“You signed the line”: Collegiate student-athletes’ perceptions of autonomy

Kimball, Aimee

doi:10.1016/j.psychsport.2007.03.005

Cited by 29 publications

(35 citation statements)

References 40 publications

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“…In Ihle-Helledy's (2003) interviews with studentathletes, participants reported a simple benefit of being asked questions about their career development process--forcing them to think about themselves more deeply. Kimball (2007) reported similar findings in her interviews with student-athletes. She found when student-athletes were encouraged to make decisions for themselves, they would reflect on who they were and what they wanted.…”

Section: Psychosocial Development and Vocational Decision-makingsupporting

confidence: 63%

“…Many of his participants expressed frustration with the lack of power and control over their lives both in athletics as well as in academics. In another study, Kimball (2007) conducted interviews with student-athletes regarding their levels of autonomy, and found that student-athletes who were given the opportunity to explore their own interests and values and to build a sense of identity were able to make better decisions for themselves and had a greater sense of autonomy. Kimball reported that although many of her participants reported constraints on their autonomy due to their participation in athletics, few reported an entirely negative experience in athletics.…”

Section: Professional Athletics Career Expectationsmentioning

confidence: 99%

“…Duffy's (2009) study also may suggest implications for student-athletes who, in numerous studies (Adler & Adler, 1987;Kimball, 2007;Parker, 1994), have reported significantly lower levels of autonomy and control over their lives than their non-student-athlete peers.…”

Section: Relevant Vocational Theorymentioning

confidence: 99%

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Exploration of Factors Related to Development of Vocational Identity in Collegiate Student Athletes

Ackerman¹

2013

PsycEXTRA Dataset

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The goal of this study was to understand the vocational consequences and benefits of being a student-athlete in a large university and competitive level of sport, and how these contribute to the development of a student-athlete's vocational identity. A mass email was sent to the entire student-athlete population at a Division I university asking potential participants to reply to the email if they were interested in doing a one-time, one-hour interview on their career development process. Semi-structured interviews were conducted on the university campus with 14 student-athletes. The participants as a group were diverse, including eight females and six males, a variety of class years (freshman to graduate student), and representing eight different sports. With participant consent, each interview was audio recorded. Interviews were transcribed and analyzed using an open coding process by multiple independent raters. A grounded theory approach was used as a guiding research framework for the data analysis process. Results were organized in terms of five research questions posed in the study. The overall factors that influence student-athlete vocational identity were as follows: (a) occupational engagement prior to college, (b) parental influence, (c) personality characteristics, (d) variety of social groups, (e) the academic environment, (f) coaches' attitudes regarding academics, (g) tailored career resources and services, and (h) understanding of NCAA and University regulations.Additionally, the developmental crisis concept of vocational action versus vocational delay was devised and discussed as a significant pattern in the data. Limitations of the current study are discussed, and directions for future research are provided.iv ACKNOWLEDGEMENTS

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Section: Psychosocial Development and Vocational Decision-makingsupporting

confidence: 63%

Section: Professional Athletics Career Expectationsmentioning

confidence: 99%

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Exploration of Factors Related to Development of Vocational Identity in Collegiate Student Athletes

Ackerman¹

2013

PsycEXTRA Dataset

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“…Relatedness climate referred to all the elements of sport participation associated with seeking both friendship/affiliation and group membership/belonging (e.g. Weiss et al 1996, Allen 2003, Farrell et al 2004, Vazou et al 2005, Kimball 2007). These two concepts were evident in all three career stages, along with the idea of a 'competence-relatedness nexus' -an inherent link between levels of athletic competence shown and either making/losing friends or being accepted into the group (cf.…”

Section: Relatedness Climatementioning

confidence: 99%

“…'on the same wavelength' -e.g. Farrell et al 2004, Kimball 2007) in order to present optimal conditions for athlete motivation. This relationship, however, also appears to be a conduit through which many other coaching behaviours are viewed and interpreted.…”

Section: Relatedness Climatementioning

confidence: 99%

A qualitative synthesis of research into social motivational influences across the athletic career span

Keegan

Spray

Harwood

et al. 2014

Qualitative Research in Sport, Exercise and Health

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This study represents a qualitative synthesis of research examining the socio-environmental influences of coaches, parents and peers on athlete motivation, across the athletic career-span. Using a critical-realist perspective, meta-interpretation methodology was deployed to search and analyse the literature. On-going, iterative analysis generated new areas of enquiry and new search terms, until the emerging analysis reached the points of saturation. Inclusion and exclusion criteria were developed during this process to produce a clear statement of applicability for the study. In the final analysis, a developmental structure was specified to describe the athletic career trajectory, together with a horizontal structure capturing seven domains of the motivational atmosphere surrounding athletes (competition, training, evaluation, emotion, authority, social-support, and relatedness), and a vertical structure varying in terms of level-of-abstraction: The global/ broad 'motivational atmosphere' containing contextual 'climates', built from immediate/situational 'motivational conditions'. A model of the overall 'motivational atmosphere' in sport, based on a meteorological analogy, is offered with a view to stimulating critical debate and new research directions that reflect the complexity of interpersonal motivation in sport.Keywords: motivation; climate; coaching; parent influences; peer influences Motivation is an important and recurring theme in sport psychology: any behaviour exhibited (or not) is a result of motivational processes (Deci and Ryan 1985). Motivation is often confused with ideas concerning energisation or arousal, but it is better understood as a function of the goals, or reasons, behind the motivated activity (Roberts 2001). Hence, when studying the social influences on the motivation of athletes, one is examining the reasons behind the motivated actions and the ways in which coaches, parents and peers, for example, can influence these reasons. These three social agents, taken together, are perhaps the most consistent and reliable sources of influence across the athlete's sporting experience. A number of qualitative studies have recently examined these influences (e.g. Vazou et al.

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