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Blair Browning and Jimmy Sanderson

Twitter has become a popular topic in sport communication research. Little research to date, however, has examined Twitter from the perspective of student-athletes. This research explored how student-athletes at an NCAA Division I university used Twitter and reacted to critical tweets from fans. Semistructured interviews with 20 student-athletes were conducted. Analysis revealed that student-athletes used Twitter in 3 primary ways: keeping in contact, communicating with followers, and accessing information. With respect to critical tweets, student-athletes reported various perceptions about them and diverse strategies for responding to them. The results suggest that Twitter is a beneficial communicative tool for student-athletes but also presents challenges, given the ease with which fans attack them via this social-media platform. Accordingly, athletic departments must be proactive in helping student-athletes use Twitter strategically, particularly in responding to detractors.

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Kim Gammage, Lori Dithurbide, Alison Ede, Blair Evans, Sean Locke, Eric Martin, Desi McEwan and Kathleen Wilson

, representing a diverse set of regions, sports, and identities across gender, race, and sexual orientation. The interviews focused on student-athlete notions of activism, definitions of activism, and examples of activism. Kluch identified five major ways student-athletes defined activism. These included (a

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Marja Kokkonen

.), Sports and identity: New agendas is communication (pp.  164 – 188 ). New York, NY : Routledge .