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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Sara L. Giovannetti, Jessica R.G. Robertson, Heather L. Colquhoun, and Cindy K. Malachowski
Megan Everritt and Amy Rundio
Student athletes (SAs) are put under tremendous amounts of stress, including, but not limited to, reduced study time due to practice schedules, meeting team and performance standards, and external pressure to exceed expectations. Many of these individuals face the daily challenge of staying stoic
Stacy M. Warner, Sarah Stokowski, Alison Fridley, and Kibaek Kim
toward the student-athlete 1 population ( Comeaux, 2010 , 2011 ; Engstrom et al., 1995 ; Huml et al., 2019 ; Parsons, 2013 ). Faculty members have been found to perceive the student-athlete population as lazy, unprepared, and unconcerned regarding academics (e.g., Comeaux, 2010 , 2011 ). Faculty
Jodee M. Roberts, Matthew J. Rivera, Zachary K. Winkelmann, and Lindsey E. Eberman
Key Points ▸ College student-athletes demonstrated adequate health literacy. ▸ There were no significant differences in health literacy between Whites and non-Whites. ▸ Athletic trainers should collaborate with their patients in the decision-making process to improve patient-centered care. Patient
Victoria Sanborn, Lauren Todd, Hanna Schmetzer, Nasha Manitkul-Davis, John Updegraff, and John Gunstad
observed during prior outbreaks as well as increased depression and anxiety recognized currently with COVID-19, it would be expected that elevated psychological symptoms may be found in student-athletes as they may be at increased risk for exposure. Though future studies will be needed to determine whether
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
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
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
Hong-Yu Cheng and Jia-Nan Wang
The anxiety experienced by student athletes in competitive settings has been identified as a key predictor of their sport achievements and duration of sport career and, thus, has attracted extensive exploration by scholars in past decades ( Cayetano et al., 2017 ; Ong & Chua, 2021 ; Paes et
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
