U.S. NCAA Division I Female Student-Athletes’ Perceptions of an Empowerment and Social Responsibility Program

2016 ◽  
Vol 30 (1) ◽  
pp. 40-54
Author(s):  
Alicia H. Malnati ◽  
Leslee A. Fisher ◽  
Rebecca A. Zakrajsek ◽  
Leslie K. Larsen ◽  
Matthew P. Bejar ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Intercollegiate Athletics ◽  
Ncaa Division I ◽  
Student Athletes ◽  
Female Student ◽  
Psychological Empowerment ◽  
College Campuses ◽  
Division I ◽  
Consensual Qualitative Research ◽  
Social Empowerment

Because alcohol abuse and sexual violence are particularly prevalent on college campuses (Coker et al., 2011), empowering female student-athletes is a vital pursuit for intercollegiate athletics (Gill, 2008; Cattaneo & Chapman, 2010). Using consensual qualitative research (Hill et al., 1997, 2005), we interviewed eight Division I female student-athletes who participated in an empowerment program about their experiences. Five domains were revealed: (a) perception of psychological empowerment, (b) perception of social empowerment, (c) perception of physical empowerment, (d) perception of biggest “takeaways,” and (e) experience of program. Findings illustrated the importance of empowering female student-athletes to believe in themselves, to act upon those beliefs, and to build community around those beliefs.

Is Authenticity and Integrity Possible for Sexual Minority Athletes? Lesbian Student-Athlete Experiences of U.S. NCAA Division I Sport

2016 ◽  
Vol 24 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Jamie M. Fynes ◽  
Leslee A. Fisher
Keyword(s):  
Sport Psychology ◽  
Ncaa Division I ◽  
Student Athletes ◽  
Female Athletes ◽  
College Campuses ◽  
Division I ◽  
Consensual Qualitative Research ◽  
Student Athlete ◽  
Collegiate Sport ◽  
Interview Guide

The purpose of this study was to explore the congruence of identity in 10 former U.S. NCAA Division I (DI) lesbian student-athletes using a semistructured personal identity interview guide (adapted from Fisher, 1993) and Consensual Qualitative Research (CQR) (Hill, 2012; Hill, Knox, Thompson, Williams, Hess, & Ladany, 2005). Five domains, nineteen categories, and related core ideas were found in the transcribed interviews. The five domains were: (a) stereotypes and perceptions of female athletes; (b) stereotypes and perceptions of lesbians and lesbian athletes; (c) climate for LGBT athletes; (d) negotiating identities; and (e) recommendations for college campuses. The main goal of the current study was to determine whether lesbian athletes felt comfortable being who they are in the context of U.S. DI sport. Recommendations for how applied sport psychology consultants, coaches, and administrators, all of whom play an important role in athletes’ collegiate sport experience, could change the structure of U.S. universities to help lesbian student-athletes become more comfortable are given.

“Do Not Question Authority”: Examining Team Rules in National Collegiate Athletic Association Division I Women’s Basketball

2020 ◽  
Vol 7 (3) ◽  
pp. 317-325
Author(s):  
Leslie K. Larsen ◽  
Leslee A. Fisher ◽  
Terilyn C. Shigeno ◽  
Matthew P. Bejar ◽  
Melissa N. Madeson
Keyword(s):  
Best Practices ◽  
Ncaa Division I ◽  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Division I ◽  
Consensual Qualitative Research ◽  
Athletic Departments ◽  
Organizational Loyalty ◽  
Supportive Environment ◽  
Women's Basketball

While the policies National Collegiate Athletic Association (NCAA) athletic departments have in place regarding social media and drug abuse have been empirically investigated, research on the full battery of rules implemented by NCAA teams is scant. Therefore, the purpose of this study was to analyze the written team rules of 41 NCAA Division I women’s basketball teams to better understand the types of rules that are in place and to hypothesize the effects these rules might have on the development of an autonomy-supportive environment. Using Consensual Qualitative Research, the research team constructed seven domains with multiple categories to represent the data. The domains included the following: (a) program expectations, (b) controlled communication, (c) controlled relationships, (d) controlled appearance/attire, (e) controlled social behavior, (f) recommendations for optimal physical performance, and (g) academic expectation. Based on the results of this study, we conclude that NCAA Division I women’s basketball coaches use team rules as a tool for domination rather than a strategy for developing the autonomy of student-athletes. We offer practical suggestions for coach educators, coach developers, and coaches on best practices when creating team rules to develop an autonomy-supportive environment that strengthens organizational loyalty and improves the experiences of student-athletes.

scholarly journals ¿Por qué jugar? Sport socialization among Hispanic/Latina female NCAA division I student-athletes

2017 ◽  
Vol 3 (2) ◽  
pp. 27-54 ◽  
Author(s):  
Lindsey Darvin ◽  
Alicia Cintron ◽  
Meg Hancock
Keyword(s):  
Intercollegiate Athletics ◽  
Ncaa Division I ◽  
Student Athletes ◽  
Sport Participation ◽  
National Collegiate Athletic Association ◽  
Female Athletes ◽  
Division I ◽  
Elite Group ◽  
Athletic Success ◽  
Potential Factors

Representation of Hispanics/Latinas in intercollegiate athletics is lacking. During the 2014-2015 National Collegiate Athletic Association (NCAA) athletic season, only 2.2 percent of all female Division I student-athlete’s identified as Hispanic or Latina (NCAA, 2015). This low percentage of Hispanic/Latina female participants calls into question how these young women become involved in athletics and sustain their involvement within sport. While previous research has examined the socialization processes of youth athletes and parents of youth athlete participants, there is little research aimed at examining these processes for elite-level athlete participants (Dorsch, Smith, & McDonough, 2015; Greendorfer, Blinde, & Pellegrini, 1986;). Thus, the aim of this current study was to examine the potential factors that may have contributed to consistent sport participation for an elite group of Hispanic/Latina female athletes throughout their youth and collegiate careers. Participants for this study identified as current NCAA Division I Hispanic/Latina female student-athletes. Results showed that family, specifically parents and siblings, contributed to socializing Hispanic/Latina athletes into sport, while family and coaches contributed to the persistence of their athletic endeavors. Findings also show a sense of cultural indifference, youth coaches who invested in the participants long-term, and a significant involvement of the patriarch of the family in their athletic success.

“As Falcons, We Are One Team!” Launching a Grassroots Institutional Change Initiative to Promote Diversity and Inclusion Through Sport at an NCAA Division I Institution

2021 ◽  
pp. 1-10
Author(s):  
Yannick Kluch ◽  
Terry L. Rentner
Keyword(s):  
Intercollegiate Athletics ◽  
Ncaa Division I ◽  
Institutional Culture ◽  
College Campuses ◽  
Division I ◽  
Student Perspective ◽  
Diversity And Inclusion ◽  
Inclusive Excellence ◽  
Voice Students

Colleges and universities across the nation are grappling with issues related to diversity and inclusion on their campuses. This case study approaches diversity and inclusion efforts on college campuses from a student perspective. It outlines a grassroots initiative, developed by students and supported by student-athletes, that illustrates the powerful voice students can have in shaping institutional culture. This case study describes the success of We Are One Team, the 2017 recipient of the NCAA’s Award for Diversity and Inclusion, the Association’s highest award for institutional efforts for diversity and inclusion in intercollegiate athletics. Informed by institutional theory, the case study provides students with action steps toward promoting diversity and inclusion through sport and explains how We Are One Team succeeded at driving inclusive excellence on campus.

scholarly journals Transition Blues: The Experience of Female Collegiate Student-Athletes

2017 ◽  
pp. 25-48 ◽  
Author(s):  
Kelsie Saxe ◽  
Robin Hardin ◽  
Elizabeth A. Taylor ◽  
Josh R. Pate
Keyword(s):  
Ncaa Division I ◽  
Student Athletes ◽  
Female Student ◽  
Structured Interview ◽  
Collegiate Athletics ◽  
Division I ◽  
Football Bowl Subdivision ◽  
Collegiate Sport ◽  
Collegiate Experience ◽  
Division I Football

Ten female student-athletes in their third or fourth year of eligibility at an NCAA Division I Football Bowl Subdivision (FBS) institution participated in an in-depth, semi-structured interview in order to gain a deeper understanding their transitioning experience.  A better understanding of those experiences will enable administrators, coaches, support staff, and other stakeholders to make more informed decisions regarding this population to assist them in their transition into collegiate athletics and out of collegiate athletics. The primary themes emerged from the interviews involving transition included their own transition in and out collegiate sport as well as the transition of their coaches and teammates. The findings provide a foundation to increase awareness of the issues female student-athletes face out of the realm of sport and to better assist them in the collegiate experience.

NCAA Division I Coaches’ Perceptions and Preferred Use of Sport Psychology Services: A Qualitative Perspective

2013 ◽  
Vol 27 (3) ◽  
pp. 258-268 ◽  
Author(s):  
Rebecca A. Zakrajsek ◽  
Jesse A. Steinfeldt ◽  
Kimberly J. Bodey ◽  
Scott B. Martin ◽  
Sam J. Zizzi
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Sport Psychology ◽  
Ncaa Division I ◽  
Service Use ◽  
Qualitative Research Methods ◽  
Division I ◽  
Athletic Programs ◽  
Consensual Qualitative Research ◽  
Access To Services

Although there appears to be greater acceptance and use of sport psychology (SP), fully integrating SP consultants and services into college athletic programs has yet to occur in most institutions. Decisions to initiate, continue, or terminate SP services are often made by coaches. Therefore, college coaches with access to services were interviewed to explore their beliefs and expectations about SP service use and how an SP consultant could work effectively with them and their athletes. Using consensual qualitative research methods, three domains in coaches’ perceptions of SP consultants were revealed: who they are, what they do, and how they do it. Findings illustrate the importance of being “on the same page” with coaches, developing self-reliant athletes, and making an impact while remaining in a supporting role.

scholarly journals Not Going Pro: On Seeking Lasting Returns from College Sports

2016 ◽  
Vol 2 (1) ◽  
pp. 188 ◽  
Author(s):  
Matthew Horner ◽  
Neal Ternes ◽  
Christopher McLeod
Keyword(s):  
Decision Making ◽  
Ncaa Division I ◽  
Capital Investment ◽  
Student Athletes ◽  
Sport Participation ◽  
National Collegiate Athletic Association ◽  
Collegiate Athletics ◽  
Division I ◽  
Personal Investment

The National Collegiate Athletic Association (NCAA) clearly states there are many favorable qualities derived from participation that benefit those “who go pro in something other than sports.” However, the ability of collegiate athletics to deliver on the promise of attributable long-term vocational value is rarely questioned. Instead, student-athletes are encouraged to think of their participation as a personal investment with enduring rewards for the investor. In this study involving former NCAA Division I student-athletes, the authors examined whether participation can be regarded as an investment and how student-athletes perceive the returns thus derived. Extending Becker’s (1962) theory of human capital investment to sport participation, the authors probed participants’ experiences for evidence of investment thinking and lasting benefits in corporeal, economic, social, and cultural varieties. The findings support the notion that participation in collegiate athletics can be broadly defined as an investment, but not in accordance with the long-term utility maximizing rationale described by neoclassical economists. Furthermore, the high cost of participation, inherent uncertainty, and unreliable information confound the athlete’s decision-making and blur the distinction between consumption in the present and investing for the future.

Applications: Rating College Passers

1981 ◽  
Vol 74 (6) ◽  
pp. 451-452
Author(s):  
William D. Jamski
Keyword(s):  
Intercollegiate Athletics ◽  
Ncaa Division I ◽  
National Collegiate Athletic Association ◽  
Statistical Data ◽  
College Football ◽  
Division I ◽  
Governing Body

In 1980 there were many good passers in college football, but how would you rate them? The National Collegiate Athletic Association (NCAA), the major governing body for intercollegiate athletics, proceeds by maintaining statistical data on the performance of the passers in a number of categories. This information provides the bases for making objective comparisons among the passers. For example, in table 1, the four leading passers for NCAA Division I (major college football) in 1980 are listed alphabetically with their respective passing statistics. From these data, differences in the performance of the passers can be noted.

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