A Comparison of High School 4A Basketball Players And
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Athletes' Perceptions of Sport and Education: A Comparison of High School 4A Basketball Players and Midget AAA Hockey Players in Alberta ROB MORGAN B.PE. University of Alberta, 1992 A Thesis submitted to the Faculty of Education of the University of Lethbridge In Partial Fulfillment of the Requirements for the Degree MASTER OF EDUCATION LETHBRIDGE, ALBERTA December 2002 ATHLETES' ATTITUDES AND INTENTIONS TOWARDS SPORT AND EDUCATION ©ROBERT MORGAN Approved: Thesis Co-Supervisor: Keith Roscoe, Ph.D. Date Thesis Co-Supervisor: Craig Loewen, Ph.D. V Date Thesis'Committee Member: Robert Runte. Ph.D. Date JMternal Examiner: Jochen Bocksnick. Ph.D. \J D ate Assistant Dean ottCsraduate Studies and Research in Education: Etafte Rick Mrazek, Ph.D. Dedication This master's thesis is dedicated to my loving family (wife Rhonda, son Braden, and daughter Brooke) for their unconditional love and support. They provided patience, encouragement, and made personal sacrifices for me to complete the Master of Education Degree from the University Lethbridge. Especially to my wife Rhonda who was always available to give me a boost when my battery seemed low. I also dedicate this thesis to my parents who shared many great hockey memories together while I was a player. iii Abstract This study focused on student athletes' perceptions of sport and education. The following research question was used to establish a framework for this thesis: Is there a significant difference in athletes' perceptions of sport and education between 4A varsity basketball players and midget AAA hockey players in Alberta? The independent variable was the sport category (hockey or basketball) and the dependent variable was the athletes' responses to the survey. A self-developed survey instrument entitled Sport and Education Survey (ESS) was utilized to gather information. The survey drew upon thirteen statements that were grouped according to their relevance to each hypothesis. Five additional statements were included for the purpose of categorization, description and discussion. The survey was administered to a sample of 158 males who played either hockey or basketball and were currently in grades 10, 11 or 12. An approximate equal representation was reached by surveying four hockey teams and eight basketball teams. Three hypotheses were examined and tested: HI) There is a significant difference in perceptions of education between 4A varsity basketball players and midget AAA hockey players in Alberta. H2) There is a significant difference in perceptions of sport between 4A varsity basketball players and midget AAA hockey players in Alberta. 113) There is a significant difference in perceptions of post-secondary education between 4 A varsity basketball players and midget AAA hockey players in Alberta. Testing the hypotheses required the use of the Chi-square test in cross tabulations. H1 and H3 are rejected: the findings indicate that both groups are concerned about their performance in education and they plan to attend post-secondary education. H2 is supported: 76.3% of hockey players at the midget AAA level were planning to become professional athletes, while only 35.4% of 4A basketball players were planning to become professional athletes. Upon iv high school graduation most midget AAA hockey players' choose to apprentice in the junior hockey ranks in hopes of becoming a professional athlete or to receive an athletic scholarship. Whereas the priority among most 4A basketball players is to immediately attend college or university on a fulltime basis with or without an athletic scholarship. v Acknowledgements I wish to express my deepest gratitude to Dr. Keith Roscoe for all his encouragement, assistance, and advice. As thesis supervisor, his thought provoking questions, humor, and genuine interest in my study provided the essential ingredients for a positive and memorable experience. Thanks are also extended to Dr. Cathy Campbell for her inspiring words; her experience and knowledge was invaluable to the research process. I also appreciate the assistance of Dr. Robert Runte for helping me develop the research blueprint, which provided the necessary framework for successfully completing this study. Special thanks are also extended to Dr. Craig Loewen who later joined my thesis committee, and to my external examiner Dr. Jochen Bocksnick. Lastly thanks are extended to Dr. Ita McGrogen and to Judy O'Shea. VI Table of Contents Table of Contents vii Introduction 1 Purpose and Rationale of the Study 2 Research Question 6 Key Terms 8 Scope of the Research 9 Review of Literature 10 Theoretical Orientation 10 The Theory of Planned Behavior 10 The Need for Self-Worth 11 School-Sponsored Sport 13 Non School-Sponsored Sport 16 Methodology 21 Research Population 21 Instrumentation 22 Gaining Access and Gathering Data 23 Analysis of Data 23 Reliability and Validity 24 Results and Findings 28 Athlete Perceptions of Education 28 Athlete Perceptions of Sport 35 Athlete Perceptions of Post-Secondary Education 43 General Survey Statements 49 vii Discussion 57 Conclusion 64 Implications 65 Recommendations 68 References 71 Appendices 77 A: Sport and education Survey 77 B: Letter of Consent 80 C: Research Survey Consent Form 81 D: Hockey Players' Critical Decision Path 82 E: National Hockey League Entry Draft Summary 83 F: Survey Instrument Blueprint 84 viii List of Tables Table 1. Student Athletes' Perceived Effort in School 31 Table 2. Student Athletes' Work Ethic in School Compared to Work Ethic in Sport 32 Table 3. Hours Per Week of Study by Student Athletes (Self-Reported) 33 Table 4. Student Athletes' Concern About Their School Performance 34 Table 5. Student Athletes Self-Perceived Effort in Sport 38 Table 6. Student Athletes' Work Ethic in Sport Compared to Work Ethic in School 39 Table 7. Student Athletes' Attitudes Toward Trying to Become Professional Athletes ...40 Table 8. Hours Per Week Spent on Sport by Student Athletes 41 Table 9. Student Athletes' Concern About Sport and Education 42 Table 10. Student Athletes' Intentions to Attend Fulltime Post-Secondary Education One Year After Graduation 45 Table 11. Student Athletes' Intentions not to Attend College/University After High School 46 Table 12. Student Athletes' Intentions to Attend College/University Only if They Receive an Athletic Scholarship 47 Table 13. Student Athletes who Plan to Attend College/University if They Do not Become Professional Athletes 48 Table 14. Self-Reported Grade Levels of Student Athletes 51 Table 15. Student Athletes Taking 10, 20 and 30 Level High School Courses 52 Table 16. Student Athletes who Felt Their Team Had Academic Standards 53 Table 17. Student Athletes' Grade Average on Most Recent Report Card 54 Table 18. Results Summary of Pearson Chi Square Tests in Cross Tabs 56 ix List of Figures Figure 1. Student athletes' perceived effort in school 31 Figure 2. Student athletes' work ethic in school compared to work ethic in sport 32 Figure 3. Hours per week of study by student athletes (self-reported).Tab 1 e 4 33 Figure 4. Student athletes' concern about their school performance 34 Figure 5. Student Athletes Self-Perceived Effort in Sport 38 Figure 6. Student athletes' work ethic in sport compared to work ethic in school 39 Figure 7. Student athletes' attitudes toward trying to become professional athletes 40 Figure 8. Hours per week spent on sport by student athletes 41 Figure 9. Student athletes' concern about sport and education 42 Figure 10. Student athletes' intentions to attend fulltime post-secondary education one year after graduation 45 Figure 11. Student athletes' intentions not to attend college/university after high school.46 Figure 12. Student athletes' intentions to attend college/university only if they receive an athletic scholarship 47 Figure 13. Student athletes who plan to attend college/university if they do not become professional athletes 48 Figure 14. Self-reported grade levels of student athletes 51 Figure 15. Student athletes taking 10, 20 and 30 level high school courses 52 Figure 16. Student athletes who felt their team had academic standards 53 Figure 17. Student athletes' grade average on most recent report card (self-reported) 54 x Introduction On August 25-27, 1999, The Molson Open Ice Summit brought together Canadian hockey constituents from all levels to examine the state of hockey in Canada. The primary purpose of the summit was to develop recommendations to enhance player development at the grassroots level (Canadian Hockey Association [CHA], 1999, www.canadianhockey.ca/openice). After two days of presentations and discussions, participants collectively agreed upon eleven recommendations for hockey in Canada. Recommendation 10 is of particular interest, since it proposes "To promote cooperative efforts between school boards, local hockey associations and sponsors, to better utilize ice times and school facilities and move toward development of sport schools." (CHA, 1999, www.canadianhockey.ca/'e/index.html). Hockey Canada suggests this recommendation is a step toward copying the European model of a sport school, where children combine academic and athletic interests (CHA, 1999, www.canadianhockey.ca/e/index.html). Such schools provide an educational program that fosters student athlete development by allowing aspiring young athletes more opportunities to practice (King & Kinding, 2001). Children attend school for a half-day, followed by a half-day of sport practice. A primary issue for hockey constituents across Canada is the fact that hockey for adolescents is