A Qualitative Grounded Theory: Exploring Factors That Influence Division II Collegiate Basketball Coaches When Implementing a Balanced Academic, Social, and Athletic Student-Athlete Experience

The purpose of this qualitative grounded theory was to explore what Division II collegiate basketball coaches understand a balanced academic, social, and athletic student-athlete experience to be, factors that support and hinder collegiate basketball coaches when implementing a balanced student-athlete experience, and how Division II collegiate basketball coaches respond to positive and negative factors influencing their athletic program to best support holistic student-athlete development. This research study took place in the southeast region of the United States of America. Six collegiate basketball coaches were interviewed to understand how the values of their coaching philosophy influenced their decision making when leading a Division II basketball program within the guiding principles of the National Collegiate Athletic Association's Collegiate Model of Athletics. According to the National Collegiate Athletic Association, the Collegiate Model of Athletics mandates that each of its associated members provide a balanced academic, social, and athletic student-athlete experience. Three streams of literature pertaining to coaching philosophy, competition, and mental toughness served as a foundation for the research study. Data were collected through observations, one-on-one interviews, focus group interviews, and artifact collection to understand participant perceptions regarding the purpose of the research study. Several findings emerged based on outcomes that developed from the central research question and three sub-research questions. These findings consisted of the following grounded theories: Basketball is a tool to teach life lessons, Support systems promote holistic student-athlete development, Negative influences hinder holistic student-athlete development, and Team culture creates guiding principles. An integrated grounded theory emerged in this research study based on the four grounded theories associated with each research question. The integrated grounded theory was, A holistic development coaching approach is needed to provide a balanced academic, social, and athletic student-athlete experience. This integrated grounded theory warranted implications for coaching practices which suggest that collegiate basketball coaches should view their coaching responsibility as a multifaceted leadership role focused on the holistic well-being and overall development of student-athletes. Recommendations that emerged from this research study include strategies for optimizing the academic, social, and athletic student-athlete experience through coaching practices, future research, and coaching policy.Ed.D., Educational Leadership and Management -- Drexel University, 201