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