Strategic thinking, entrepreneurial inclination, and career planning among sports science students

Abstract

This study examines the multidimensional relationships between strategic thinking ability, entrepreneurial inclination, and career development among sports science students. A cross sectional correlational design was used. The sample included 905 students enrolled in sports science programs. The study was conducted among sports science students in Türkiye. Data were collected with a 64-item, five-point Likert instrument covering six constructs. This 64 item assessment tool was originally developed by the authors as part of this study. Exploratory factor analysis and confirmatory factor analysis were conducted on separate subsamples. Structural equation modeling was used to assess direct and indirect associations. Indirect effects were tested with 5,000 bootstrap samples. Subscale means ranged from 3.07 to 3.24, and Cronbach's alpha coefficients ranged from .864 to .928. For the six-factor measurement model, the following values were obtained: χ²/df = 1.117, CFI = .982, TLI = .981, RMSEA = .016, and SRMR = .036. The proportions of variance explained by the model are 13.8% for OPSA, 18.8% for IBPCA, 27.4% for EI, 16.9% for CP, and 20.0% for SCDI. Strategic thinking ability was positively associated with opportunity perception and strategic awareness. It was also associated with innovative behavior and a proactive career attitude. The direct path to entrepreneurial inclination was not statistically significant. However, the indirect paths through the proposed mediators were significant. Strategic thinking ability had a direct association with career planning. It also showed direct and indirect associations with strategic career development intention in the sports industry. The findings suggest that strategic thinking does not translate automatically into entrepreneurial inclination. Its contribution becomes stronger when students recognize opportunities and adopt proactive, innovative career behaviors. Sports science programs should combine strategic thinking with opportunity analysis, applied entrepreneurship, career planning, and industry-based experience.