Sample #2

Running Head: THE COLLEGIATE ATHLETE 1

The Collegiate Athlete

Hilary Erbert

Pittsburg State University

THE COLLEGIATE ATHLETE 2

Introduction

I am about to enter my senior season as a collegiate athlete for the Pittsburg State

University gorilla softball team. It seems like yesterday I was walking onto the field as a

freshman and now before I know it I will be taking off my cleats for the last time. I have been

playing this game my entire life, it has become a much a part of me as the color of my eyes or

the size of my shoes. My body is sprinkled with scars to remind me of the battles I have fought

and won alongside my teammates. The bonds I have formed with the girls I have played beside

are some of the deepest most meaningful relationships I have ever had. My goal is to examine if

other collegiate athletes have had such a positive enriching experience as I have had in my four

years as an athlete at Pittsburg State University.

This topic obviously carries a lot of personal importance and relevance to my life. I

choose to come to PSU as a result of an athletic scholarship offered to me my senior year of high

school and now over four years later I will be graduating from this fine institution in May. The

opportunity to earn a college education was given to me because of my athletic abilities but my

overall experience as a gorilla is one that I would never want to take back. In my four years as a

student at Pittsburg State I have gained connections to very skilled and intelligent instructors, got

hands on experience in my area of study and have been able to work with some very amazing

students. I loved my college experience however, I strongly believe that my involvement with

athletics enriched and improved my overall attitude and satisfaction as a college student.

There are few college organizations that are as intimate and connected by a purpose than

a college athletic team. The hours spent practicing and perfecting a game only encourages an

unbreakable bond and unites members more than any other extracurricular activity could. You

are only as good as the person next to you and without your team you are nothing. Socially I


believe that examining the overall satisfaction of college athletes with their higher education

experience will reveal the importance of belonging. Athletes are representatives of their

institutions and this collective cause creates leadership, teamwork, and time-management.

Athletes that develop these skills early are able to put them to use in their years of attendance at a

four-year university.

Theoretically examining the satisfaction college athletes feel for their attendance at an

higher education institution will reveal the appropriateness of applying current small group

theory to athletic teams. Participation in groups allows members to develop their own, unique

culture, experience a since of belonging and fulfill psychological needs. Parents have reported

that getting their children involved in athletics is important for the development of well-rounded,

balanced individuals. This research will give us the opportunity to examine how participation in

collegiate athletics has a positive impact on students enrolled in post-secondary education.


Literature Review

Culture

There are many connections to be made between the significance of sport, language and

culture. The idea of sport is so widely practiced that it is constantly present and active in

worldwide culture. Our love for the game is organized, enacted, and reproduced through

language and other communicative practices. Through sports individuals are provided with a

powerful insight to define their own identities and develop a sense of belonging (Mean &

Halone, 2010).

Each individual college athletic team unknowingly develops its on sub-culture. The types

of activities collegiate teams participate in before, during and after competition are just one way

they establish roles, rules and norms within their organization. Other elements such as the

established power-distance between coach and player and the activities the group does together

on and off the field all help to support the organization’s culture. The rules and resources are

established and the members follow accordingly. The concept of organizational culture has been

studied and analyzed throughout the years by many communication theorists. While athletic

teams are never specifically referenced Clifford Geertz does a good job describing and

summarizing his communication theory- “Cultural Approach to Organizations.”

Cultural Approach to Organizations

Within an organization culture is crucial in the development of shared meaning,

understanding and sense making. Clifford Geertz, Princeton anthropologist and theorist behind

the Cultural Approach to Organizations, writes, “Man is an animal suspended in webs of

significance that he himself has spun.” These webs are woven together by our individual

cultures; an outsider must discover common interpretations in order to move towards the center


of significance. Michael Pacanowsky, former University of Colorado professor, took Geertz’s

theory a step further by drawing attention to the need to concern ourselves not only with the

structures of cultural webs but also the process of how these webs are spun (Pacanowsky &

O’Donnell-Trujillo, 1982).

Organizational culture is not just another piece of the puzzle; it is the puzzle. The culture

of an organization embodies everything that the group is and what it stands for. Members within

a group have a central focus, or a main task to complete but along the way other forms of

communication occur. Groups engage in other types of interactions that are rarely task-oriented,

members may gossip, joke, flirt, talk sports or discuss unrelated events. All of these types of

communication determine the groups’ culture. Through these narratives, group members are able

to share their personal piece of the overall culture (Griffin, 2009).

A defined athletic culture can help team members feel connected to one another. The

athletic culture also supports satisfied and confident individuals. While average students engage

in the culture of their university, members of an athletic team are held to a great standard and are

more recognized. This causes the since of companionship and culture to be much stronger

amongst athletes.

Belonging & Satisfaction

According to Ann Hubbard, associate professor of law at the University of North

Carolina at Chapel Hill “belonging” can be defined in two related aspects. The first is social

connection or affiliation and the second is the basic ability to relate to others. This sense of

belonging can be achieved through love, friendship, and shared purpose. Sports are a major

cultural and socializing force and thus create a feeling of belonging amongst participants who

share a common purpose (Hubbard, 2004).


The role of athletics has been studied at the micro (individual), meso (organizational) and

macro (social and cultural) levels. However, no study has ever attempted to show how all three

levels can become intertwined. An individual at the micro level participates in a sport (college

athlete) and therefore impacts the wider, organizational and social culture. The overall culture of

the institution is represented in the attitude of the individual athlete (Mean & Halone, 2010).

This research will examine the perceived connection between personal satisfaction and

college athletic involvement. According to Philip J. Sullivan (Brock University) and Chris J.

Gee (University of Toronto) there may be another element to add to the mix when looking at the

study of athlete satisfaction. The two communication researchers were able to evaluate and

discover a significant relationship between intrateam communication and athletic satisfaction.

Intrateam communication is fundamental to the development and maintenance of group structure

(Sullivan & Gee, 2007).

Sullivan and Gee observed that, “Athletes who receive frequent, clear, and positive

instruction/guidance with respect to their competitive responsibilities are more likely to perceive

their athletic experience as satisfying.” Consequently, there is a connection seen between

effective communication and athlete satisfaction. Athletic satisfaction has been defined as a

positive outlook on the structures, processes and outcomes associated with an individual’s

athletic experience. Acceptance and belonging appeared to be the most efficacious of the

intrateam communication resources. Athletic satisfaction was the outcome of both task and

social aspects of the team interactions (Sullivan & Gee, 2007).

In order for athletic teams and their individual members to succeed the structure of the

team must be able to adapt. The athletes that represent an institution have a large effect on the

overall social culture. To maintain a well balanced mixture of academics and athletics, groups


must be flexible. Collegiate athletic teams are constantly changing their structure to fit in with

the culture of the individual athletes and the university.

Adaptive Structuration Theory

Developed by Marshall Scott Poole during the 1980s the Adaptive Structuration Theory

puts to rest the original one size fits all model for group interaction. Poole was convinced that

dynamics within a group are far too complicated to be reduced to a few predictable chains of

events (Griffin, 2009). The original single-sequence model broke group communication into five

stages: orientation, conflict, coalescence, development and integration. According to this model

the terms or details of group communication would have no impact on the process or the overall

outcome (Poole & Roth, 1989).

Poole argued that while social structures do affect the behavior of group members, he did

not see these structures as a determining factor in how decisions were made. Anthony Giddens,

director of the London School of Economics, is a supporter of this socio-cultural tradition

(Boynton, 1997). Giddens believes that human interaction gives members the ability to act

freely. Group members have the tools to control their own destinies; they do not mindlessly

follow a predetermined communication model. Rules and resources are constantly being adapted

in order for groups to achieve their goals. Adaptive structuration is key to successful group

evolution. A group will find success when it learns to successfully adapt its structure to fully

support all members of a group (Giddens, 1984).

A strong, flexible athletic culture allows student-athletes the ability to create a sense of

belonging and purpose in a sea of other collegiate fish. Involvement in an organization that

represents the larger culture creates a feeling of honor and prestige. College athletes are able to

achieve a better college experience by belonging to a small group that is unique and recognized.


Athletes must work with a team for a common purpose and employ the available resources to

achieve a goal. All of these necessary life skills lead to a more satisfied college student.

Benefits

Through involvement in these athletic groups individual members are able to fulfill their

own psychological needs. Some athletes participate in college sports in order to improve at their

sport and achieve victory on the field; others only seek interpersonal relationships offered by

teammates, coaches, and fans (Sullivan & Glee, 2007). Scholarships are another incentive for

student athletes. Athletic scholarships give student-athletes access to higher education, many of

which might not otherwise be able to afford. A study done by John Robst and Jack Kell revealed

that athletic participation in nonrevenue sports does not harm students academically. Athletes

also have higher graduation rates than non-athletes. The added structure required by college

athletics could be key to assisting students in reaching success in the classroom and on the field

(Robst & Kell, 2000).

Sport has become a great setting for the study of communication behavior. The intense

emotional involvement of the athletic participants and the lessening of cultural display roles for

behavior within sport, has created a great arena for the examination of such matters as

expressiveness and communication anger (Sullivan, 2004). While many of the explored areas of

communication have a negative connotation on sports involvement, a closer look will be taken

on the benefits of collegiate athletic participation.

In American culture we encourage our children to enroll and participate in sports

activities. “Studies show that these activities are positively associated with reduced delinquent

behavior and increased academic and social performance,” (Kremer-Sadlik & Kim, 2007). In

various research American parents have expressed the belief that their child’s involvement in


athletics promote qualities children need in order to be successful, well adjusted people and

respectable members of society. Parents reported these notable characteristics, seen as an

outcome of athletic participation: teamwork, fair play, sportsmanship, discipline, commitment,

responsibility, self-esteem and self-confidence. Could honorable characteristics displayed by

children after participation in sports have a similar effect on individuals participating in college

athletics? (Kremer-Sadlik & Kim, 2007).

This paper will examine whether sports involvement at the college level continues to

create and develop quality traits in its participants and if in general athletes are more satisfied

with their college experience. Previous research and study revealed that members participate in

groups in order to fulfill psychological needs. Theorists have reported on the importance of

group culture. The culture of a group not only defines the interactions of the group but the

overall reality of the members. It has also been proved that a model of communication is not

used or relevant in group communication. Adaptive structuration is vital to the success of a

group. Coaches, players, and other members of the community must be able to adapt the

structure of the team to obtain the established goal. There are many benefits to being a college

athlete, this study will examine if overall satisfaction with their higher education experience is

another beneficial component.


Research Questions

Individuals join groups, clubs and organizations in order to fulfill their own

psychological needs. Finding a sense of belonging amongst like-minded people is a very

rewarding experience for human beings. The commitment and dedication it takes to play a sport

at the collegiate level creates a greater sense of connection and security for athletes. This strong

sense of belonging, will help improve an athletes four-year experience at a university.

RQ1: Does involvement in collegiate athletics improve a student’s overall satisfaction

with their collegiate experience?

Starting at a young age participation in team sports is encouraged. Teamwork, fair play,

sportsmanship, discipline, commitment, responsibility, self-esteem and self-confidence are all

characteristics parents reported their children possessing after participation in athletics. These

same skills could be even more magnified in collegiate athletes who must learn to balance their

academic studies and competition on the field.

RQ2: Do college athletes feel better prepared to enter the work force after graduating

from a four-year university?

The minute you put on a collegiate jersey you are no longer only representing yourself

you are a representative of your entire university. According the National Center for Education

Statistics 20.4 million Americans are currently receiving a post-secondary education. Of the 20.4

million, 400,000 of those students are college athletes (ncaa.org). Statistically that means only

2% of college students compete in athletics and represent their universities on the field of

competition. This rare opportunity is a confidence building experience for many athletes.

RQ3: Are college athletes more confident and/or do they have higher self-esteems than

non-athletes?


Methods

To answer the three proposed research questions a style of research had to be chosen to

properly evaluate the thoughts and feelings of student- athletes. Ultimately, conducting

interviews was determined the most appropriate form to collect the necessary data. Interviews

were scheduled and specific questions were selected in order to extract responses to the three

main research questions. The three research questions were, RQ1: Does involvement in

collegiate athletics improve a student’s overall satisfaction with their collegiate experience?

RQ2: Do college athletes feel better prepared to enter the work force after graduating from a

four-year university? And RQ3: Are college athletes more confident and/or do they have higher

self-esteems than non-athletes?

Six student- athletes from Pittsburg State University were selected to take part in the brief

interview. The participants had to have participated in college athletics for at least one year to be

considered an appropriate candidate for the interviewing process. A rough discussion guide was

followed but questions were changed and adjusted based on each individual participants

responses and comments during the interview. A copy of the discussion guide can be found in

Appendix A. Interviews were held in private residences in order to make the interviewees feel

more relaxed and comfortable. The sample size was chosen in order to present an equal

representation of males and females. Athletes from a variety of sports were selected in order to

gather opinions and beliefs from student-athletes who competed in an array of different sport’s

arenas.

Interview 1

The first interview I conducted was with participant #1. Participant #1 is a male. He has

been a student- athlete at Pittsburg State University for six years. He participates in football. His


athletic experience includes two red-shirt years (one as a freshman, the second a medical red-

shirt his sophomore year) and four years of competition. Participant #1 is studying construction

management and will graduate in May 2012. He is 23 years old and is from New Carlisle, Iowa.

This interview was held in my home at around 9:00 PM on a Thursday and lasted six minutes.

Interview 2

Participant #2 is a female. She was a student-athlete at Pittsburg State University for four

years. She participated in softball. Her athletic experience included four years of competition.

During her fifth year at PSU she is finishing her nursing degree and will graduate in May 2012.

Participant #2 is 23 years old and is from Bixby, Oklahoma. This interview was held in my home

at around 7:00 PM on a Monday and lasted eight minutes.

Interview 3

Participant #3 is a female. She was a student-athlete at Pittsburg State University for

three years. She participated in softball. Her athletic experience included one red-shirt year and

two years of competition after transferring from her junior college, Northeastern Oklahoma

Community College. During her fourth year at PSU she is finishing her communication degree

and will graduate in December 2011. Participant #3 is 23 years old and is from Broken Arrow,

Oklahoma. The interview was held in Participant #3’s home at around 9:00 PM on a Wednesday

and lasted seven minutes.

Interview 4

Participant #4 is a male. He is a student-athlete at Pittsburg State University. He has

participated in baseball for the last two years. His athletic experience includes two years of

competition after transferring from his junior college, Cowley County Community College. He is

studying psychology and has an anticipated graduation date of May 2013. Participant #4 is 21


years old and is from Kansas City, Kansas. The interview was held in Participant #3’s home at

around 9:15 PM on a Wednesday and lasted six minutes.

Interview 5

Participant #5 is a female. She is a student-athlete at Pittsburg State University. She has

participated in softball for the last two years. Her athletic experience includes two years of

competition. She is studying criminal psychology and has an anticipated graduation date of May

2014. Participant #5 is 19 years old and is from Catoosa, Oklahoma. The interview was held in

Participant #5’s home at around 9:30 PM on a Wednesday and lasted seven minutes.

Interview 6

Participant #6 is a male. He was a student-athlete at Pittsburg State University. He

participated in basketball for three years. His athletic experience included three years of

competition. He did not participate in basketball his final year at PSU and graduated in May

2011 with a degree in business management. Participant #6 is 22 years old and is from Fort

Scott, Kansas. The interview was held over the phone at around 7:00 PM on a Monday and

lasted eight minutes.

Interpretation

The six interviews were recorded on my Apple Mac Book using the Garage Band

application. After each interview was conducted, the conversations were transcribed. I listened

back to the recordings and transcribed the interactions into a Microsoft Word document.

Transcriptions of the interviews can be found in Appendix A. Using audio recordings and

interview transcriptions the gathered information could begin to be interpreted. Evaluating the

participant's (1-6) verbatims allowed for conclusions to be made and research questions to be

answered.


Results

After conducting the interviews and transcribing the interactions, the next step in the

process was to evaluate the collected data. Based on the conversations between the interviewer

and the participants the dialogue was evaluated to determine answers to the three presented

research questions. Specific questions were asked during the interviews to lead participants to

share their opinions on the relevant topics of investigation.

Research Question 1

In order to answer RQ1, which was, “Does involvement in collegiate athletics improve a

student’s overall satisfaction with their collegiate experience?” Participants were asked to

discuss the effects participation in college athletics had on their college experience, they were

also asked to elaborate on whether these effects were positive or negative overall. From these

questions participants reported having a positive experience with their tenure as a college athlete

and found college athletics to be a supplemental part to their overall successful college career.

Several students reported having a better collegiate experience because of their drive and

motivation to do well in the classroom. Many of the students acknowledged the fact that had they

not played college sports their grades may have suffered or they possibly would not have

received a college education at all. None of the participants reported participation in athletics to

be a negative thing in their overall experience.

Participant #1 said: “I don’t know what I would have done if I wasn’t involved in

athletics, I probably wouldn’t have came to college.”

Participant #2 said: I believe it had a positive effect on me because it not only forced me

to go to class […] it also gave me the opportunity to go to study hall, where it took two hours of

my day and I had to sit down and […] actually get things done.”


Research Question 2

To answer RQ2, which was “Do college athletes feel better prepared to enter the work

force after graduating from a four-year university?” Participants were asked to discuss whether

they felt participation in college athletics provided them with tools that would help them later on

in life. Many of the participants discussed character traits they had built and developed through

their participation in college athletics. Most of the participants believed their improved sense of

teamwork and time management would help them later on in life. Participant #2 even directly

referenced how her participation in softball could help her do well on her future career path.

Participant #2 said: “I believe that the teamwork will help me. Especially since nursing is

all about teamwork and in a healthcare facility there are doctors and physical therapy and nurses

and aides, you have to know how to communicate with all different types of people and I was

forced to do that in softball.”

While most participants reported feeling more prepared to enter the work force after

competing in college athletics, Participant #1 was unable to identify any characteristics he had

inherited during his six years on the Pitt State football team that would benefit him post-

graduation. Certain physical talents that athletes learn to perform on their field of competition

would not need to be repeated after graduating from college.

Participant #1 said: “I’m not going to be tackling people when I get out of college and

that is what I learned to do in my six years on the football team.”

Research Question 3

To answer RQ3, which was, “Are college athletes more confident and/or do they have

higher self-esteems than non-athletes?” Participants were asked to discuss their favorite part of

being a student athlete. They were also asked to elaborate on their relationships with teachers,


other students, the administration, and the Pittsburg community and reflect upon if they believed

these relationships would have been different had the participants not been student-athletes. How

the participants perceived these relationships with key groups of people played a part in helping

to determine their own level of self-esteem. Based on their responses conclusions could be drawn

that they were confident individuals with high self-confidence. Many of the participants reported

that they viewed their participation in college athletics as a supplemental part of their character

and played a large role in how others perceived them.

Participant #5 said: “I like other students knowing that I am an athlete […] because I feel

like a hard ass. Like yah, I play a sport here and you don’t.

Participant #1 said he enjoyed being a student-athlete because: “otherwise I would be a

‘nobody’ on campus.”

Another element that appeared to have a positive influence on the participant’s overall

confidence was their relationships with individuals in power positions. The interviewed student-

athletes shared the belief that they had closer relationships with their teachers and the

administration than other students. These intimate relationships were assumed to have a positive

impact on the participant’s self-esteem. The participants also shared that they believed they were

granted more flexibly when it came to deadlines and due dates.

Participant #2 said: “Yes, a lot of them (teachers) knew that I played softball and made a

special attempt to try to get to know me and wanted to know how my season went. They made a

special effort to try to put things aside for me if I missed out. I don’t know if they would have

known me if I didn’t have that softball/athletic title.”

Participant #3 said: “I got involved with the athletic director and then a couple of girls in

the athletic office and I actually became good friends with them.


Discussion

Are student-athletes benefiting from their college athletic experiences or are the added

pressures, time commitment, and stress on the body actually hindering these young people from

receiving a quality university education and overall college experience? This is what I hoped to

explore and discover by interviewing six Pittsburg State University collegiate athletes. Each of

my participants came from a different background and from several different fields of

competition. My research revealed that while being a collegiate athlete has it’s benefits there

may not be as many benefits as I had originally predicted.

My participants revealed that many of them attended Pittsburg State because of the

financial assistance their athletic scholarships provided them. Participation in sports is the

principal reason that they choose to attend Pittsburg State. However, only one of my participants

reported feeling that participation in athletics hindered her in the classroom. From my findings I

think we can conclude that the participants involvement in athletics either helps them perform

better in the classroom or has a limited impact on their scholastic performance. Student-athletes

reported liking the fact that someone other than themselves was holding them accountable and

making sure that they not only performed on the athletic field but also in the classroom.

The participants in this study also revealed another interesting element that I had not

predicted when I first began this research. Almost every single one of my participants referenced

their belonging to a segregated “student-athlete group.” These participants reported that they

enjoyed supporting other athletic teams, spending their free time with other athletes, and

identifying themselves as a member of an elite athlete-only style of click. The need for belonging

referenced to in my literature review was initially assumed to apply only to the participant’s


specific team however this need to belong to a group seemed to encompass the entire body of

Pittsburg State University athletes as a whole.

Being a student-athlete myself I entered into this research slightly biased on how I felt the

outcomes would unfold. What I found was that my overall college experience was not something

that was necessarily shared amongst my six participants. While all of my participants reported

their tenures as college athletics to be positive, the degree and quantity of positive elements

seemed to be less than I had originally hypothesized. A connection can be made between positive

overall experience, preparation for the workforce, and personal confidence however, how strong

that connection is, is still up for debate.

Limitations

There were some limitations that hindered the outcome of my results. The six participants

I choose to interview for this study were a convenient sample. I had a previous relationship with

each of the participants therefore; the selection of these individuals to be interviewed for the

study was not a random sample or a true representation of the entire population of college

athletes. Only having a sample size of six also limited the amount of material I had to draw

conclusions from. A larger sample size would have allowed for a better-rounded collection of

data for interpretation. Patterns could have been examined and more concrete answers could

have been revealed.

Some difficulties were also, encountered during the interviewing process. Participates

were hesitant to give their full opinion and many were unable to elaborate on their personal

perceptions on presented topics. Responses to the asked questions were brief and did no reveal

any true personal reflection of the participant. Unless assisted or aided participant’s responses

were of limited value and did not reveal any true content for interpretation. Conducting


interviews was the method of research selected for us by our professor. For this study I feel focus

groups may have been a better way to get participants to loosen up and share more of their

opinions and feelings on the presented topics. Creating a comfortable group environment would

have made participants more comfortable to provide more meaningful data.

Future Research

One of the limitations of this study was that it only examined student-athletes. There was

no control group to create comparisons against. Each of the six participants was or currently still

is a student-athlete at Pittsburg State University. In order to properly examine if participation in

athletics is beneficial to college students, a control group must be established. This control group

would consist of other university students who do not participate in collegiate-athletics.

The best way to extract this future research would be through a quantitative research.

Statistical evidence can then be collected to see if there is any difference between athletes and

non-athletes. A larger sample size and more diverse group of participants could help to

determine if real differences exist between athletes and non-athletes. A quantitative survey

would help finally determine if college athletes have better overall college experiences, are better

prepared to enter the work force and report having higher self-esteems.


Bibliography

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Halone, K.K., & Mean, L. J. (2010). Sport, language, and culture: issues and intersections.

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decision paths. Human Communication Research, 15(3), 323.

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Robst, John, & Keil, Jack. (2000). The relationship between athletic participation and academic

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g+page

Documents

Sample #2