AN EXAMINATION OF THE DUAL CAREER PATHWAY AND TRANSITIONS UK STUDENT-ATHLETES EXPERIENCE THROUGHOUT UNIVERSITY EDUCATION EMMA VICKERS A thesis submitted in partial fulfilment of the requirements of Liverpool John Moores University for the degree of Doctor of Philosophy February 2018 i Abstract A dual career in sport is the challenge of combining a sporting career with education or work. An increasing population of athletes are choosing to further their academic careers by combining elite level sport with university education. University student-athletes may, however, be susceptible to experiencing a number of stressors (e.g., managing sport and academic timetables and personal sacrifices). This thesis extended knowledge on dual careers through the examination of athletes’ and stakeholders’ perceptions of the whole university experience, including the transition into, experiences during, and the transition out of university. A qualitative research design was employed throughout the thesis and data were collected through focus groups, longitudinal semi-structured interviews, and one-off semi structured interviews with participants from a range of UK universities. Data were analysed thematically and narratively. Additionally, autoethnographic data from the author (a former elite student-athlete) supplemented participant data. Part A explored athletes’ and stakeholders’ perceptions of the transition into university for student-athletes. Results found that student-athletes form expectations before they move into university (e.g., perceived living challenges), but often experienced different demands following the transition (e.g., increased sporting commitments following entry to university sport). These results suggest that pre-transition support may not be targeting the correct areas. Part B examined the experiences during university for student-athletes. Results found that student-athletes have diverse and challenging experiences at university, leading to the creation of five different narratives (e.g., injury narrative). Overall results highlight the importance of integrating university and external stakeholder support, and the development of more effective practitioner-athlete relationships. Finally, part C explored athletes’ and stakeholders’ perspectives of the transition out of university for student-athletes. Results found that student-athletes took five different pathways when they left university (postgraduate education, full-time sport, vocation sport dual career, triple career, and discontinuation from sport). Student-athletes experienced challenges with the renegotiation of their identity when they left university, and a loss of core support services led them to perceive that they had difficulty reaching their elite senior potential after university. Overall results of the current thesis have implications for how stakeholders educate and prepare student-athletes for transitions, and how stakeholders within the student- athletes’ circle interact whilst they are at university. Alongside an adapted theoretical framework that represents UK experiences, recommendations for improved university dual career provision in the UK are made, including the need to address why athletes are entering university, reasons why universities are supporting athletes, and the need to address the post-university gap in support systems. These recommendations challenge and extend current policy guidelines. ii Contents Abstract………………………………………………………………………………………...i Contents………………………………………………………………………………………..ii List of Tables…………………………………………………………………………………..vi List of Figures…………………………………………………………………………………vii Chapter One……………..………………………………………………………………..…….1 1.1 Introduction……………………………………………………………….………...2 1.2 Significance and Structure of Thesis……………………………………......……...7 1.3 Definition of Terms……..………………………………………………………….8 Chapter Two………………….....………………………………………….……………..……9 2.1. Theoretical Perspectives……………...……………………………………..……10 2.1.1 Talent Development in the Athletic Career…..……………………………..10 2.1.2 Holistic Focus in the Athletic Career..……………………………………....11 2.1.3 Individual Transition Models………………………………………………..17 2.2 Empirical Review on the Pathways Through University……………………..…...22 2.2.1 The Transition into University..……………………………………………..22 2.2.2 During University……………………..………………………………….…31 2.2.3 The Transition out of University……......…………………………………..35 2.2.4 Review of UK University Sport Scholarship Programmes…………………39 2.3 Summary, Unsolved Issues, Knowledge Gaps and Focus of the Current Work.....40 Chapter Three……………...……………………………………………….…………………46 3.1 Research Design………..…………………………………………………………47 3.1.2 Epistemological View……………………………………………………….48 3.1.3 Research Origins……………………….……………………………………49 3.2 Participants…………………………………………………………..…………….51 3.2.1 Participant Recruitment, Inclusion Criteria, and Sample Size…..…………..51 3.3 Procedure and Data Collection Methods…..……………………………………...53 3.3.1 One-Off Semi-Structured Interviews……………………………….……….55 3.3.2 Longitudinal Semi-Structured Interviews…………………………….……..57 3.3.3 Focus Groups………………………………………………………………..59 3.3.4 Autoethnography……………………………………………………………61 3.4 Data Analysis Procedures……..…………………………………………………..66 3.4.1 Thematic Analysis…………………………………………………………..66 3.4.2 Narrative Analysis………..……………………...………………………….68 iii 3.5 Research Credibility………..……………………………………………………..70 3.5.1 Naturalistic Generalisability………………………………………………….71 3.5.2 Width…………………………………………………………………………71 3.5.3 Credibility………………………………………………………………….…71 3.5.4 Transparency………………………………………………………………....73 3.5.5 Evaluation and Trustworthiness of Autoethnography………...………….…..73 Chapter Four…………………………………………………………………………………..76 4.1 Introduction to Part A………..……………………………………………………77 4.2 Method………..…………………………………………………………………...79 4.3 Results………..……………………………………………………………………80 4.3.1 Pre-Transition Decision: To Go or Not to Go?.................................................80 4.3.2 Pre-Transition Decision: Where to Go?...........................................................84 4.3.3 Pre-Transition Expectations and Demands: A Challenging Process……...….86 4.3.4 Pre-Transition Support: Logistics and Uncertainty………………………..…91 4.3.5 Acute Changes Following Transition: Unexpected Demands and Changes....93 4.3.6 Management of Acute Change Following Transition………………………107 4.4 Discussion……..…………………………………………………………………109 4.4.1 Part A Advancements to Knowledge………………………..………………113 4.4.2 Strengths, Limitations, and Future Research……………………………..…121 4.5 Conclusion……………………………………………………..………………...123 Chapter Five………………………………………………………………………………….124 5.1 Introduction to Part B…………………………………………………………....125 5.2 Method…………………………………………………………………..……….126 5.3 Results………………………………………………………………………..…..126 5.3.1 Ben’s Story: Living at a National Training Centre where Sport is the Priority………………………………………………………………………...…..127 5.3.2 Georgina’s Story: Injury Complications Leading to Selection Blues….…...134 5.3.3 Sara’s Story: Poor Relationships and Social Experiences Leading to Isolation……………………………………………………………………………..140 5.3.4 Paul’s Story: External Stakeholder Pressures and Sport-Specific Demands.....146 5.3.5 My Story (Autoethnographic Data): Reflections on Why I didn’t Excel Further in My Sport at University…………………………………………………………154 5.4 Discussion………………………………………………………………………..156 5.4.1 Part B Advancements to Knowledge…………………………………...…...156 iv 5.4.2 Strengths, Limitations, and Future Research………………………………..163 5.5 Conclusion……………………………………………………..………………...164 Chapter Six…………………………………………………………………………………..166 6.1 Introduction to Part C…………………………………………………..………..167 6.2 Method………………..………………………………………………………….168 6.3 Results…………………………………………………………………..………..169 6.3.1 Pre-Transition Thoughts: Anxiety and Uncertainty………..…………….....170 6.3.2 Pre-Transition Planning: Sporadic………………………………………….173 6.3.3 Post-University Path: What Decisions do Student-Athletes Make and Why?.......................................................................................................................174 6.3.4 Challenges Upon Leaving University: Loss of Support Structures………...186 6.3.5 Transition Support…………………………………………………………..192 6.4 Discussion………..……………………………………………………………....195 6.4.1 Part C Advancements to Knowledge……………………………….……….196 6.4.2 Strengths, Limitations, and Future Research………………………………..202 6.5 Conclusion……..………………………………………………………………...204 Chapter Seven………………………………………………………………………………..206 7.1 General Overview of Thesis and Results………………………………………...207 7.2 Main Findings Contributing to the Adapted Model…………………………...…209 7.2.1 Athletic Level……………………………...…………………………….….209 7.2.2 Psychological Level…………………………………...……………………212 7.2.3 Psychosocial Level………………………………………………………….213 7.2.4 Academic/Vocational Level……..…………………..………………….…..215 7.2.5 Financial Level………………….…………………………………………..216 7.3 Adaptations to the Higher Education Section of the Holistic Athletic Career Model………………………………………………………………………………...217 7.4 Thesis Strengths…………...……………………………………………………..219 7.5 Thesis Delimitations and Limitations….…...……………………………………220 7.6 Reflections on Autoethnography: A Therapeutic Process……………………….221 7.7 Thesis Practical Implications.……………………..……………………………..222 7.7.1 Implications for Supporting Student-Athletes Making Decisions around and Transitioning into University……………………………………………………..222 7.7.2 Implications for Supporting Student-Athletes During their University Dual Career……………………………………………………………………………..224 v 7.7.3 Implications for Supporting Student-Athletes Making Decisions around and Transitioning out of University...…………………………………………………225