A British university case study of the transitional experiences of student-athletes

OBJECTIVES. Within Great Britain, increasing numbers of elite sport performers are attending higher education institutions. The current study presents an exploration of the transitional experiences of these individuals at a specific British university. Wylleman and Lavallee's (2004) developmental model on transitions faced by athletes and Stambulova's (1997, 2003) athletic career transition model were used to provide the theoretical foundation of inquiry. DESIGN AND METHOD. An instrumental case study design was adopted to provide an in-depth analysis of student-athletes’ experiences at a university. The case university was selected based on its provision of elite sport support services. To acquire a holistic understanding, interviews were conducted with current and recently graduated student-athletes from the university, and focus groups were run with university staff (viz. administrators, coaches, and support staff). Qualitative data were analyzed using a thematic framework approach. RESULTS. Elite student-athletes at the British university were found to experience simultaneous athletic, academic, psychological, and psychosocial transitions. To overcome the transitional demands, student-athletes were found to draw on a variety of internal (e.g., self-awareness) and external (e.g., academic flexibility) resources and to implement coping strategies (e.g., seeking social support). Potential barriers to successful transitions were also identified (e.g., parental overprotection). CONCLUSIONS. These findings advance the limited existing literature on British university student-athletes’ transitional experiences and suggestions are provided for how other universities can enhance provision for their elite student-athletes

A British university case study of the transitional experiences of student-athletes

This paper was accepted for publication in the journal Psychology of Sport and Exercise and the definitive published version is available at http://dx.doi.org/10.1016/j.psychsport.2015.04.002OBJECTIVES. Within Great Britain, increasing numbers of elite sport performers are attending higher education institutions. The current study presents an exploration of the transitional experiences of these individuals at a specific British university. Wylleman and Lavallee's (2004) developmental model on transitions faced by athletes and Stambulova's (1997, 2003) athletic career transition model were used to provide the theoretical foundation of inquiry. DESIGN AND METHOD. An instrumental case study design was adopted to provide an in-depth analysis of student-athletes’ experiences at a university. The case university was selected based on its provision of elite sport support services. To acquire a holistic understanding, interviews were conducted with current and recently graduated student-athletes from the university, and focus groups were run with university staff (viz. administrators, coaches, and support staff). Qualitative data were analyzed using a thematic framework approach. RESULTS. Elite student-athletes at the British university were found to experience simultaneous athletic, academic, psychological, and psychosocial transitions. To overcome the transitional demands, student-athletes were found to draw on a variety of internal (e.g., self-awareness) and external (e.g., academic flexibility) resources and to implement coping strategies (e.g., seeking social support). Potential barriers to successful transitions were also identified (e.g., parental overprotection). CONCLUSIONS. These findings advance the limited existing literature on British university student-athletes’ transitional experiences and suggestions are provided for how other universities can enhance provision for their elite student-athletes

Making reflective practice more meaningful: Saying the “unsayable”

This chapter is a collaboration between an applied philosopher with an interest in professional practice (Emily) and a practitioner with an interest in applied philosophy (Andy). Our aim is to stimulate readers to explore limitations to current approaches to reflective practice (e.g., many rarely engage in reflective practices that are meaningful) and consider alternative approaches that are better able to achieve the aims that those advocating reflective practice desire. We aim to present a different conception of reflection than those that currently dominate the sport and exercise sciences and, by changing perspectives, greater meaning is generated for the practitioner. Drawing upon the work of Martin Heidegger and Ludwig Wittgenstein we present several philosophical concepts that should influence approaches to reflective practice. What we are not doing is suggesting a new model or framework of reflective practice. Rather, we aim to reconceive of the notion of reflective practice itself. We argue that diluting the concept to models or frameworks is to misunderstand the nature of the practice itself

Professional Ethics: Navigating the challenging moments

As applied practitioners ethics is ever-present in the work we do. Our ethical compass informs every decision we make before, during and after working with a client, and an understanding of ethical issues is vital throughout our career. The aim in this chapter is to bring ethics to life, challenge thinking and lay the foundations for becoming an ethical practitioner. Whilst we cannot provide a comprehensive guide to every ethical situation, we will equip foundational tools to navigate ethical situations as they arise. We will start by explaining ethics in the context of applied sport and exercise practice before discussing some key ethical principles and theories (supported by practical examples). We will then finish with guidance on becoming an ethical practitioner and some example scenarios to show how ethical principles can be applied in practice. This chapter can provide a starting point, embedding ethical concepts in practice will require ongoing reflection, discussion and an openness to learn from experience

The Reflective Sport and Exercise Science Practitioner

The development of reflective practitioners within the sport and exercise sciences and allied disciplines has started to gain prominence in discussions surrounding education, training, and practice in these fields. However, while the principles associated with doing reflective practice are becoming more widely discussed in the sport and exercise literature, debate concerning what it means to be a reflective practitioner remains limited. This has perhaps resulted in ongoing conceptual and applied considerations relating to the nature and importance of reflective practice, often leading to the promotion of, and engagement in, reflection that is overly technical, restricted, and compliant. Drawing on the perspectives of those who have contributed to this text, in this chapter we (editorial team) present a series of vignettes that offer accounts of what it means to be a reflective practitioner. In doing so, our aim is to allow the reader to immerse themselves within the contributors’ own experiences, perspectives and developmental journeys. Finally, we offer our own analytical summary of the contributors’ vignettes to draw together some of the common ideas and themes concerning the attitudes, skills, perspectives, and philosophy required by the reflective practitioner