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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The Prevalence of Depressive and Anxiety Symptoms in Student-Athletes and the Relationship With Resilience and Help-Seeking Behavior
Breanna Drew and James Matthews
I Would Not Trade It for the World: Black Women Student-Athletes, Activism, and Allyship in 2020–2021
DeAnne Davis Brooks and Rob Knox
The 2020–2021 school year for student-athletes was unique and challenging in many ways. Stringent COVID-19 requirements necessitated adjustments to traditional training and competition schedules; classroom activities were in a state of flux as students and professors pivoted quickly to online
The Mis-Education of the African American Student-Athlete
Louis Harrison Jr., Albert Y. Bimper Jr., Martin P. Smith, and Alvin D. Logan
The African American male student-athlete occupies one of the most peculiar positions in American society. While lauded for their sport performance, they are often viewed as problematic in the broader society. While their performance generates millions of dollars for universities and the NCAA, for most, their labor often produces comparatively little personal gain. While they are recruited as student-athletes, they soon realize that the demands of their athletic commitment renders them athlete-students. Many outside of sport would argue that this is a choice and an informed decision. But we argue much of this is a consequence of the mis-education of the African American student-athlete. We examine this phenomenon through the lens of Critical Race Theory to provide an alternative view of the issues faced by African American student-athletes and suggest an alternative pedagogy that might be investigated to meet their needs.
Regulating Student-Athlete’s Inappropriate Social Media Usage
Peter Han, Mark Dodds, Tara Mahoney, Kristi Schoepfer, and Justin Lovich
Social media platforms, such as Facebook, Twitter, Instagram, YouTube, and Snapchat, have become extremely popular; they serve as tools to connect individuals in a public forum. However, collegiate student-athletes use social media to send messages that may reflect poorly on their educational institutions. For example, student-athletes have posted profanity, obscene messages, compromising photographs, and even threatened the President of the United States while using social media. These messages create negative publicity for the college since athletics and student-athletes are a visible aspect of the institution. As such, inappropriate social media use has become a major concern with college athletic departments. Because the NCAA requires member institutions to adequately and consistently monitor social networking activity, colleges have responded to the actions by disciplining student-athletes that use social media negatively to voice their opinions; in some cases, this punishment has been as severe as actually dismissing the student-athlete from his or her team. But, how does this action impact the public relations of the athletic department? Further, does it subject the college to possible legal action?
Counseling College Student-Athletes: Issues and Interventions
Bruce D. Hale
Moving to Action: The Effects of a Self-Regulation Intervention on the Stress, Burnout, Well-Being, and Self-Regulation Capacity Levels of University Student-Athletes
Nicole Dubuc-Charbonneau and Natalie Durand-Bush
Background:
The purpose of this study was to implement and assess the impact of a person-centered, feel-based self-regulation intervention on the stress, burnout, well-being, and self-regulation capacity of eight university student-athletes experiencing burnout. This was warranted given the negative outcomes associated with athlete burnout, the scarcity of burnout research focusing on student-athletes, and the lack of intervention research addressing burnout in sport.
Method:
A mixed methods design including questionnaires administered at four time points during the athletic season, pre- and postintervention interviews, and multiple intervention sessions was used.
Results:
Repeated-measures ANOVAs revealed that stress and burnout levels significantly decreased, and well-being and self-regulation capacity levels significantly increased as the intervention progressed. The qualitative data supported these findings.
Conclusion:
It appears that university student-athletes participating in this type of intervention can learn to effectively manage themselves and their environment to reduce adverse symptoms and improve optimal functioning.
Mental Health Resources for NCAA Student-Athletes
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
Successfully Navigating Life Transitions Among African American Male Student-Athletes: A Review and Examination of Constellation Mentoring as a Promising Strategy
Darren D. Kelly and Marlene A. Dixon
Despite excellent performance on the field and years of academic and social attention, National Collegiate Athletic Association (NCAA) Division I African American male student-athletes continue to struggle to have an optimal and well-rounded college experience at predominantly White institutions of higher education. In particular, the first 2 years of college represent a difficult period during which this group would benefit from new ideas to support their multiple transitions. Mentoring, and more specifically constellation mentoring, provides great promise for aiding in the transition and success of this group (Kram, 1985). Mentoring, like other organizational transition management tools, focuses on helping people navigate a transition into a new setting (Noe, Hollenbeck, Gerhart, & Wright, 2010). However, constellation mentoring can be simultaneously broad (in terms of range of needs addressed) and specifically tailored to individual needs. This study seeks to establish a framework for how mentoring may provide a valuable tool for addressing the needs of African American male student-athletes as they transition into the college sport, social, and academic atmosphere.
Sport Management Faculty Members’ Mentorship of Student-Athletes
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
Exploring the Athletic Identity, Anxiety, and Mental Health of Division II Collegiate Athletes in the COVID-19 Era
Justin A. Hebert and Aubrey Newland
In early 2020, student-athletes’ lives were turned upside down as seasons were postponed and, in many cases, canceled altogether due to the coronavirus (COVID-19) pandemic. The pandemic marked the first time that all sports have come to a halt since the 1940s, and little data exist regarding
