NCAA Division I Student-Athlete and Athletic Administrator Perceptions of Social Support in the Athletic Department at One University in the Northwestern United States

Student-athletes' and athletic administrators' perceptions of available and accessible social support in the athletic department are explored. Interviews were conducted with three athletic administrators whose job responsibilities are most focused on student-athlete welfare and 13 student-athletes from a NCAA Division I University from the Pacific Ten Conference in the Northwestern United States chosen from a purposive sample based on demographic characteristics and nominations. Interviews were conducted with participants until informational redundancy was achieved. The university was chosen based on diversity of student-athletes, proximity to researcher, and access granted to student-athletes for interviews. Interview questions were based on the psychosocial model of development. Data from interviews were analyzed thematically using five dimensions of social support to examine the differences and similarities between the types of support identified as available and accessible by student-athletes and athletic administrators. From the 13 student-athletes and three athletic administrators that were interviewed, 38 categories were identified in the themes of emotional support, instrumental support, informational support, appraisal support, and lack of support. Student-athletes identified 29 categories in the five themes and athletic administrators identified 19 categories in the five themes. Similarities between student-athletes and athletic administrators were found in 14 categories. Student-athletes identified 13 categories that athletic administrators did not and athletic administrators identified six categories that student-athletes did not. Implications of the results for student-athletes and athletic administrators are discussed.