Social_Support_JSSAE_Revised (1).doc - 1 2 Social support 1 1RUNNING HEAD SOCIAL SUPPORT FOR STUDENT ATHLETES 2 3 4 5 6 7 8 9 The impact of social

Social_Support_JSSAE_Revised (1).doc - 1 2 Social support 1...

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Social support 1RUNNING HEAD: SOCIAL SUPPORT FOR STUDENT ATHLETES The impact of social support on student athletes’ satisfaction in individual sportsDaniel J. A. Rhind, Ph.D – Brunel UniversitySophia Jowett, Ph.D – Loughborough UniversityRoss Lorimer, Ph.D – University of AbertayPaper submitted for publication in the Journal for the study of sport and athletes in educationDate of submission: 5th June, 2009Date of re-submission: January 11th, 2010Correspondence concerning this article should be addressed to Daniel J A Rhind, School of Sport and Education, Brunel University, Kingston Lane, Uxbridge, Middlesex, UB8 3PHTel: +44 (0) 1895 266860e-mail : [email protected]uk12123456789101112131415161718192021222324
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Social support 2AbstractThis study investigated the relationship between student athletes’ perceived social support and their level of satisfaction. The main effect model of social support was tested as well as the moderating effect of competitive level. A sample of 127 student athletes in the United Kingdom who compete in individual sports completed the Social Support Questionnaire: Short Form (SSQ-SR: Sarason, Sarason, Shearin, & Pierce, 1987) and the Athlete Satisfaction Questionnaire (ASQ: Riemer & Chelladurai, 1998). Participants’ perceptions regarding their available support significantly predicted their satisfaction withexternal agents. Furthermore, their satisfaction with this social support predicted their level of satisfaction with their individual performance and with their external agents. Competitive level was found to moderate the link between an athlete’s satisfaction with their social support and their external agents. The implications of these findings for key stakeholders are discussed. 1212345678910111213
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Social support 3The impact of social support on student athlete satisfaction in individual sportsIn recent years, research has highlighted the importance of the role played by social support within the sport context (Rees, 2007). Social support has been found to have advantages with respect to team cohesion (Westre & Weis, 1991), recovery from injury (Brewer, 2001), talent development (Morgan & Giacobbi, 2006), athletes’ self-talk (Zorbanis, Theodorakis, & Hatzigeorgiadis, 2006), and athletes’ satisfaction with their coaches’ leadership (Chelladurai, 1993). However, this body of research has tended to focus on senior athletes who are performing at the elite level and has hence neglected the role of social support for developing athletes within higher education. Research with the general university student population has indicated that social support can impact the individual’s adjustment to university life (Tao, Dong, Pratt, Hunsberger, & Pancer, 2000). It has been argued that social support plays a particularly significant role for university students who might face many academic, emotional and social challenges (Winter & Yaff, 2000). This may be particularly salient for student athletes who are required to fulfill dual roles (Wilson & Pritchard, 2005) which can lead to them being isolated from others (Tracey & Corlett, 1995). The present research is
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