The objectives in this study were to investigate dual career transitions experiences and the overall perception of the transition process of university student-athletes in a Swedish dual career program. Twenty-one interviews were conducted with student-athletes between 19-29 years (M=22.14, SD=2.52) at the end of their first study year, based on the holistic developmental model and the athletic career transition model. The interviews were analyzed based on the athletic career transition model (perceived demands, resources, barriers, coping strategies) as well as the overall perception, outcomes and personal meaning of the dual career transition of the first year. The results revealed that the student-athletes experienced simultaneous demands within the dimensions of life, and the biggest perceived demands  were the search of a dual career balance. The most mentioned resource was social support, and the student-athletes experienced the most barriers within the academic dimension. The most common coping strategy was coping with the athletic dimension. The overall perception resulted in perceived benefits, perceived challenges and lessons learned from their first year. The results for this study can be a part of the Swedish dual career research which can provide information in the development of Swedish guidelines on dual careers.

Athletic programs within Division I-A universities and colleges have maintained a unique relationship with both the NCAA and their governing academic institutions. Resources in support of academic, social, and athletic services for student athletes vary across the country for Division-I collegiate athletes. The purpose of this study was to assess the attitudes and opinions of student athletes concerning academic, athletic, and social services provided to them at numerous Division-I athletic programs. Student athletes have not been assessed through a questionnaire concerning their own perceptions and opinions of the specific services (athletic, academic, and social) provided to them at their designated university. Is there a relationship between the attitudes and opinions of student athletes on academic, athletic, and social services and the amount of money spent per student athlete at their Division-I institutions? Four Division-I universities were viewed, individually, according to the athletic academic budget designated for each scholarship student athlete. As a result of the findings, the following summary and conclusions were drawn regarding student athletes' attitudes and opinions toward athletic academic services provided at their designated university. The researcher concluded that overall gaps between expectations and experiences do exist at all target universities. There is a realistic value in identifying expectation-experience gaps at individual universities as a means for internal evaluation and potential improvement for services provided to student athletes. Identification of areas in need of change or improvement would be the first step toward creating a more holistic environment for the student athletes at each targeted university.

ABSTRACT For the past five years, I have been a Division I Women’s Basketball player under the National Collegiate Athletic Association. I have played at two different schools, I have spoken to numerous investigators and lawyers, and I am now on my third set of college basketball coaches. Most athletes that enter college have one set of four-five coaches during their four-five-year period, I have had thirteen. College basketball has presented countless challenges for me mentally and psychically. For a while I thought that the adversity that I was facing as a young woman playing a high level of athletics was considered normal, but now that I have grown, reflected, and sought out opinions of professionals I know that my experience wasn’t a “normal” one. Throughout my time as an NCAA athlete I have been home to the harsh routine that so many young student-athletes struggle to get through. In this paper, I am reflecting upon my experience as a college athlete and college sports as I know it. The NCAA is one of the most corrupt corporations in our modern-day world. Despite its claims that ensure success of student-athletes, the NCAA treats athletes not developing human beings, but as objects that contribute to their dirty multi-million-dollar franchise. At the end of the day, they NCAA is a business that operates around making money around student-athlete’s identity and runs in a way that doesn’t benefit student-athletes. Throughout my paper I will be discussing the rules of the NCAA and how they play out in reality, as well as how they can be improved. I am also writing this paper to have a conversation about how hard it is to be a college athlete in general, many people have a false perception of the life we live, and I want to clear some things up. The NCAA doesn’t take the mental health of athletes seriously. There are plenty of opportunities to improve the way the NCAA treats its athletes, while still profiting from the goldmine they make off of amateurism. The NCAA doesn’t put student athletes in a position to take full advantage of their scholarship, let alone gives them a chance at being a healthy, functioning, young adult. I will be telling personal stories that relate to bigger topics and issues within the NCAA, as well as how I think they can be improved for the well-being of college athletes. This paper is my story, this paper is a personal account of the power of resilience.

Research shows that student-athletes, whether at the high school or collegiate ranks, experience higher rates of alcohol consumption than their non-athlete student counterparts. However, one population that has not been studied is the community college student-athlete. Traditional community college students have different risk categories and needs than traditional 4-year university students. In this study, community college student-athletes provided their views and perceptions on drugs and alcohol. To obtain data, a qualitative narrative analysis was completed by interviewing 13 community college student-athletes to identify their views and opinions on drugs and alcohol. Once the interviews were completed, transcription and coding were completed to identify the themes and nuances of the narratives. The major themes identified within the study included varying perspectives in how student-athletes view drugs and the perceived effects that drugs have on athletic performance. Researchers have found that collegiate student-athletes experience unique stressors, when compared with other college students, such as balancing athletics and academics. However, in this study, an additional stressor outside of previous research was discovered in that community college, student-athletes struggle with the transition to the community college environment. Additional research is needed on community college student-athletes, including the possible development of tailored interventions to meet those targeted needs.

The stress-buffering model was used as a framework to explore the ways in which perceptions of social support are related to student-athletes’ stress, self-efficacy, and performance in their academic and athletic lives. Ninety-seven student-athletes were asked to complete a survey that measured these constructs with regard to a specific academic and athletic event. Results showed a significant negative relationship between stress and self-efficacy in an academic context and a significant positive relationship between self-efficacy and performance in both an academic and athletic context. Received social support was not significantly related to self-efficacy. The overall results showed moderate support for the stress-buffering model. Future research should explore the harmful and beneficial effects of stress for SAs, whether received or perceived availability of social support is helpful to SAs, and where social support rests in the stress-coping process. / A thesis to be submitted to the graduate division of the University of Hawaiʻi at Mānoa in partial fulfillment of the requirements for the degree of Master of Arts in Communicology August 2012. / The author thanks the Graduate Division at the University of Hawaii at Manoa for the funds provided towards the completion of this thesis.

Abstract The gap between the revenue generated by division one football players and the value of an athletic scholarship is the marginal revenue product of these athletes. Because of the monopsonistic behavior of the NCAA, division one institutions capture an economic rent from their student athletes. This paper measures the rents generated by NCAA division one football players in the six powerhouse conferences by using linear regressions based on variables such as university revenue, future NFL draft picks, undergraduate population, and weekly AP Top-25 rankings. This paper will inform its readers on how much money these student athletes are generating for the NCAA and their respective schools, and will provide understanding as to why there has been so much controversy regarding the payment of NCAA athletes.

The purpose of this study was to evaluate the different stereotypes that individuals, within a university’s general student population, held toward studentathletes and non-athlete students admitted to the university on a special admission basis (students admitted with requirements less than the stated minimum for admission). Two studies, one qualitative in nature and the other with a quantitative focus, were conducted to assess students’ perceptions of special admission students. The results of this study show that students from a university’s general population have more of a negative stereotype or perception of athlete special admissions, as compared to a non-athlete special admission student, when interacting in an academic setting. On the other hand, the general student population indicated a more positive perception for allowing special admission to athletes than they did for allowing special admission to non-athlete students.

College’s revenue sports, football and men’s basketball, fuel the billion dollar intercollegiate athletics industry. Historically, those same two sports have maintained the lowest grade point average among all student-athletes. This inverse relationship begs the question, “what academic sacrifices are being made at the expense of college’s revenue sports?” Student engagement into educationally purposeful activities has been widely acknowledged as having influence on desirable college outcomes. The full extent of student engagement’s effect has yet to be determined. The purpose of this study was to conduct exploratory, qualitative research into the role of student engagement in educationally purposeful activities on the career transition of football student-athletes in the Southeastern Conference by answering the following research questions: how do SEC football players perceive their educationally purposeful engagement activities during college? To what extent do their perceptions of purposeful engagement activities influence career transitions? Results of this qualitative research uncovered the following four major themes: (a) Limited Purposeful Engagement Activities; (b) Desire for Internship Opportunities; (c) Undefined Career Path; and (d) Career Transition Regret. Results showed that former SEC football players in this study did not have enough experience with educationally purposeful engagement activities during college to make a determination. Additionally, student-athlete participants did not have the guidance or time required to participate in the only activity they perceived to be beneficial such as internships. Last, the former SEC football players did not perceive a positive relationship between their purposeful engagement activities and career transition. Creating a distinct set of student engagement criteria for student-athletes should be considered based on the study’s findings. Moreover, all stakeholders in student-athletes should collaborate effectively and share responsibility for their outcome.

Intercollegiate athletics in the United States have continuously become more commercialized, pressuring athletics departments and coaches to produce winning teams. The commanding expectations for successful programs have been thought to take away from the academic mission of colleges and universities, focusing efforts on athletics over academics. This phenomenon has been examined, but the role head coaches play in support of student-athlete academics has yet to be explored. The purpose of this study is to measure student-athlete perception of academic support from Division I head coaches. Current literature demonstrates the strong influence of coaches on student-athletes, but the effect in the area of academics is unknown. Therefore, the research presented aims to evaluate the connection between student-athletes and the academic support of head coaches.

x, 36 p. / This research considers one of a university's most academically vulnerable populations - student-athletes. The purpose of this investigation was to test the effectiveness of a multi-component writing intervention that combines two empirically validated strategies - Self-Regulated Strategy Development and a modified version of Reciprocal Teaching. This randomized control trial was conducted with 50 student-athletes enrolled in an introductory writing course. Pre-test and post-test data on the Test of Written Language IV (TOWL IV), essay grades, and post-test grades in the course were gathered. All data were analyzed using a one-way Analysis of Covariance (ANCOVA) using pretest scores as covariates, group assignment as the independent variable (Intervention vs. Control), and post-test scores on the TOWL IV, essay grades, and post-GPA in the course as dependent variables. This analysis will allow us to determine the effectiveness of the combined SRSD/MRT intervention on the writing skills of student-athletes. / Committee in charge: Christopher Murray, Chair