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Needs of Student-Athletes

Needs of Student-Athletes. Literature focusing on the first-year of the higher educational experience encapsulates three main macro level themes: (a) The multidimensional psychological processes students endure during the freshmen year Importance of engagement

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Needs of Student-Athletes

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  1. Needs of Student-Athletes

  2. Literature focusing on the first-year of the higher educational experience encapsulates three main macro level themes: • (a) The multidimensional psychological processes students endure during the freshmen year • Importance of engagement • (b) The importance of the first-year experience in providing a framework for the entire educational experience • Chickering’s Seven Vectors • Maslow’s Human Needs • (c) The significance of developing personal connections and taking personal responsibility for academic success (Kidwell, 2005; Keup, 2007; Reason, Terenzini & Domingo, 2006)

  3. Overall first-year students thrive when • a sense of community and connection with the university is felt • unique methods of learning focused on student engagement are present • a sense of ownership for academic success is fostered (Jordan & Denson, 1990; Reason et. al, 2006)

  4. Student affairs professionals working within intercollegiate athletics face unique challenges in developing effective programming • Four additional macro level themes surface including: • (a) the struggle to balance roles of student and athlete • (b) feelings of isolation from the student body and faculty • (c) additional time management challenges • (d) the need for leadership training as student-athletes fall center stage in the commercialization of intercollegiate sport (Broughton, 2001; Chartrand & Lent, 1987; Danish, 1993)

  5. Student-athletes and the general student body experience a similar set of adjustments to • the rigors of college level academics • living away from home • creating new social networks (Kidwell, 2005) • The literature suggests the student-athlete first-year experience is unique from that of the regular student (Jolly, 2008; Petipas et. al, 1995; Wittmer et. al, 1981). • Specialized first-year transition programming is essential to target this special population yet often further isolates

  6. Higher ed and student affairs practitioners must work to: • Strike balance in curriculum • Enable student-athletes develop as confident and successful members of not only the intercollegiate athletics department, but university as a whole • Inclusive vs. Exclusive model • Place larger focus on incorporating student-athletes into the general student body • “Dedicate resources and seize each opportunity to show student-athletes that the university supports and cares about their holistic well being from not only an athletic position, but also from a cognitive and psychosocial development standpoint”(Howard-Hamilton & Sina, 2001).

  7. By the Numbers • The overwhelming majority of student-athletes participate in college sports as part of their educational experience and play for the love of their sport. • More than eight out of 10 student-athletes will earn bachelor’s degrees. 20 percent are first generation • Graduation rates for student-athletes as a group are higher than for their peers in the student body. • A college degree has a direct impact on a person’s quality of life • Median lifetime earnings of bachelor’s degree recipients are 65 percent higher than those of high school graduates. NCAA Goals and the Student-Athlete Experience

  8. Supporting student success beyond college • NCAA sports help student-athletes develop leadership, confidence, discipline and teamwork. Student-athletes benefit from NCAA programs supporting leadership opportunities, internships, degree completion and postgraduate scholarships. NCAA sports help prepare student-athletes for success after graduation. NCAA Goals and the Student-Athlete Experience

  9. Astin’s Theory of Student Involvement • Theory is widely utilized within the current student affairs literature • Rarely applied to the student-athlete higher education population subset. • Astin considers how undergraduate students interact with their campus environments. • The level of physical and psychological energy that students devote to the academic experience ultimately influence levels of personal development and learning. • Students’ commitment to physical and psychological components of the college experience occur along a continuum. • The quantity and quality of students’ interactions with campus outlets influence levels of personal development and holistic learning.

  10. Savickas’ Theory of Career Construction • Savickas (2002) defines the term career construction as a dynamic process, in which individuals construct their careers by using life themes and experiences to guide choices. • The theory of career construction presents a modern approach to Super’s (1957) seminal theory of vocational development. This theory has developed in the 21st century to describe the dynamic and evolutionary process of the construct of career development (Savickas, 2002, 2005). • Within this study, I contextualized career construction as the individual process of exploring career opportunities, making informed career decisions and designing potential career trajectories based on life experiences • Operationalized as exploring, choosing and preparing for careers

  11. Super’s Career Development Theory Table 2. Super’s Five Stages of Vocational Development (Adapted from Super, 1957)

  12. Theory of Career Construction • Savickas (2005) argues that stages of career development do not occur in neatly defined, separate categories. • Student-athletes discussed how processes of exploring, choosing and preparing for career fields tended to build on one another. • Often times these processes occurred together. • Savickas (2005) posits how individuals choose and prepare for vocations in today’s environment is ever-changing. • Student-athletes in this study support this notion of career construction as an ongoing life process. • Participants discussed how adapting to life experiences, both internal and external to their home environments, continued to shape career aspirations. • Individuals often cited occupations of individuals they observed and learned from over time as foundational to shaping career aspirations.

  13. Forwarding Theory… Student-athletes report… • Career choice and preparation processes occurs simultaneously during the higher education experience. • A sense of passion for a career field guides meaningful career construction • Being a student-athlete prepares one for career fields • All participants cited they were ready for life after sport due to being a student-athlete, they acknowledged. • Career plans continue to evolve even during the higher education experience and could change as soon as they approach the job market in the 21st century

  14. References Arkoff, A., Meredith, G. M., Bailey, E., Cheang, M., Dubanoski, R. A., Griffin, P. B., & Niyekawa, A. M. (2006). Life review during the college freshman year. College Student Journal, 40(2), 263-269. Blann, F. W. (1985). Intercollegiate athletic competition and students' educational and career plans. Journal of College Student Personnel, 26(2), 115-18. Broughton, E., & Neyer, M. (2001). Advising and counseling student athletes. New Directions for Student Services, (93), 47-53. Brown, P. (1981). Programs for first-year students. Forum for Liberal Education, 4(1), 2-16. Chartrand, J. M., & Lent, R. W. (1987). Sports counseling: Enhancing the development of the student-athlete. Journal of Counseling and Development, 66(4), 164-67. Danish, S. J., & Others, A. (1993). Life development intervention for athletes: Life skills through sports. Counseling Psychologist, 21(3), 352-85. Donahue, L. (2004). Connections and reflections: Creating a positive learning environment for first-year students. Journal of the First-Year Experience & Students in Transition, 16(1), 77-100. Eiche, K., Sedlacek, W. E., & Adams-Gaston, J. (1997). An exploration of leadership characteristics in college athletes (Research Report No. 6-97). Retrieved December 1, 2009 from ERIC database. (ED411753) Gawel, J. E., & ERIC Clearinghouse on Assessment and Evaluation. (1997). Herzberg's theory of motivation and maslow's hierarchy of needs. ERIC/AE digest. Retrieved October 15, 2009 from ERIC database. Harris, H. L., Altekruse, M. K., & Engels, D. W. (2003). Helping freshman student athletes adjust to college life using psychoeducational groups. Journal for Specialists in Group Work, 28(1), 64-81. Hill, K., Burch-Ragan, K., & Yates, D. Y. (2001). Current and future issues and trends facing student athletes and athletic programs. New Directions for Student Services, (93), 65-80. Howard-Hamilton, M. F., & Sina, J. A. (2001). How college affects student athletes. New Directions for Student Services, (93)1, 35-45. Jolly, J. C. (2008). Raising the question #9: Is the student-athlete population unique? and why should we care? Communication Education, 57(1), 145-151. Jordan, J. M., & Denson, E. L. (1990). Student services for athletes: A model for enhancing the student-athlete experience. Journal of Counseling and Development, 69(1), 95-97.

  15. References Kidwell, K. S. (2005). Understanding the college first-year experience. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 78(6), 253. Lubker, J. R., & Etzel, E. F. (2007). College adjustment experiences of first-year students: Disengaged athletes, nonathletes, and current varsity athletes. NASPA Journal, 44(3), 457-480. Meeker, D. J., Stankovich, C. E., & Kays, T. M. (2000). Positive transitions for student athletes. Arizona: Holcomb Hathaway. National Collegiate Athletic Association. (1998). NCAA CHAMPS/Life Skills Program. Retrieved October 22, 2009 from http://www.ncaa.org/wps/ncaa?key=/ncaa/ncaa/academics+and+athletes/champs+-+life+skills Nowacki, S. (1977). Student affairs as perceived through Abraham Maslow's hierarchy of needs. Retrieved October 15, 2009 from ERIC database. Petitpas, A. J., & Others, A. (1995). Counseling athletes: A new specialty in counselor education. Counselor Education and Supervision, 34(3), 212-19. Pope, M. L., & Miller, M. T. (1999). Support services for student-athletes: Athletic department and student affairs officers perceptions (Research Report No. 143). Retrieved December 1, 2009 from ERIC database. (ED437886) Reason, R. D., Terenzini, P. T., & Domingo, R. J. (2006). First things first: Developing academic competence in the first year of college. Research in Higher Education, 47(2), 149-175. Shriberg, A., & Brodzinski, F. (1984). Rethinking services for college athletes. New Directions for Student Services, 28, 141-162. Thieke, W. S. (1994). Developmental change in freshman students: Validating Chickering's theory of student development. ASHE annual meeting paper. Retrieved October 15, 2009 from ERIC database Umbach, P. D., Palmer, M. M., Kuh, G. D., & Hannah, S. J. (2006). Intercollegiate athletes and effective educational practices: Winning combination or losing effort? Research in Higher Education, 47(6), 709-733. Watt, S. K., & Moore, J. L., (2001). Who are student athletes? New Directions for Student Services, (93), 7-18. Wittmer, J., & Others, A. (1981). The personal, academic, and career problems of college student athletes: Some possible answers. Personnel and Guidance Journal, 60(1), 52-55.

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