Search

When compared with other disciplines, sport management educators are more likely to encounter student-athletes in their classrooms. While faculty mentoring is a key to student success for all, better understanding of this mentoring dynamic between sport management faculty and student-athletes is important to advancing pedagogical knowledge within the discipline. And perhaps, even more importantly, it can aid in creating a pathway for faculty advocacy and dispelling stigmas related to student-athletes. Consequently, the Mentor Role Instrument was used to determine if faculty mentorship of student-athletes differs by function type (RQ1) and if this was impacted by gender or faculty appointment (RQ2). An online survey of 88 sport management educators indicated that a significant difference was found, F(8, 783) = 44.16; p < 0.001, among mentoring function type. Friendship and Acceptance were the most prevalent mentoring functions, while Protection was the least frequent. Results did not indicate that gender or faculty appointment impacted faculty mentorship styles toward student-athletes.

The revered tradition of amateurism has transformed due to legal and legislative challenges initiated by the name, image, and likeness landscape. In contrast to the traditional National Collegiate Athletic Association model, college athletes have now gained the opportunity to benefit financially from their notoriety by adopting an influencer role. The purpose of this manuscript was to explore the conceptual and theoretical shifts resulting from the introduction of the influencer role, considering the existing literature on athlete–student role theory. By achieving harmony between the athlete, student, and influencer roles, athletes should produce the most significant gains in each area, including academic performance, athletic achievement, and monetary benefit. However, greater psychological and sociological consequences may emerge for athletes if the influencer role further complicates the conflict between their athlete and student roles. [ABSTRACT FROM AUTHOR]

While the National Collegiate Athletic Association's (NCAA) purpose is to protect college athletes within a hypercommercialized institutional setting, the protections prevent college athletes from accessing the lucrative marketplace. Extant literature has conceptualized the operating functions of the NCAA within the context of a patriarchal framework in which college athletes are infantilized, and authoritative institutional control is thereby justified. However, social media has provided a platform to engage in counter-storytelling and activism. As such, this study examined engagement with college-athlete-led social media activism. Utilizing a content-analysis methodological approach, social media engagement with the Twitter hashtag #NotNCAAProperty was examined over the course of the 2021 NCAA Division I men's basketball tournament. Findings revealed that most interactions were supportive of college athletes and suggest that social media may be a strategic mechanism for college athletes to engage in advocacy initiatives. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic required specific protocols (e.g., social distancing, quarantine), which defied the notions of the traditional classroom and called for instructors to adapt content delivery. To empower students, some universities employed a HyFlex model that allowed students to choose their attendance modality (e.g., face-to-face, synchronous, asynchronous). As many instructors rely on student interaction to gauge content comprehension and grade participation, an innovative approach to connect content and assessment was essential. Additionally, it was crucial to prioritize students as they were expected to adapt to new content delivery. Therefore, the authors decided to use a complimentary interactive technology, specifically Nearpod, in an intentional effort to assess student progress, increase engagement, and reduce academic anxiety. Overall, Nearpod created a constructive classroom environment in an unfamiliar time.

Debate around the participation of transgender athletes in competitive sport has been increasing recently. These debates, and the discourse surrounding transgender athletes, have had wide ranging consequences, including changes to gender participation policies by sport governing bodies. While policy changes are being made, little data exists around the attitudes of athletes on the participation of transgender persons. This study explores the attitudes of intercollegiate student-athletes on transgender individuals and transgender collegiate athletic participation, using a sample of three collegiate athletic programs. Findings suggest that attitudes towards transgender persons and political ideology are significant factors in the acceptance of transgender athletic participation, particularly for trans women, while religiosity contributes to overall attitudes of transgender persons outside of sport, but not to trans athletic participation specifically. [ABSTRACT FROM AUTHOR]

This research explored maladaptive parasocial interaction (PSI) expressed toward Chicago Bears kicker Cody Parkey after he missed a potential game-winning field goal in the 2019 NFL (National Football League) playoffs. Using a sample of 512 tweets posted during the week after the game, qualitative analysis revealed that maladaptive PSI manifested in the following ways: criticism, threats, anger, and support. The results help better illuminate the nature of virtual abuse and maltreatment of athletes that is increasing in online spaces. Results also suggest that maladaptive PSI expressed online creates friction among fans who have to reconcile defeat with problematic behavior from other group members. Implications for sport organizations are discussed, including the need to support and protect athletes against virtual abuse and maltreatment. [ABSTRACT FROM AUTHOR]

Although ticket sales and revenue have remained relatively constant in collegiate athletics over the past decade, attendance has steadily declined. Given the range of entertainment options available, student attendance at collegiate athletic events has, specifically, declined. Athletic administrators are often revenue oriented, and decreasing attendance has effects that span campus communities and cultures. As Greek-letter organizations are nearly ubiquitous within the higher education setting, fraternity and sorority members serve a unique opportunity area for engagement with fan attendance initiatives and future alumni giving. Accordingly, this study examined the motivations for attending collegiate athletic events as a member of a Greek-letter organization and the intention to attend collegiate athletic events as an alumnus of a Greek-letter organization. Findings illustrate that students and alumni that are affiliated with Greek-letter organizations have greater motivation to attend collegiate athletic events as students and greater intention to attend collegiate athletic events as alumni. [ABSTRACT FROM AUTHOR]

The replication of successful National Collegiate Athletic Association (NCAA) athletic departments is commonly pursued through the targeted hiring of athletic administrators at successful athletic departments. The significance on replicating organizational success through this transfer of people is indicative of the emphases placed on winning and revenue acquisition distinct to collegiate athletic departments. During this transfer, athletic directors inherently infuse transferred organizational practices and logics into the replicating organization. Utilizing Directors’ Cup points as a determinant metric of success, this study examined the relationship between success in Division I collegiate athletics and athletic department inclusivity of LGBTQI+ members. Findings illustrated that inclusivity of LGBTQI+ members were a statistically significant predictor of Directors’ Cup Scores among NCAA Division I member institutions. Such findings are indicative of the importance in fostering an inclusive organizational environment relative to success in collegiate athletics. Further implications illustrate the positive perpetuation of LGBTQI+ inclusion through the attempted replication of successful collegiate athletic departments. [ABSTRACT FROM AUTHOR]

International college athletes come to the US for enhanced educational as well as athletic opportunities. Despite the fact that the majority of Division II tennis athletes are international, the literature has ignored this population. This study explored Division II international tennis college athletes' perceptions of transitioning to an institution of higher learning in the US. Informed by Schlossberg's Model for Analyzing Human Adaptation to Transition, 12 international Division II tennis players representing 9 countries participated in semi-structured interview method. Four main themes emerged from the data: reason for coming to the US to play sports, transition to the US, transition through college, and impact of COVID. The results of this study provide unique insight into experiences of Division II college tennis athletes in hopes of designing programming to ensure this population receives the support necessary to thrive in a new environment. [ABSTRACT FROM AUTHOR]

Black college athletes are at an elevated risk of mental health struggles, and yet, have not received the same attention in the literature as their White counterparts. Cognitive-motivationalrelational theory of emotion was used as the theoretical foundation to examine the role of mental health in Black college athletes. Through a phenomenological approach, this qualitative study sought to understand the views of Black college athletes regarding the extent to which mental health impacts their lives. Specifically, this study addressed the question: How do Black male NCAA Division I football college athletes describe the role of mental health within their lives? Eight Black football college athletes at an NCAA Division I power five university agreed to participate in this study. The data emerged into two major themes: stress (subthemes: stress, injury, and family) and "We don't need it!" (subthemes: support and performance). The results suggest the need for athletic department to offer stress management programs to support this specific college athlete population. [ABSTRACT FROM AUTHOR]

There has been little to no research conducted to understand the barriers and challenges of generating awareness for the team. Utilizing a case study approach, this study explores the best target market and exposure techniques for a Division I Power Five men's tennis program in the southeastern United States. This study used the planned behavior theory and the social identity theory as the theoretical lenses to better understand how university students and booster club members identify as a social group and the relation to team identity. The planned behavior theory is used in relation to sport spectators, as the subjective norms of relationships influence are significant in sport settings. Team identification has been aligned with social identity theory, a psychological theory that describes a person's identity based on the relationship between the person and the groups they belong to. Four distinct themes emerged from the data, including communication, social interaction, connection, and hospitality. The findings suggested booster club members are the primary fans and help the team generate greater fan interest through events, such as a booster club barbeque. The importance of sociability was clear, and the implications for target marketing and team exposure to acquire fans are discussed within. [ABSTRACT FROM AUTHOR]

Student-athletes often identify with the athlete role and demonstrate high levels of athlete identity. High athlete identity leads to many unintended consequences such as low career maturity and difficulty adapting to a life beyond sport. Additionally, high athlete identity often leads to mental health concerns among the student-athlete population. Informed by self-categorization theory (Turner, 1982), the purpose of this study was to explore athlete identity and mental health among NCAA Division III student-athletes. The Athlete Identity Measurement Scale (AIMS) and The Depression Anxiety Stress Scales-21 were completed by 332 NCAA Division III student-athletes. The results demonstrated that Division III student-athletes did not identify highly with the athletic role and did not show concerning levels of anxiety, depression, and/or stress. Further, no relationship between athlete identity and mental health was found. This study strives to provide a keen insight into the athlete identity and mental health of Division III student-athletes in hopes of better understanding this population. [ABSTRACT FROM AUTHOR]

Self-perception is the level of competency at which individuals evaluate themselves in certain areas or domains (Marsh & Shavelson, 1985). An individual's self-perceptions contribute to their global self-worth and even predict performance (Cuellar, 2014; Harter & Neemann, 2012). This study measures the self-perception scores and experiences with racial discrimination of 306 NCAA Division I college athletes using the Self-Perception Profile for College Students (Harter & Neemann, 2012). Scores are compared across race. Findings suggest that White college athletes have significantly higher self-perception scores than college athletes of color, with recent discrimination (within the last year) as a significant predictor of multiple areas of self-perception. The implications of this study suggest that faculty and other campus stakeholders should pursue positive relationships with the college athletes they encounter. Positive relationships between college athletes and faculty may help raise college athletes' self-perceptions, and in turn, performance in a variety of areas. [ABSTRACT FROM AUTHOR]

Black male student-athletes have endured frequent stereotyping on college campuses (Hawkins, 2010). Additionally, Black student-athletes have experienced educational, campus, and athletic stressors (Miller & Hoffman, 2009). Many student-athletes do not seek mental health services because of their status on campus (Watson, 2005). The general population has experienced common barriers in seeking mental health services including low socio-economic status (Hurd, Stoddard, & Zimmerman, 2013) and negative stigmas related to metal illness (Wang et al., 2005). While it is reasonable to assume similar challenges exist for Black student-athletes, it must be investigated empirically. As such, the purpose of this study was to examine the perceived barriers Black Division I football student-athletes face in seeking professional mental health services. Using phenomenological methodology, semi-structured interviews were conducted with nine Black football student-athletes. The data revealed two themes: weakness and silence. The results of this study will allow stakeholders to better assist this population in seeking mental health treatment and eliminating the barriers associated with seeking mental health services. [ABSTRACT FROM AUTHOR]

Existing scholarship suggests that faculty, staff, and non-athlete students hold negative views of college athletes' academic abilities, but few studies have examined academic advisers' perceptions. The purpose of this qualitative study was to explore primary role advisers' views of college athletes and the athletic department at their institutions. One hundred and fifty-five academic advisers at NCAA Division I Power 5 institutions answered an open-ended survey question asking for general thoughts about advising student-athletes and working with athletic departments. Our analysis of the data suggests that academic advisers link athletes' academic performance to the culture and organization of athletic departments. Specifically, advisers believe (a) college athlete academic motivation varies by sport, (b) time demands make athletes prioritize athletics over academic success, (c) athletic departments enable athletes, and (d) athletic departments are siloed from academic advising. Broadly, these findings reveal that academic advisers do not simply stereotype athletes as "dumb jocks," which previous scholarship implies they would. Rather, they see poor academic performance as the product of students' broader cultural and institutional context. These findings suggest that supporting college athletes involves not only combating negative stereotypes, but also building and repairing relationships between academic advisers and athletic departments. [ABSTRACT FROM AUTHOR]