Pub Date : 2024-06-11DOI: 10.17161/jis.v17i2.21079
Zack J. Damon, Jon Welty Peachey, Janelle Wells, Drew Pickett, Jeff Ward
Most scholarly attention within sport management leadership research has focused on four main leadership theories: authentic, servant, transactional, and transformational. While recent research included the social construction of leadership and a call to explore more follower-centric aspects of leadership, little empirical research has focused on how leaders develop, or more succinctly – leader development. Much of the leader development literature to date has mainly focused on large interventions or outcomes, oftentimes overlooking day-to-day, micro-moments of leader development. In sport-related research there has been a paucity of research directly addressing development of women and girls as leaders. The purpose of the current study, therefore, was to determine how female intercollegiate student-athletes develop into leaders through micro-moments. This study employed a qualitative approach using interviews and observations. Participants included two National Collegiate Athletic Association (NCAA) Division III female teams. Three themes emerged from qualitative semi-structured interviews (N = 30) and observations (12 hours total) identifying the micro-moments of development: empowerment, modeling leadership, and peer-to-peer leadership. Findings explain how these micro-moments aid in the leader development process. The study enhances a theoretical understanding of intercollegiate student-athlete leader development.
{"title":"Follower-Leader Development: Uncovering Micro-moments of Female Student-athlete Leader Development","authors":"Zack J. Damon, Jon Welty Peachey, Janelle Wells, Drew Pickett, Jeff Ward","doi":"10.17161/jis.v17i2.21079","DOIUrl":"https://doi.org/10.17161/jis.v17i2.21079","url":null,"abstract":"\u0000Most scholarly attention within sport management leadership research has focused on four main leadership theories: authentic, servant, transactional, and transformational. While recent research included the social construction of leadership and a call to explore more follower-centric aspects of leadership, little empirical research has focused on how leaders develop, or more succinctly – leader development. Much of the leader development literature to date has mainly focused on large interventions or outcomes, oftentimes overlooking day-to-day, micro-moments of leader development. In sport-related research there has been a paucity of research directly addressing development of women and girls as leaders. The purpose of the current study, therefore, was to determine how female intercollegiate student-athletes develop into leaders through micro-moments. This study employed a qualitative approach using interviews and observations. Participants included two National Collegiate Athletic Association (NCAA) Division III female teams. Three themes emerged from qualitative semi-structured interviews (N = 30) and observations (12 hours total) identifying the micro-moments of development: empowerment, modeling leadership, and peer-to-peer leadership. Findings explain how these micro-moments aid in the leader development process. The study enhances a theoretical understanding of intercollegiate student-athlete leader development.\u0000","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"63 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141359986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.17161/jis.v17i2.21131
James Johnson, Nick Elam, Davis Matz
NCAA Division I team sport head coaches typically end their coaching roles by taking a more prestigious and lucrative position, or by being fired. These differences in the nature of the leadership change suggest differences in programmatic conditions at the time of change. How a leader leaves the program undoubtedly reverberates through the program resulting in coaches, players, administrators, and fans with varying levels of satisfaction. While literature is replete with the impact of leadership changes, there is little evidence to distinguish among nature of change, and strong evidence that a negative head coaching change precedes athletic and academic decline. Thus, this study investigated 414 NCAA Division I team–sport head coaching changes using a variety of athletic and academic variables to determine what best predicts specific types of coaching changes. Results indicated athletic success has the strongest relationship and is most predictive, as expected, particularly in revenue sports. Other noteworthy findings, however, revealed female coaches have less negative coaching changes than males, and that hiring an alum or having a high Academic Progress Rate predicted a negative change. These findings reveal there are variables beyond winning that influence the nature of change and establish patterns that could assist administrators in times of transition.
{"title":"Coaching Transition and Nature of Change: An Examination of NCAA DI Team Sports","authors":"James Johnson, Nick Elam, Davis Matz","doi":"10.17161/jis.v17i2.21131","DOIUrl":"https://doi.org/10.17161/jis.v17i2.21131","url":null,"abstract":"NCAA Division I team sport head coaches typically end their coaching roles by taking a more prestigious and lucrative position, or by being fired. These differences in the nature of the leadership change suggest differences in programmatic conditions at the time of change. How a leader leaves the program undoubtedly reverberates through the program resulting in coaches, players, administrators, and fans with varying levels of satisfaction. While literature is replete with the impact of leadership changes, there is little evidence to distinguish among nature of change, and strong evidence that a negative head coaching change precedes athletic and academic decline. Thus, this study investigated 414 NCAA Division I team–sport head coaching changes using a variety of athletic and academic variables to determine what best predicts specific types of coaching changes. Results indicated athletic success has the strongest relationship and is most predictive, as expected, particularly in revenue sports. Other noteworthy findings, however, revealed female coaches have less negative coaching changes than males, and that hiring an alum or having a high Academic Progress Rate predicted a negative change. These findings reveal there are variables beyond winning that influence the nature of change and establish patterns that could assist administrators in times of transition.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"27 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.17161/jis.v17i2.21308
Kayleigh Hart, Leilani Madrigal, Alison Ede, Jana Fogaca
College student-athletes balance the demands of both sport and school in the context of higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM) using Self-Determination Theory as the theoretical lens. College Division I, II, III, and Club college athletes took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r(147) = .19, p = .02) and academic (r(147) = .30, p < .001) motivation. Extrinsic learning style was positively correlated with career athletic (r(147) = .27, p = .001) and student athletic (r(147) = .16, p < .05) motivation but negatively corelated with academic motivation (r(147) = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p < .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings suggest being more independent, participant, and collaborative in class is related to motivation both in school and in student athletic endeavors. Athletes pursuing a STEM major may show higher academic motivation than athletes pursuing non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though further exploration of these factors is necessary to fully understand their relationship in college student-athletes.
{"title":"Examining classroom learning behaviors academic and athletic motivation in collegiate athletes","authors":"Kayleigh Hart, Leilani Madrigal, Alison Ede, Jana Fogaca","doi":"10.17161/jis.v17i2.21308","DOIUrl":"https://doi.org/10.17161/jis.v17i2.21308","url":null,"abstract":"College student-athletes balance the demands of both sport and school in the context of higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM) using Self-Determination Theory as the theoretical lens. College Division I, II, III, and Club college athletes took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r(147) = .19, p = .02) and academic (r(147) = .30, p < .001) motivation. Extrinsic learning style was positively correlated with career athletic (r(147) = .27, p = .001) and student athletic (r(147) = .16, p < .05) motivation but negatively corelated with academic motivation (r(147) = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p < .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings suggest being more independent, participant, and collaborative in class is related to motivation both in school and in student athletic endeavors. Athletes pursuing a STEM major may show higher academic motivation than athletes pursuing non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though further exploration of these factors is necessary to fully understand their relationship in college student-athletes.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"63 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.17161/jis.v17i2.20761
Courtney Copeland, Amy Reynolds, Jessica Ackley
It is unclear what impact, if any, early experiences with trauma may have on athletic identity. Athletic identity may serve as a protective shield for those who have adverse childhood experiences. Self-identifying as an athlete as opposed to the identity that experienced the trauma could be a defense mechanism for self-protection. The primary purpose of this exploratory study was to investigate the relationship between adverse childhood experiences and athletic identity as well as determine any influence from gender, ethnicity, and sport in a group of college athletes. Using Qualtrics software, 102 collegiate athletes currently enrolled in higher education institutions across varying NCAA divisions within the United States completed three measures: Personal Data Form, Athletic Identity Measurement Scale (AIMS), and Adverse Childhood Experiences Survey (ACES). Results found adverse childhood experiences were not significantly associated with Athletic Identity. However, results did show a difference between men and women, with a significant relationship between adverse childhood experiences and athletic identity in men but not women. Upon further examination, it was found that for men, consideration of ethnicity in conjunction with gender highlighted an even stronger relationship among Black men specifically. Implications for these findings, suggestions for university athletic departments, and recommendations for future research were made.
{"title":"“Is it Hard Out Here for a Player?”: Understanding the Relationship Between Adverse Childhood Experiences and Athletic Identity Among College Student Athletes","authors":"Courtney Copeland, Amy Reynolds, Jessica Ackley","doi":"10.17161/jis.v17i2.20761","DOIUrl":"https://doi.org/10.17161/jis.v17i2.20761","url":null,"abstract":"It is unclear what impact, if any, early experiences with trauma may have on athletic identity. Athletic identity may serve as a protective shield for those who have adverse childhood experiences. Self-identifying as an athlete as opposed to the identity that experienced the trauma could be a defense mechanism for self-protection. The primary purpose of this exploratory study was to investigate the relationship between adverse childhood experiences and athletic identity as well as determine any influence from gender, ethnicity, and sport in a group of college athletes. Using Qualtrics software, 102 collegiate athletes currently enrolled in higher education institutions across varying NCAA divisions within the United States completed three measures: Personal Data Form, Athletic Identity Measurement Scale (AIMS), and Adverse Childhood Experiences Survey (ACES). Results found adverse childhood experiences were not significantly associated with Athletic Identity. However, results did show a difference between men and women, with a significant relationship between adverse childhood experiences and athletic identity in men but not women. Upon further examination, it was found that for men, consideration of ethnicity in conjunction with gender highlighted an even stronger relationship among Black men specifically. Implications for these findings, suggestions for university athletic departments, and recommendations for future research were made.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"18 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141356277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite Title IX regulations, gender discriminatory practices in college sports continue to affect athletes, coaches, and administrative personnel at various levels. One manifestation of gender discrimination could affect the differential promotion of coaches via social media channels. This study investigates how NCAA Division I coaches across nine intercollegiate women’s sports are promoted on Instagram. We collected and analyzed a total of 649 Instagram posts from 98 official accounts of athletic departments across all 10 NCAA Division I-FBS conferences. Our findings indicate equitable promotion of female and male coaches for the same sports on social media. This suggests that social media could be disrupting the gender stereo - types that are deeply ingrained within the coaching profession and hinder women’s progress in sports. Future research steps and Title IX implications are discussed.
{"title":"Promoting Coaches on Instagram","authors":"Martina Santia, Jodi Upton, Scott Hirko","doi":"10.17161/04w5rq04","DOIUrl":"https://doi.org/10.17161/04w5rq04","url":null,"abstract":"Despite Title IX regulations, gender discriminatory practices in college sports continue to affect athletes, coaches, and administrative personnel at various levels. One manifestation of gender discrimination could affect the differential promotion of coaches via social media channels. This study investigates how NCAA Division I coaches across nine intercollegiate women’s sports are promoted on Instagram. We collected and analyzed a total of 649 Instagram posts from 98 official accounts of athletic departments across all 10 NCAA Division I-FBS conferences. Our findings indicate equitable promotion of female and male coaches for the same sports on social media. This suggests that social media could be disrupting the gender stereo - types that are deeply ingrained within the coaching profession and hinder women’s progress in sports. Future research steps and Title IX implications are discussed.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141360784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.17161/jis.v17i2.21295
Jackson Sears, Natalie Bunch, Tyler A. Williams, Beth A. Cianfrone
Division I college athletes are faced with numerous academic challenges during their time in school, including conflicts of interest between the university (e.g., academic success), athletic department (e.g., athletic success), and their own priorities (e.g., quality of life, balancing academic and athletic success). These growing demands may impact student-athletes’ ability to prepare for a career after sport. Thus, there is a need for high-quality student-athlete career development programming and services in student-athlete support centers. The purpose of this study was to gain senior administrators’ perspectives of student-athlete support services to determine best practices of career development programming. Division I administrators (N = 10), who oversee student-athlete support centers, provided insight and feedback via semi-structured interviews. A directed qualitative content analysis was conducted to discern best practices, levels of student-athlete engagement, and preferred attributes of career development personnel. The findings provide specific recommendations, which can help other student-athlete career development personnel improve their programs and adds to the holistic care literature.
{"title":"\"From Sweats to Suits\": Administrators' Recommendations For Student-Athlete Career Development Services.","authors":"Jackson Sears, Natalie Bunch, Tyler A. Williams, Beth A. Cianfrone","doi":"10.17161/jis.v17i2.21295","DOIUrl":"https://doi.org/10.17161/jis.v17i2.21295","url":null,"abstract":"Division I college athletes are faced with numerous academic challenges during their time in school, including conflicts of interest between the university (e.g., academic success), athletic department (e.g., athletic success), and their own priorities (e.g., quality of life, balancing academic and athletic success). These growing demands may impact student-athletes’ ability to prepare for a career after sport. Thus, there is a need for high-quality student-athlete career development programming and services in student-athlete support centers. The purpose of this study was to gain senior administrators’ perspectives of student-athlete support services to determine best practices of career development programming. Division I administrators (N = 10), who oversee student-athlete support centers, provided insight and feedback via semi-structured interviews. A directed qualitative content analysis was conducted to discern best practices, levels of student-athlete engagement, and preferred attributes of career development personnel. The findings provide specific recommendations, which can help other student-athlete career development personnel improve their programs and adds to the holistic care literature.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"7 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.17161/jis.v17i2.21248
Luka Ojemaye, Joyce Olushola-Ogunrinde, Billy Hawkins, Michael Cottingham
To inform the development of culturally and socially appropriate interventions, this study examined the lived experiences of Black female college athletes (BFCA) and identified sources that increase their vulnerability to anxiety. Black Feminist Thought, with sub-tenets of intersectionality and outsider within status, was used as the theoretical foundation to examine the lives of the BFCA. Using an interpretative phenomenological approach, this qualitative study addressed the question: What sociocultural factors affect anxiety in Black female college athletes? Nine Black female college athletes from an NCAA Division I program agreed to participate in this study. Regarding the sources of anxiety, four themes emerged: regimented schedule (subthemes: lack of freedom, decreased choices, and external locus), forced community (subthemes: isolation and team conflict), emphasis on athletics (subthemes: coaching pressures, training pressures, and academic pressures) and navigating marginalization (subthemes: gender & racial stereotypes and gender & racial inequality). Two unexpected themes also materialized: family support and suggested solutions (subthemes: representation and communication). The findings and analysis were based on the data collected and the theoretical lens. The results suggest the need for culturally appropriate interventions to support this specific college athlete population.
{"title":"Understanding The Lived Experiences of Black Female College Athletes and Factors that Influence their Anxiety.","authors":"Luka Ojemaye, Joyce Olushola-Ogunrinde, Billy Hawkins, Michael Cottingham","doi":"10.17161/jis.v17i2.21248","DOIUrl":"https://doi.org/10.17161/jis.v17i2.21248","url":null,"abstract":"To inform the development of culturally and socially appropriate interventions, this study examined the lived experiences of Black female college athletes (BFCA) and identified sources that increase their vulnerability to anxiety. Black Feminist Thought, with sub-tenets of intersectionality and outsider within status, was used as the theoretical foundation to examine the lives of the BFCA. Using an interpretative phenomenological approach, this qualitative study addressed the question: What sociocultural factors affect anxiety in Black female college athletes? Nine Black female college athletes from an NCAA Division I program agreed to participate in this study. Regarding the sources of anxiety, four themes emerged: regimented schedule (subthemes: lack of freedom, decreased choices, and external locus), forced community (subthemes: isolation and team conflict), emphasis on athletics (subthemes: coaching pressures, training pressures, and academic pressures) and navigating marginalization (subthemes: gender & racial stereotypes and gender & racial inequality). Two unexpected themes also materialized: family support and suggested solutions (subthemes: representation and communication). The findings and analysis were based on the data collected and the theoretical lens. The results suggest the need for culturally appropriate interventions to support this specific college athlete population.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.17161/jis.v16i2.18444
Molly P. Harry
Abstract: Academic practitioners have promoted the idea of high impact practices (HIPs) in higher education. HIPs are cognitive and social activities designed to prepare students for life after college. Research indicates that college athletes are less involved in HIPs than non-athlete peers; however, limited research has explored the ways in which athletics, if organized and governed appropriately and ethically, can qualify as a HIP. This manuscript examines the intercollegiate athletics and higher education literature and provides key ways in which athletics participation has components—such as reflection, intentionality, and interaction—present in HIPs. Additionally, this manuscript offers practical implications for athletics leaders to consider in order to further align athletics participation with other traditional HIPs. As critics note the growing divide between academics and athletics, reframing sports as an educational endeavor, such as a HIP, may help alleviate some strain between sport and the academy.
{"title":"Support to Classify Intercollegiate Athletics Participation as a High Impact Practice","authors":"Molly P. Harry","doi":"10.17161/jis.v16i2.18444","DOIUrl":"https://doi.org/10.17161/jis.v16i2.18444","url":null,"abstract":"Abstract: Academic practitioners have promoted the idea of high impact practices (HIPs) in higher education. HIPs are cognitive and social activities designed to prepare students for life after college. Research indicates that college athletes are less involved in HIPs than non-athlete peers; however, limited research has explored the ways in which athletics, if organized and governed appropriately and ethically, can qualify as a HIP. This manuscript examines the intercollegiate athletics and higher education literature and provides key ways in which athletics participation has components—such as reflection, intentionality, and interaction—present in HIPs. Additionally, this manuscript offers practical implications for athletics leaders to consider in order to further align athletics participation with other traditional HIPs. As critics note the growing divide between academics and athletics, reframing sports as an educational endeavor, such as a HIP, may help alleviate some strain between sport and the academy.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115046338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.17161/jis.v16i2.18551
Sloane Milstein, J. Lanzillo, Zack J. Damon
COVID-19 has impacted the sport industry across all contexts, including intercollegiate athletics. Specifically, research has found that the Collegiate Sport Addition Process (CSAP) to add or remove a sport for athletic departments in previous economic downturns must consider multiple factors. The current study builds on previous research by exploring the considerations of adding a sport through a buyer-seller interaction framework. Specifically, the current study explored whether sport governing bodies or coaching associations should attempt to sell their sport at the intercollegiate Conference level, rather than at the institution level. The current study used a survey to collect feedback from conference commissioners across the intercollegiate sport landscape. Through surveys and follow-up interviews, findings led to emergent themes of balance, viability, funding and revenue, and post-season opportunities as factors that conference personnel considered when deciding to add a sport. Theoretical and practical implications are discussed.
{"title":"Athletic Conference Consideration for Adding New Sports Post-COVID","authors":"Sloane Milstein, J. Lanzillo, Zack J. Damon","doi":"10.17161/jis.v16i2.18551","DOIUrl":"https://doi.org/10.17161/jis.v16i2.18551","url":null,"abstract":"COVID-19 has impacted the sport industry across all contexts, including intercollegiate athletics. Specifically, research has found that the Collegiate Sport Addition Process (CSAP) to add or remove a sport for athletic departments in previous economic downturns must consider multiple factors. The current study builds on previous research by exploring the considerations of adding a sport through a buyer-seller interaction framework. Specifically, the current study explored whether sport governing bodies or coaching associations should attempt to sell their sport at the intercollegiate Conference level, rather than at the institution level. The current study used a survey to collect feedback from conference commissioners across the intercollegiate sport landscape. Through surveys and follow-up interviews, findings led to emergent themes of balance, viability, funding and revenue, and post-season opportunities as factors that conference personnel considered when deciding to add a sport. Theoretical and practical implications are discussed.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122306580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.17161/jis.v16i2.18397
B. Knettel, E. Cherenack, Conner Rougier-Chapman, Courtney Bianchi-Rossi
The pressures of collegiate athletics - including commitments to training, travel, and competition - can contribute to maladaptive coping among college athletes, including alcohol and other substance use. However, few researchers have sought to understand substance use as a coping strategy in this population. We administered online surveys to 188 college athletes competing across NCAA/NJCAA divisions at six U.S. institutions to examine factors associated with substance use coping and whether specific strategies of coping were associated with risk of substance use. We found older athletes, males, and those with higher stress were more likely to use substances to cope. Higher behavioral disengagement, higher substance use coping, and lower religious coping were associated with increased likelihood of binge drinking and substance-related risk behaviors. These findings point to the importance of developing targeted interventions aimed at addressing stress and facilitating healthy coping to reduce problematic drinking and substance use among college athletes.
{"title":"Examining Associations of Coping Strategies with Stress, Alcohol, and Substance use among College Athletes: Implications for Improving Athlete Coping","authors":"B. Knettel, E. Cherenack, Conner Rougier-Chapman, Courtney Bianchi-Rossi","doi":"10.17161/jis.v16i2.18397","DOIUrl":"https://doi.org/10.17161/jis.v16i2.18397","url":null,"abstract":"The pressures of collegiate athletics - including commitments to training, travel, and competition - can contribute to maladaptive coping among college athletes, including alcohol and other substance use. However, few researchers have sought to understand substance use as a coping strategy in this population. We administered online surveys to 188 college athletes competing across NCAA/NJCAA divisions at six U.S. institutions to examine factors associated with substance use coping and whether specific strategies of coping were associated with risk of substance use. We found older athletes, males, and those with higher stress were more likely to use substances to cope. Higher behavioral disengagement, higher substance use coping, and lower religious coping were associated with increased likelihood of binge drinking and substance-related risk behaviors. These findings point to the importance of developing targeted interventions aimed at addressing stress and facilitating healthy coping to reduce problematic drinking and substance use among college athletes.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130616903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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