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Abstract Student-athletes are viewed as the epitome of health due to their physical appearance and talent set; however, it is their psychological health that needs significant attention (Etzel, 2006). Psychosocial stressors such as the pressures and demands of being a student and athlete as well as the demands and expectations of the coach have significant impact on the student-athlete’s mental health and well-being (Beauchemin, 2014; Cleary et al., 2011; Lafrenière et al., 2011; Mageau & Vallerand, 2003; Watson, 2005). The purpose of this research is to investigate any correlation between student-athletes’ perceptions of coaching leadership behaviors and the symptoms associated with disorders such as anxiety, depression, suicidality, and substance abuse. The Leadership Scale for Sport (Chelladurai & Saleh, 1980) and the Symptom Assessment Measure instruments are used in this study. An exploratory analysis determined the reliability and construct validity of the instruments. Thirty-three student-athletes from a non-football Division I university engaged in the study, with twenty-eight completing some or all portions of study. All participants are between the ages of eighteen and twenty-four. A linear regression analysis demonstrated no relation between the independent variable, student-athlete perception of coaching leadership behaviors and the dependent variable, symptoms associated with anxiety, depression, suicidal behavior, and substance abuse mental health disorders, (F=.52, p=.49, R2=.061, and Beta coefficient was -0.248). Gender differences is not determined due to the skewed sample consisting of eighty five percent female and fifteen percent male. Though the linear regression analysis indicates no relation between the dependent and independent variable, supplemental contextualization was given to additional questions asked on the Symptoms Assessment Measure. These findings provide evidence that student-athletes perceive that their coach’s leadership behaviors do have influence on their mental health. This reinforces reports that coaches do wield power over their athletes and their influence is related to student-athletes’ psychological well-being (Horn, 2008; Locke et al., 2012; Stebbings et al., 2012).

The purpose of the study was to examine coaches’ experiences of working with RIU (Riksidrottsuniversitet)-dual career (DC) athletes with foci on the coaches’ DC awareness, perceived challenges, resources, and strategies. The authors of this study conducted 9 interviews, including both men and women, ranging from 23 to 54 years of age (M=33.33, SD=10.20). Through combining the holistic athletic career model (Wylleman, 2019) and the athletic career transition model (Stambulova, 2003), semistructured interview guides were designed and applied by the authors. The results showed a lack of awareness regarding what the RIU concept entailed for the coaches, and their greatest challenge was to help their athletes remain focused on their practice. The coaches expressed that the most important resources were the coaches’ own professional support network, as well as the athletes’ support network, which would aid the coaches in their work. The coaches had difficulties with articulating what strategies they utilized when helping their student-athletes, though they could still explain situations in which that they had acted in certain ways to help ease the demands for the DC-athlete. These strategies were “planning together with the athlete” and “adjusting schedules in line with the student-athletes demands”. The results of the study highlight the need for a better communication between the coaches and the schools, in terms of optimizing the environment for the student-athletes. / Syftet med studien var att undersöka tränares upplevelser av att arbeta med studentidrottare, med fokus på deras upplevda utmaningar, resurser och strategier. Författarna till uppsatsen genomförde nio intervjuer, vilket inkluderade både män och kvinnor från 23 till 54 års ålder (M = 33,33, SD = 10,20). Genom att kombinera Holistiska karriärutvecklingmodellen (Wylleman, 2019) och Karriärövergångsmodellen (Stambulova, 2003) designades semistrukturerade intervjuguider av författarna. Resultaten visade brist på insikt i RIU (Riksidrottsuniversitet) konceptet från tränarna och deras största utmaning var att hjälpa idrottare att behålla sitt fokus under träningarna. Tränarna uttryckte att den viktigaste resursen var tränarnas egna professionella stödnätverk, tillsammans med idrottarnas egna stödnätverk, vilket bidrog till att tränarna kunde behålla fokus på sin egen uppgift. Tränarna hade svårigheter att formulera de strategier som de använde sig av när de hjälpte sina studentidrottare. Dock, kunde de fortfarande förklara situationer när de hade agerat på särskilda sätt för att hjälpa underlätta kraven för studentidrottaren. Dessa strategier var “planering tillsammans med idrottaren” och “anpassa scheman i enlighet med studentidrottarens krav”. Resultaten av uppsatsen önskar belysa att det behövs en bättre kommunikation mellan tränaren och skolorna för att kunna optimera miljön för studentidrottare.

Previous research has indicated the majority of athlete alumni do not give charitable donations to their alma mater or athletics department. With over 4 million former National Collegiate Athletic Association student-athletes, these athlete alumni should have an inherent affinity for their athletics department. The purpose of this research study was to examine the relationship between a student-athlete career preparation program (“Career Program”) and athlete alumni affinity for the athletics department. This study uses the theoretical framework of Social Exchange Theory to examine if an athlete alumni’s affinity for their athletics department increases when they receive support for their career launch. The quantitative quasi-experimental study had two groups of athlete alumni, career program varsity athlete alumni and non-career program varsity athlete alumni, who graduated from one large, public university at the Football Championship Subdivision level. The intervention of the Career Program was provided to one group of athlete alumni. An athlete alumni affinity questionnaire was developed and administered to both groups. The questionnaire received a low response rate with 71 respondents. The Pearson chi-squared test did not show a relationship between athlete alumni affinity and the Career Program. There was no statistical difference indicated between the two groups for the five latent variables of (a) career preparedness, (b) communication, (c) connection, (d) student-athlete experience, and (e) undergraduate experience. Two athlete alumni affinity statements did show significance, and they were related to student-athletes developing a LinkedIn profile and professional resume.

Many research studies have identified high drinking rates amongst US student-athletes, yet there has been limited exploration into the social value of alcohol practices within this context. Drawing on Bandura's Social Learning Theory framework (1977) and the work of Palmer (2011), this study sought to explore student-athlete drinking practices and the social value of said practices to better understand why high drinking rates may occur. The participants were 65 student-athletes enrolled at Mason University, a NCAA Division I University located on the west coast. The study employed mixed methods, which combined quantitative (online questionnaire) and qualitative (interview) tools. Findings revealed that (a) student-athletes remain at high risk of heavy drinking practices; (b) the social value of alcohol was demonstrated, specifically in its use as a socialization tool; and (c) drinking practices were influenced by varied team drinking cultures, which may have significant effects on team cohesion. Implications from this investigation speak to the necessity of more team specific interventions and gives recommendations for future research investigating the social value of alcohol in team drinking cultures.

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Student-athletes have the opportunity for significant development that can enhance their undergraduate experience through participation in intercollegiate athletics. The commercial and cultural influence of professional sports has, however, increasingly challenged the efforts of the National Collegiate Athletic Association (NCAA) to maintain a developmental focus. Some college sports, particularly football and men's basketball, are now relied upon to generate revenue, which requires successful outcomes and accountability to commercial interests. The disproportionate influence of those revenue sports on Division I athletic culture challenges the credibility of all collegiate sports as appropriate components of higher education. This case study examines the women's gymnastics team at a large Division I institution, Big State University (BSU), over the course of the 2010 season. BSU Gymnastics has achieved sufficient competitive success that the coaches were subject to similar pressure to that which their football and basketball colleagues experienced. The study is a qualitative investigation of the leadership and mentoring practices of the coaching staff, particularly in regard to their ability to maintain a focus on student-athlete development in the face of external pressure from various stakeholders to prioritize winning. Using control systems theory and a new typology of sport, the researcher interviewed coaches and student-athletes, analyzed BSU's 2010 season, and found that the coaches consistently prioritized the developmental experience of their student-athletes. A significant additional finding of the study is that coaches play a critical buffering role, sheltering student-athletes from influences that might otherwise undermine the beneficial aspects of intercollegiate athletics participation.

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