Abstract
Interscholastic athletics have long been positioned as educational spaces that support the holistic development of young people. However, an increasing emphasis on outcomes such as winning, advancement, and visibility has shifted the experience away from its intended purpose. This article examines the growing disconnect between what athletes report valuing in their sport experience and the expectations imposed by adults and broader societal pressures. Drawing on motivational frameworks such as Self-Determination Theory and achievement goal theory, alongside practitioner experience, the article identifies four key elements that athletes consistently prioritize: belonging, growth, autonomy, and meaningful engagement. It then explores how external influences, including parental expectations, social media, and community definitions of success, contribute to outcome-driven environments that may undermine athlete motivation, well-being, and long-term development. In response, a practical framework is proposed to recenter the athlete experience through clear communication, defined values, appropriate boundaries, and the intentional elevation of athlete voice. By realigning interscholastic athletics with principles that support intrinsic motivation and personal development, this article argues that educational sport programs can better fulfill their role in preparing young people not only for competition but also for life beyond sport.
Recommended Citation
Pocius, Nick
(2026)
"Whose Game Is It? Re-centering Athlete Voice in Interscholastic Sports: A Literature Review,"
Essays in Education: Vol. 32:
Iss.
2, Article 5.
Available at:
https://openriver.winona.edu/eie/vol32/iss2/5
Primary Author Bio Sketch
Nick Pocius is an independent scholar, educator, and interscholastic basketball coach with over 20 years of experience in education and athletics. His work focuses on creating environments that support student growth, relationships, and meaningful participation.
His research interests include equity, access, and centering student and athlete voice in educational and athletic settings. His dissertation explored the voices of students identified with emotional and behavioral disorders (EBD), and his scholarship also includes work on critical thinking in schools and historical perspectives on educational practice. Grounded in Self-Determination Theory, his work aims to better align systems with the needs and experiences of students.
