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Eve Bernstein

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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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.

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-0046 Stressors, Coping, and Support Mechanisms for Student Athletes Combining Elite Sport and Tertiary Education: Implications for Practice Suzanne Cosh * Phillip J. Tully * 6 2015 29 29 2 2 120 120 133 133 10.1123/tsp.2014-0102 Understanding the Relationship Between Coaches’ Basic Psychological Needs and

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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

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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

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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

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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

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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

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Laura C. Healy, Nikos Ntoumanis, and Calum A. Arthur

within student-athletes, where the competing demands of academic and sporting commitments can have implications for well-being ( Cosh & Tully, 2014 ; van Rens, Ashley, & Steele, 2019 ). Autonomous goal motives have been shown to be related to enhanced well-being, both directly ( Healy, Ntoumanis

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Fleur E.C.A. van Rens, Rebecca A. Ashley, and Andrea R. Steele

sport is challenging, and the strains associated with these dual careers are a source of stress to student-athletes ( Cosh & Tully, 2015 ; Van Rens, Borkoles, Farrow, Curran, & Polman, 2016 ). To better support student-athletes in their stressful dual careers, it is important to identify the