大專籃球學生運動員運動退休與生涯轉換

Abstract

過往研究大多認為學生運動員在畢業後會面臨就業窘境，然而從數據和當今環境不禁讓人現代社會是否還需要我們如此擔心他們的就業狀況？本研究利用半結構式訪談搜集八位退役球員的故事，討論大專球員在畢業之後如何發展運動退休的生涯，並與過往的文獻做交互比較。為了勾勒出受訪者在運動退休的十字路口所做出的決策，本研究將「運動員生涯」和「運動退休」之後拆成兩個時間線討論，討論個體在各個時期運用社會網絡與個體之關係，及在運動社會化的過程中所建構的人格特質如何影響他們的工作表現。研究結果發現，社會網絡 (家人、教練、同儕、大眾媒體、學校、和社會制度) 在各個階段的社會支持因應時空的不同給予個體不同程度的輔助，家人在啟蒙階段涉入很深，在運動生涯中又逐漸淡出，直到運動退休前期又重新扮演重要的角色。反之教練則是在運動生涯擔任協助升學的角色，在畢業後則無法給予學生實質的幫助。同儕不論在哪一個階段都能夠給予協助，學生時期扮演自尊和情緒支持之角色，退役後在資訊的討論和一同在職場上打拼等實質幫助則顯而易見。大眾媒體隨著日新月異的科技，與我們生活密不可分，運動員生涯可以用來搜集升學資訊，工作時則可以得到工作機會，甚至自己創造屬於自己的品牌，成為有個人聲量的意見領袖。學校和社會制度分別在不同時期從大環境的角度協助個體，學校的資源可以協助個體探索自我，我們政府更為了不流失這些優秀運動員的經驗和訓練成本，不但有規劃特殊的升學管道，更在畢業後有銜接職場的政策。並且，在運動員的養成過程當中，對未來的職場生活會產生七項優勢、三項困境和四項負面影響。優勢讓他們更能習慣職場生態，並獲的重用。雖然過往的經驗可以造成運動員的負面影響和面對許多挑戰，儘管如此，這些看似負面的問題都可以透過社會支持克服，因此鼓勵大專籃球運動員在面臨退役時可以勇敢做夢，討戰非運動領域的職業，或利用對運動員有利的制度得到穩定的生活。Previous research has often suggested that student-athletes face employment difficulties after graduation. However, given the current data and environment, one might question whether we still need to be so concerned about their employment prospects. This study uses semi-structured interviews to collect the stories of eight retired athletes, discussing how college athletes develop their post-sport careers and comparing these findings with past literature. To outline the decisions made by respondents at the crossroads of retirement from sports, the study separates the"athlete career" and "post-sport retirement" into two timelines, examining how individuals utilize their social networks and relationships at various stages, and how the personality traits developed through sports socialization impact their job performance. The results reveal that social networks (family, coaches, peers, media, schools, and social systems) provide varying degrees of support at different stages, depending on time and space. Family involvement is significant during the early stages but gradually diminishes during the athlete's career, only to become important again towards the end of their sports career. Conversely, coaches assist with educational advancement during the athlete's career but are unable to provide substantial help after graduation. Peers offer support at all stages: during student years, they provide self-esteem and emotional support, and after retirement, they offer practical assistance through information sharing and joint efforts in the workplace. Media, with its ever-evolving technology, has become integral to our lives; it can be used to gather educational information during the athlete's career, find job opportunities, or even build personal brands and become influential opinion leaders. Schools and social systems provide support from a broader environmental perspective: schools offer resources for self-exploration, while the government has created special pathways for education and policies to bridge the gap to the workforce, aiming to retain the valuable experience and training of these athletes. Additionally, the process of athlete development can result in seven advantages, three challenges, and four negative impacts in future professional life. The advantages help athletes adapt to the workplace environment and gain recognition. Although past experiences may cause negative effects and challenges, these issues can be overcome with social support. Therefore, it is encouraged for college basketball athletes to bravely dream beyond sports, explore non-sport careers, or utilize favorable systems for athletes to achieve a stable life.