University student-athletes’ contributions in the form of volunteering, community engagement, and civic engagement have been the subject of recent research; however, no studies have specifically examined the factors that facilitate or serve as barriers to contribution in this population. As such, the purpose of this study is to explore the facilitators and barriers relating to university student-athletes’ contributions. Individual semi-structured interviews were conducted with eight university student-athletes (two males, six females) between 18 and 21 years of age (M = 19.25) from two Canadian universities. The analysis led to the identification of two qualitatively distinct profiles regarding how facilitators and barriers to contributions were experienced: (a) the first-year student-athletes and (b) the sustained contributors. Although the participants in each profile identified teammates, coaches, and athletics department staff as facilitators to contribution, they differed in their interpretation of how these individuals facilitated contributions. First-year student-athletes were more reliant than sustained contributors on having facilitators create contribution opportunities. The profiles also differed in regards to how time constraints were overcome. First-year student-athletes utilized less complex, individual time-management strategies, while sustained contributors collaboratively made use of more advanced time-management strategies to optimize their time.
Contribution, Emerging Adulthood, Time-Management, Composite Narrative
Colin Deal was supported by a Joseph-Armand Bombardier Canada Graduate Scholarship.
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Recommended APA Citation
Deal, C. J., & Camiré, M. (2016). University Student-Athletes’ Experiences of Facilitators and Barriers to Contribution: A Narrative Account. The Qualitative Report, 21(11), 2087-2102. https://doi.org/10.46743/2160-3715/2016.2360