trampoline Olympic Development Environment
Michelle Seanor, Robert J. Schinke, Natalia B. Stambulova, Kristoffer Henriksen, Dave Ross, and Cole Giffin
new research trends within the existing system of athlete career knowledge . In R.J. Schinke , K.R. McGannon , & B. Smith (Eds.), Routledge international handbook of sport psychology (pp. 519 – 535 ). New York, NY : Routledge . Wylleman , P. , De Knop , P. , & Reints , A. ( 2011
Unpacking Pedagogical Content Knowledge in Physical Education: What We Know and Do Not Know
Phillip Ward and Insook Kim
devoted to content and is necessarily gained by experience with teaching students across a teacher’s career. Knowledge of this kind about students can also include what you know about their misunderstandings or misconceptions that they might have as they learn the content. For example, Desmond et