Date of Award

2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

This study examined the team and classroom experiences of student athletes in the autonomous student athlete climate. A narrative qualitative research approach was used to describe and interpret the experiences and perceptions of six NCAA Division I student athletes from three different universities located in the Midwestern and South-Central United States. Self-determination theory (SDT; Ryan & Deci, 2000, 2017) and the Input-Environment-Output (I-E-O) model (Astin & Antonio, 2012) were used as theoretical frameworks to guide the interpretation of participants experiences. This study used participants narratives and experiences to understand better how the autonomous student athlete climate supported them in developing autonomy. There were five themes that emerged from participant interview data: (1) perceptions of team culture, (2) communication preferences of student athletes, (3) focus on growth and improvement from within, (4) experiences of student athletes overcoming challenges, and (5) parental support in navigating decisions. The subthemes that emerged were the following: (1a) supportive nature of coaches, (1b) team influence on decisions, (2a) preferred professor communication, (2b) preferred coaching instruction, (3a) mistakes allow for improvement, (3b) application to future goals, and (4a) developed confidence for new challenges. The findings indicate that participants found the student athlete climate to support their autonomy, mostly due to the influence of coaches and professors. Furthermore, participants believed they developed a sense of autonomy and were driven by autonomous forms of motivation due to the supportive climate. As a result of their development, participants shared what they learned and how they would apply what they learned in their future.

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