Document Type

Thesis

Degree Name

Master of Science (MSc)

Department

Kinesiology and Physical Education

Faculty/School

Faculty of Science

First Advisor

Dr. Mark Eys

Advisor Role

Supervisor

Abstract

Role acceptance refers to the willingness of an athlete to fulfill expected role responsibilities (Benson, Eys, Surya, Dawson, & Schneider, 2013). Researchers have proposed several potential antecedents of role acceptance, one of which emphasized the influence of parents in this process (Eys et al., in preparation). With this in mind, the general purpose of the present study was to examine how parents influence the role acceptance process through multiple perspectives (e.g., parents, athletes, and coaches). To achieve this objective, semi-structured interviews were conducted with 19 participants (7 parents, 7 athletes, and 5 coaches) from four different types of interdependent team sports (e.g., basketball). Following the interview process, each interview was transcribed verbatim and then analyzed using an inductive analysis approach (Patton, 2002). To ensure credibility and trustworthiness, several measures were taken including bracketing previous experiences, maintenance of a reflexive journal, data and investigator triangulation, and member checks. Results demonstrated that participants perceived parents to influence athlete role acceptance. Themes were organized into a framework to help explain the process by which parents influence athlete role acceptance through parent characteristics (e.g., investment, sport competence, unrealistic expectations), parent behaviours (e.g., supporting, undermining, intervening), and the resulting consequences (e.g., athlete role acceptance, team specific consequences). Discussion is focussed around several practical and theoretical implications aimed at bringing awareness to how parents influence athlete role acceptance and proposes minor adjustments with regard to the sport actors involved in role development.

Convocation Year

2016

Convocation Season

Fall

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