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
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.
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?
Nicole Dubuc-Charbonneau and Natalie Durand-Bush
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.
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.
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.
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.
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.
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
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
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
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
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