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The Organizational Life of the College Football Player: an Exploration of Injury

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The Organizational Life of the College Football Player: an Exploration of Injury The Organizational Life of the College Football Player: An Exploration of Injury, Football Culture, and Organizational Dialectics A dissertation presented to the faculty of the Scripps College of Communication of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Kenneth M. Sibal June 2011 © 2011 Kenneth M. Sibal. All Rights Reserved. This dissertation titled The Organizational Life of the College Football Player: An Exploration of Injury, Football Culture, and Organizational Dialectics by KENNETH M. SIBAL has been approved for the School of Communication Studies and the Scripps College of Communication by Claudia L. Hale Professor of Communication Studies Gregory J. Shepherd Dean, Scripps College of Communication ii ABSTRACT SIBAL, KENNETH M., Ph.D., June 2011, Communication Studies The Organizational Life of the College Football Player: An Exploration of Injury, Football Culture, and Organizational Dialectics Director of Dissertation: Claudia L. Hale This dissertation attempts to better understand the lives of college football players. The project begins with the assumption that the ways individuals talk about their experiences have a significant impact on others. An organizational framework is used to appreciate the central importance of communication in coordinating organizational relationships and developing impressions. College football players were gathered from three separate institutions representing different competitive levels of college football. Through interviews, participants were invited to provide stories that reflected their understandings of what it means to play college football. Because the intent of this study was to better understand issues related to the culture of playing football, common themes were derived from those interviews in an attempt to answer four separate research questions. Not surprisingly, athletes commonly discussed the role of injury during college football as injury is a common experience across competitive football teams. The results of this study are interrelated. First, I discuss how metaphors are used to illustrate the lives of college football players and how these reflect one’s relationship to the team. The metaphors of football as a job and football as a family were shared among participants. Second, by exploring the expectations of what it means to be an athlete, I was able to discuss the importance of gaining trust among teammates and how iii trust in others can be lost if one does not conform to proper scripts of interaction. These results support the notion of the “generalized other” discussed in the third portion of this study. The stories concerning college football players’ experiences with being injured revealed a dialectical tension between the individual and generalized other. When injured, the athlete experiences a dialectical tension between participation and exclusion and is called upon to manage this tension between himself and the rest of the team. This study supports how one’s experience in sport is socially constructed through communication with others. Issues of masculinity, group influence, and the role of the athlete are discussed. Furthermore, limitations to this study and directions for future research are also presented. Approved: _____________________________________________________________ Claudia L. Hale Professor of Communication Studies iv ACKNOWLEDGMENTS Without the aid and guidance of countless individuals, projects such as this can never be accomplished. On professional and personal levels, individuals throughout my life played important roles in my development on both academic and personal levels. Because my academic journey has taken over ten years to complete (undergrad to PhD), it is unreasonable that I can acknowledge everyone that played an important role in my life. There are, however, several individuals that deserve special acknowledgements. First, I would like to acknowledge my advisor, Dr. Claudia Hale, for her unwavering support. Throughout my time at Ohio University and through the dissertation process, she played a special role in my life offering a supportive shoulder and sounding board. She always had an open door and was willing to listen to my ideas and seemingly endless list of worries. A simple “thank you” does little to validate the countless hours she spent devoted to my life from editing the many revisions to the dissertation to developing me as a confident scholar. I will forever be indebted to her for everything she has done. In addition, I would like to thank all the members of my committee for their thoughtful guidance and patience they exhibited as I completed the dissertation. I am grateful to Dr. Lynn Harter for her unique insights as a scholar and instructor. Her genuine concern for academic development is demonstrated in how she influenced my (and others) view of what it means to be both an instructor and scholar. I am also grateful to Dr. Roger Aden for his comments and feedback during the dissertation process. I am thankful to him for demonstrating that one can make a living researching something they hold dear to their heart. Dr. Andrew Kreutzer also deserves special v thanks as my outside committee member for his thoughtful contributions. From the beginning, his willingness to help, continuous enthusiasm, and genuine interest in my dissertation was both encouraging and energizing. There is another individual who played a significant role in getting me to this point. As an undergraduate, Dr. Chris Nix saw the potential I possessed to excel academically even when I did not. He played a pivotal role in encouraging me to continue my education, helped me with grad school applications, and shared his past experiences with me along my journey. Without his friendship, many things would not have been possible. Now, I am now privileged to consider him both a colleague and friend—thank you. Although Chris helped me manage the stress of graduate school by letting me know that my experiences were not unique, there were many friendships that I developed at Ohio University where we were able to share the stress and help each other through rough times. Heather Carmack, Josie Degroot, Megan Dowd, Sarah Heiss (& Russ Elek), Heather Stassen, Brian Swafford, Marie Thompson, and Anna Wiederhold deserve many thanks. They helped me manage the uncertainty and pressure of grad school by offering distractions and creating meaningful moments of which I will never forget. We were there with each other through the good and the bad. I respect each of them for their unique qualities as individuals and scholars. Even though I was not able to list everyone, all of my friends played an important role in my life throughout my time in grad school— your friendships will never be forgotten and I am confident that you know how I feel about each one of you. vi Finally, I would like to thank my family for their encouragement, support, and love. After graduating high school, I do not think that any of them realized that I would be in school for ten more years. The stress and uncertainty I felt throughout those many years of school were inevitably felt by them as well. Even though they were not able to understand the specifics of what grad school entailed, they did their best to empathize and understand. I now know that with their love and support, anything is possible. I love you all. Thank you! vii TABLE OF CONTENTS Page Abstract..............................................................................................................................iii Acknowledgments............................................................................................................... v CHAPTER 1: PROBLEM STATEMENT.......................................................................... 1 Positive Functions of Sports for Athletes ....................................................................... 4 Detrimental Aspects of Sports for Athletes .................................................................... 5 Injury and the Paradox of Sport .................................................................................. 8 Summary....................................................................................................................... 11 Sports Context............................................................................................................... 14 Key Terms..................................................................................................................... 15 CHAPTER 2: LITERATURE REVIEW.......................................................................... 20 An Organizational Framework for Understanding Sports Teams ................................ 20 Relational Dialectics ..................................................................................................... 23 Contradiction............................................................................................................. 26 Change ...................................................................................................................... 32 Praxis......................................................................................................................... 33 Totality...................................................................................................................... 39 Sports and Masculine Values........................................................................................ 42 Consequences of Injury and Masculine Ideology....................................................
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