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Fleur E.C.A. van Rens, Erika Borkoles, Damian Farrow and Remco C.J. Polman

, Smith, & McKnight, 2004 ), a domain specific-holistic approach is central to investigate concerns whether the stressors associated with dual careers of junior elite athletes come at the cost of their wellbeing ( Chen et al., 2015 ; Miller & Kerr, 2002 ). Experiences of Role Strain by Junior Athletes In

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Elaine M. Blinde and Susan L. Greendorfer

This paper is a synthesis of results from five separate studies examining how recent structural and philosophical changes in women’s intercollegiate sport programs may have altered the sport experience of female athletes. Based on both questionnaire and interview data, it was apparent that athletes participating in sport programs characterized by the greatest change (e.g., post-Title IX programs, programs of the 1980s, product-oriented sport models, and Division I programs of recent years) shared somewhat common experiences — with the presence of conflict being one of the most pervasive themes. Four types of conflict were identified: (a) value alienation, (b) role strain, (c) role conflict, and (d) exploitation. Each of these types of conflict is discussed and examples to substantiate the presence of each form of conflict are presented. Based upon the findings, it is suggested that the changing context and emphases of college sport may have exposed female athletes to different sets of circumstances, expectations, and experiences, thus altering the nature of the sport experience and bringing into question the educational legitimacy of college sport.

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Stephanie M. Mazerolle, Thomas G. Bowman and Carrie Fister


Athletic training majors are at risk for experiencing elevated stress, frustrations, and eventual burnout. Evidence suggests that stressors can accumulate over time, but academic standing can plausibly influence experiences with stress.


Gain information related to coping strategies used by athletic training majors to manage their stress and frustrations to prevent burnout.


Online qualitative study.


Athletic training programs.

Patients or Other Participants:

10 sophomores, 9 juniors, and 4 seniors completed the online questionnaire. The athletic training majors were recruited from four institutions with accredited programs.

Data Collection and Analysis:

Data were collected in March 2013 via asynchronous online interviewing via QuestionPro. All participants responded to the same set of 25 questions and data were analyzed following a general inductive approach. The questionnaire was reviewed by a peer and piloted. Multiple analyst coding was completed.


We identified an overarching theme of personal coping strategies, which athletic training majors used to manage and cope with their stressors. These strategies were simply considered outside the confines of the athletic training program itself, and included outside support networks, physical outlets, and time management skills. We acknowledged athletic training majors also employed stress-relieving strategies that were facilitated within or by the athletic training program itself. Specifically, our participants noted that they received support from peer and programmatic personnel (preceptors, faculty).


Athletic training majors must develop personal strategies that can help them best alleviate their stressors, but also must have strong support in place especially within their athletic training programs. We recommend that athletic training majors reflect upon what strategies work best for them and to find hobbies and personal interests that help them de-stress and rejuvenate from their demanding workloads.

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Stephanie M. Mazerolle and Chantel Hunter

their work environment. Recent evidence 13 examining role strain in the professional setting suggests that the athletic trainer feels the pressure to provide a high level of care, as well as to be accessible to provide that medical care for their patients; thus, the need to be available and physically

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George H. Sage

A field study of high school teacher/coaches was undertaken, guided by the following general questions: What is it like being a high school teacher/coach? What are the main occupational contingencies for high school teacher/coaches? How do teacher/coaches think about themselves and their situations? The larger field study that provided the data base for this paper was conducted over a 5-month period in 1985 during which I observed teacher/coaches in six high schools. The data were drawn from naturally occurring observations and conversations with teacher/coaches, noncoaching teachers, and school administrators. Formal interviews were also conducted with 50 teacher/coaches. Data described in this paper are qualitative and focus on teacher/coaches’ feelings and attitudes about their profession and the meanings about the multiple role demands they are confronted with. The observations and interviews demonstrate quite dramatically the complexity and pervasiveness of role overload and interrole conflict in this occupation and the role strain that results. Coping and resolution strategies used by teacher/coaches are discussed.

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Jeffrey A. Graham and Marlene A. Dixon

in sport and provides understanding of coping strategies fathers in the sport industry utilize to manage the work–family interface. Role Overlap and Resource Scarcity—Role Strain and Conflict Organizations are composed of individuals fulfilling various role obligations ( Goode, 1960 ), and the

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Chan Woong Park and Matthew D. Curtner-Smith

,” the absence of decent field placements, and the “tension” between subgroups of faculty working in different subdisciplines within their departments. In addition, less-experienced IFMs, in particular, described the negative impact role strain had had on the quality of PETE they provided. For some, this

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Fleur E.C.A. van Rens, Rebecca A. Ashley and Andrea R. Steele

Psychology Quarterly, 75 , 360 – 384 . doi:10.1177/0190272512459662 10.1177/0190272512459662 Van Rens , F.E.C.A. , Borkoles , E. , Farrow , D. , Curran , T. , & Polman , R.C. ( 2016 ). Development and initial validation of the Role Strain Questionnaire for Junior Athletes (RSQ