Into the Pressure-Cooker: An Exploration into Australian First Grade Cricket Culture

Clarke, Peter (2015). Into the Pressure-Cooker: An Exploration into Australian First Grade Cricket Culture Master's Thesis, School of Psychology, The University of Queensland.

Author Clarke, Peter
Thesis Title Into the Pressure-Cooker: An Exploration into Australian First Grade Cricket Culture
School, Centre or Institute School of Psychology
Institution The University of Queensland
Publication date 2015-10-22
Thesis type Master's Thesis
Supervisor Clifford Mallett
Total pages 80
Language eng
Subjects 1701 Psychology
Abstract/Summary To date, there has been little, or no published psychological research into Australian grade cricket culture. With the vast increase in commercial opportunities for professional cricketers, the stakes are higher than ever in the upper echelons of grade cricket. These opportunities appear to have led to a shift in first grade cricket culture, dominated by the importance of individual performance, particularly in first grade cricket. Using Schein’s model of organisational culture, this study examined the Australian first grade cricket culture, and its link with performance, from the player’s perspective. In this study, individual semi-structured interviews were conducted with eight first-grade cricketers on their perceptions of first grade cricket culture, and its relationship with their performance. Data was analysed in conjunction with two independent researchers to achieve triangular consensus. Key findings suggested that players perceive first grade cricket as high-pressured, and less supportive environment than other grades. Players also reported the importance of self-belief, and belief from others, for success at the first grade level. The interactions of these key themes and their relationship with performance are discussed, along with implications of findings of the present study, and suggestions for future research.
Keyword Cricket
Culture

 
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Created: Fri, 20 Nov 2015, 00:41:01 EST by Danico Jones on behalf of School of Psychology