Division III Student-athletes' Experiences of Institutional Social and Academic Systems
| Author | : Louis A. Becht (Jr.) |
| Publisher | : |
| Total Pages | : 234 |
| Release | : 2017 |
| Genre | : College athletes |
| ISBN | : |
Division Iii Student Athletes Experiences Of Institutional Social And Academic Systems
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College Sports and Institutional Values in Competition
| Author | : Jennifer Lee Hoffman |
| Publisher | : Routledge |
| Total Pages | : 266 |
| Release | : 2020-03-04 |
| Genre | : Education |
| ISBN | : 0429679947 |
College Sports and Institutional Values in Competition interrogates the relationship between athletics and higher education, exploring how college athletics departments reflect many characteristics of their institutions and are also susceptible to the same challenges in delivering on their mission. Chapters cover the historical contexts and background of campus athletics, issues and institutional tensions over market pressures, the spectacle of college athletics and how this spectacle influences athlete experiences, and the ways in which leaders are navigating these issues. Through stories of higher education that focus on the ways athletic departments leverage their institutional values, this book encourages readers to examine the purpose, mission, and academic values of their institutions, and to evaluate the role of their athletic programs, to improve outcomes and experiences on campus for students and student-athletes alike.
Student Athletes
| Author | : Frank P. Jozsa (Jr.) |
| Publisher | : |
| Total Pages | : 286 |
| Release | : 2018 |
| Genre | : SPORTS & RECREATION |
| ISBN | : 9813275057 |
The Influence of Sport on the Career Construction of Female Division III Student-Athletes
| Author | : Jacqueline M. Kus |
| Publisher | : |
| Total Pages | : 204 |
| Release | : 2016 |
| Genre | : Women college athletes |
| ISBN | : |
Student-athletes have been shown in the literature to have a defined experience that is different from non-athletes. The challenges student-athletes face at the Division III (DIII) level and a lack of research raises curiosity regarding their career development. The purpose of this qualitative narrative study was to investigate female DIII student-athletes meaning-making regarding major selection using the Career Construction Interview (CCI) and the ways major choices are confirmed or challenged by their own defined life story. The participants of this study included 7 Caucasian traditional-age female student-athletes who exhibited strong athletic identities (utilizing the Athletic Identity Measurement Scale) attending a DIII institution located in the Midwest. Data were collected through semi-structured, open-ended interviews and the CCI, and analyzed using processes of restorying, life design counseling, and holistic-content analysis. The findings of this study indicate that telling, hearing, and retelling their stories were individually impactful and transformative. This study identified three themes across the narratives, which documented the influence of sports, minimal career support, and affirmation of their major decisions as shared experiences among the participants. Implications of the findings point to the need for intentionality surrounding career interventions in DIII post-secondary institutions for athletes and non-athletes. Results of this study revealed that even students with a chosen major can benefit from reflecting on their career stories. These results point to the opportunity to meet the career needs of student-athletes and the general student body with curriculum such as a constructivist career course designed around the CCI.
The Collegiate Athlete at Risk
| Author | : Morris R. Council |
| Publisher | : IAP |
| Total Pages | : 127 |
| Release | : 2018-09-01 |
| Genre | : Education |
| ISBN | : 164113416X |
There are numerous books documenting the challenges of student athletes and presenting recommendations for academic success. They primarily focus on understanding the issues of student-athletes and recommendations are oftentimes overly simplistic, failing to explicitly provide interventions that can be executed by student-athlete support personnel. In addition, the topic of supporting student-athletes who are academically at risk and/or are diagnosed with high incidence disabilities has been overlooked by scholars resulting in few publications specifically focusing on providing strategies to the staff/personnel who serve these populations. The general target audience is college/university practitioners who interface with student-athletes who demonstrate academic and social risk in the realm of athletics. These stakeholders include but are not limited to: academic support staff, student athletes, parents, coaches, faculty/educators, counselors, psychologists, higher education administrators, student affairs professionals, disability services coordinators/personnel, as well as researchers who focus on education leadership, sports, and special education. All of these groups are likely to find this book attractive especially as they work with student-athletes who are at-risk for academic failure. Also, it is ventured that this book will become the staple text for the National Association of Academic Advisors (N4A), the official organization for all personnel who work in collegiate academic support and can be used by members of intercollegiate athletic associations to reform policies in place to support at-risk student-athletes.
Making the Connection
| Author | : Eddie Comeaux |
| Publisher | : IAP |
| Total Pages | : 176 |
| Release | : 2015-05-01 |
| Genre | : Education |
| ISBN | : 1681230267 |
Making the Connection: Data-Informed Practices in Academic Support Centers for College Athletes is practical and ideal for those who seek to use research to inform their individual and organizational practices. This volume is primarily intended for upper-level undergraduate and graduate students, though scholars, researchers, teachers, practitioners, coaches, athletics administrators, and advocates of intercollegiate athletics will also find it useful. It comprises a series of chapters that cover a wide range of evidence-based approaches designed to enhance the practices of those who work closely with college athletes. Given the breadth of the field overall, this single volume is not exhaustive, but the current concerns, challenges, and themes of relevance to higher education researchers, practitioners, and others are well addressed. The intent of the text is to spark conversation about how college and university constituents can reframe their thinking about the importance of innovative research to careful, informed practice. Likewise, the contributors hope that it will inspire greater awareness and action among practitioners, as well as advance scholarship in the area of athletics. Each chapter includes current research, and in some cases theoretical perspectives, which should assist practitioners enhance the well-being of college athletes. Each chapter also offers guided discussion questions that are ideal for use as the basis of further conversation in the classroom setting. Adopters of this text will benefit from leading voices in the field who delve into complex issues, shedding new light and presenting unique opportunities for understanding a diversity of perspectives on evidence-based practices in support centers for athletes. In all, this volume provides a rich portrait of data-driven practices designed to assist practitioners and others who work closely with college athletes, and lays the groundwork for an ambitious and long overdue agenda to further develop innovative research that informs the practices of athletics stakeholders and improves the quality of experiences for college athletes.
An Exploration of the Relationships Between the Quality of the Sport, Social, and Academic Experiences of College Student-athletes and Their Adjustment to College
| Author | : Susan L. Freeman |
| Publisher | : |
| Total Pages | : |
| Release | : 2009 |
| Genre | : |
| ISBN | : |
ABSTRACT: Intercollegiate athletics at major universities provide a variety of opportunities and challenges for student-athletes who choose to participate. This qualitative project studies the quality of interactions in the sport, the social, and the academic experiences for freshman football and male soccer student-athletes and their adjustment to college. The five research questions under review were as follows: Is there a relationship between the quality of the sport experience and adjustment to college as reported by freshman football and male soccer student-athletes attending a NCAA Division I-A institution? Is there a relationship between the quality of the social experience and adjustment to college as reported by freshman football and male soccer student-athletes attending a NCAA Division I-A institution? Is there a relationship between the quality of the academic experience and adjustment to college as reported by freshman football and male soccer student-athletes attending a NCAA Division I-A institution? Are there relationships between any two of the three experiences (sport, social, and academic) that affect adjustment to college as reported by freshman football and male soccer student-athletes attending a NCAA Division I-A institution? Does the adjustment to college relate to interactions among all three experiences in any comprehensive way as reported by freshman football and male soccer student-athletes attending a NCAA Division I-A institution? The purpose of the study was to hear in the student-athletes' authentic voices their descriptions of the quality of the sport, the social and the academic endeavors and how those interactions impacted their adjustment to college. The results imply that the freshman football and male soccer student-athletes, while enduring some challenges, find ways to adjust to college as both students and as athletes. Several themes were ascertained in relation to each of the three areas under review. While the student-athletes expressed feelings indicating that their collegiate experiences were different from the experiences of students not participating in intercollegiate athletics, the majority of them revealed a high level of comfort in their college environment. They all felt attached to the university, and they all planned to return for their sophomore year.
