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    Understanding Educational Choice Processes of Retired Professional Hockey Players

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    Genre
    Thesis/Dissertation
    Date
    2014
    Author
    Donnelly, Jilian K.
    Advisor
    Caldwell, Corrinne A.
    Committee member
    Kaplan, Avi
    Davis, James Earl, 1960-
    Department
    Educational Administration
    Subject
    Adult Education
    Continuing Education
    Education, Higher
    Adult Development
    Adult Learning
    Career Transition
    Expectancy-value Theory
    Hockey Players
    Professional Athlete
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2795
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2777
    Abstract
    The purpose of this qualitative study was to investigate the processes and influences that underlie the choice of retired elite athletes to further their education and assume the adult learner role. In the current study, focus was applied specifically to professional ice hockey players who were in a period of retirement from active play. Elite athletes often retire at a time when most other professions are just beginning or reaching a level of stability. Research suggests that many retired elite athletes experience a difficult transition to an early retirement from athletics that is fraught with depression and unemployment. A select number of these elite athletes choose to further their educations after their careers have expired. The literature suggests that some of these retired elite athletes find educational programming a valuable coping strategy in the often traumatic post-athletic career adjustment. Unfortunately, this choice is made by only few athletes. It would be desirable to encourage more retired athletes to consider and engage in educational activities; however, currently, there is only very little knowledge on the processes underlying athletes' choice to participate, or not to participate, in education in their retirement years. Using a theoretical framework that includes adult learning theory and adult development theory, in conjunction with expectancy-value theory of motivation, the impact of individual characteristics and environmental opportunities on post-athletic career choices made by professional athletes may be better understood. The primary instrument for data collection was a personal interview with ten retired professional hockey players, conducted over a consecutive six-month period resulting in significant data. Utilizing the constant-comparative method for data analysis, common themes were identified as indicators of educational engagement: Informal Mentorship, Head Injury Related Retirement, and Pre-Transition Planning. In addition to these themes, the findings reflected an alternative adult developmental model possibly unique to professional hockey players. The findings of this study are valuable to the larger conversation regarding adult learners, adult development, and elite athlete career transition.
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