The Committee on Sports Medicine and Fitness (COSMF) and the Committee on School Health (COSH; 2000 ) suggested that physical education classes play an important role in introducing and promoting physical activity to youth and adolescents. This introduction may be the first time that students are
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Eve Bernstein
Suzanne Cosh and Phillip J. Tully
Participation in elite-sport and education is stressful and can result in sacrificed educational attainment. A dearth of research, however, has explored the specific stressors encountered by student athletes and coping strategies used, resulting in limited knowledge of how to best support student athletes. Interviews with 20 Australian university student athletes were conducted and data were analyzed via thematic analysis. Interviewees reported encountering numerous stressors, especially relating to schedule clashes, fatigue, financial pressure, and inflexibility of coaches. Athletes identified few coping strategies but reported that support from parents and coaches was paramount. Athletes would benefit from upskilling in several areas such as effective use of time, self-care, time management, enhanced self-efficacy, and specific strategies for coping with stress. Coaches have the opportunity to play a pivotal role in facilitating successful integration of sport and education.
Bridie Kean, David Fleischman, and Peter English
student-athletes to higher-education institutions or how they are communicated. Like the United Kingdom, however, research into the nature, support, and experiences of undertaking student-athlete pathways is emerging, but in less capacity. For instance, Cosh and Tully ( 2014 ) found that a main challenge
Audrey G. Evers, Jessica A Somogie, Ian L. Wong, Jennifer D. Allen, and Adolfo G. Cuevas
in student athletes ( NCAA, 2016 ), who experience more intense scheduling demands, physical and emotional fatigue ( Cosh & Tully, 2015 ), and coaching stressors ( Isoard-Gautheur & Guillet-Descas, 2012 ). Student athletes report a lack of resources for mental health and are in need of improved
Noora J. Ronkainen, Tatiana V. Ryba, and Jacquelyn Allen-Collinson
psychological interventions or screening during athletes’ careers should be undertaken, potentially to mitigate these risks ( Giannone, Haney, Kealy, & Ogrodniczuk, 2017 ). Despite the intensive physicality of sporting life projects, Hadiyan and Cosh ( 2019 ) recently noted that considerations of the athlete
Shakiba Oftadeh-Moghadam and Paul Gorczynski
into early retirement without any form of career-transition plans. Consequently, retirement, and thus transition out of elite sport, may increase athletes’ susceptibility to mental health symptoms and disorders, and raise challenges with postcareer life ( Cosh et al., 2020 ). Masculinity contests are
Megan Everritt and Amy Rundio
University, n.d. , para. 1). Hwang and Choi ( 2016 ) suggested that these stressors can be placed into three categories: academics, physical well-being, and social contexts. Stressors such as GPA and studying hours ( Lassiter et al., 2022 ), fatigue and schedule inflexibility ( Cosh & Tully, 2015 ), and
Joshua R. Jackson, Emily J. Dirks, and Andrew C. Billings
debate that an athlete is always an athlete, even after retirement. However, one’s identity as an athlete shifts as they transition from active competitor to retired ( Cosh et al., 2013 ), the result of a career change and substantial life shift ( Brewer et al., 1993 ). Some experience difficulties with
Luke Wilkins, Jen Sweeney, Zoella Zaborski, Carl Nelson, Simon Tweddle, Eldre Beukes, and Peter Allen
been reported that the prevalence and implications of mental health disorders may be greater for retired athletes ( Cosh, Crabb, & LeCouteur, 2012 ; Gouttebarge et al., 2015 ). A longitudinal study looking at a cohort as they progress through their career to retirement will be of value. In terms of
Clara Teixidor-Batlle, Carles Ventura Vall-llovera, Justine J. Reel, and Ana Andrés
Sport participation provides a range of positive health benefits, but a variety of factors can pressure an athlete to push himself or herself toward an unhealthy body weight or unrealistic performance threshold ( Cosh, Crabb, Kettler, LeCouteur, & Tully, 2015 ; Reel & Volker, 2012 ), resulting in
