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Shaun C. Tyrance, Henry L. Harris and Phyllis Post

This study examined the relationship between athletic identity, race, gender, sport, and expectation to play professionally and career planning attitudes (career optimism, career adaptability, and career knowledge) among NCAA Division I college student-athletes. Participants of this study consisted of 538 Division I student-athletes from four Bowl Championship Series institutions. Results of this study found that Division I student-athletes with higher athletic identities had lower levels of career optimism; Division I student-athletes who participated in revenue-producing sports had lower levels of career optimism; and student-athletes with a higher expectation to play professional sports were more likely to be optimistic regarding their future career and displayed higher athletic identities. Statistically significant findings indicated the following gender differences: male Division I student-athletes believed they had a better understanding of the job market and employment trends; males had more career optimism; and females had higher levels of athletic identity than their male counterparts. Implications for counseling student-athletes are addressed.

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Jeffrey B. Ruser, Mariya A. Yukhymenko-Lescroart, Jenelle N. Gilbert, Wade Gilbert and Stephanie D. Moore

this study was to explore the relationships between gratitude and constructs that are central to student-athlete well-being, such as coach–athlete relationships (CAR) and athlete burnout. As such, we examined these relationships and reviewed the existing literature to illuminate how studying and

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Bridie Kean, David Fleischman and Peter English

undertaking higher education while training and competing in national and international sporting competitions. Australian student-athletes composed more than 40% of the 2008, 2012, and 2016 Olympic teams, winning 57–61% of the medals ( Knapp, 2012 ; Uniroos, 2016 ). Hence, the Australian Institute of Sport

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Sara L. Giovannetti, Jessica R.G. Robertson, Heather L. Colquhoun and Cindy K. Malachowski

simultaneously balance their athletic and academic roles. Although competing in varsity sport can be rewarding, student-athletes face unique challenges such as extensive time commitments related to practice, travel, and games or competition ( Geiger, 2013 ; Lopez & Levy, 2013 ). A systematic review that

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Jessica L. David, Matthew D. Powless, Jacqueline E. Hyman, DeJon M. Purnell, Jesse A. Steinfeldt and Shelbi Fisher

professional ranks, this phenomenon is not exclusive to professional sport. Similar to their professional counterparts, for many college student athletes Twitter is the social-media platform of choice ( DeShazo, 2016 ; Hambrick, Simmons, Greenhalgh, & Greenwell, 2010 ; Pegoraro, 2010 ; Sanderson & Browning

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Breanna Drew and James Matthews

approximately one-third reported feeling so depressed that it was difficult to function. Within this collegiate cohort, student-athletes represent somewhat of a unique population who may be at increased risk of mental ill-health ( Moreland, Coxe, & Yang, 2018 ). While the mental health of student-athletes is

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Graig M. Chow, Matthew D. Bird, Stinne Soendergaard and Yanyun Yang

Alcohol use represents an important mental health issue for student-athletes. Specifically, 77% of student-athletes consume alcohol and 42% engage in binge drinking (i.e., 4 or more drinks for women and 5 or more drinks for men; NCAA, 2018 ). As a result of alcohol use, student-athletes report

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Minjung Kim, Brent D. Oja, Han Soo Kim and Ji-Hyoung Chin

, Filo, Lock, Funk, & McDonald, 2016 ; Inoue & Kent, 2012 ; Inoue, Sato, Filo, Du, & Funk, 2017 ; Kim, Perrewé, Kim, & Kim, 2017 ). In line with the virtues of transformative sport service research, we have chosen to examine a unique space within the sport industry—collegiate student-athletes’ school

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Robert C. Hilliard, Lorenzo A. Redmond and Jack C. Watson II

College student-athletes are a population that appear to experience mental illness at rates comparable or higher to their nonathlete peers (e.g.,  Jolly, 2008 ; Moreland, Coxe, & Yang, 2018 ). Highly regimented schedules, time demands, and pressures to be successful academically and athletically

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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