College Student Athletes Research Articles

Possibilities for an internationalised, inclusive pedagogy for transnational sport education: the case of a safe sport education programme in Lithuania

ABSTRACT Global education is a priority in the Higher Education (HE) system of all nations. In sport degree programmes in HE, the internationalisation trend is also noticeable. However, working in transnational education settings may bring to light, and generate existential and pedagogical contemplation of some of the foundational principles and assumptions about effective teaching. This paper aims to extend theoretical understanding of the confluence of internationalisation and educational modalities to fostering critical thinking. And, illustrate how building language-sensitivities in variable delivery may yield effects upon positive classroom experiences and establishing a ‘safe’ space for communication and learner-informed/learner-led dialogue. Based on a case study of a safe sport education programme for university student-athletes in Lithuania, this paper features a narrative that amalgamates: (1) descriptions of the practical context, session structure and delivery; (2) reflections on the sessions from the lead author; and, (3) focus group data from student participants. The case presented reveals that irrespective of an educator’s efforts to acculturate to the distinct context, continued uncertainties regarding the teaching environment, language and cultural differences, and learners’ understandings of subject content remained perennial concerns. Such issues necessitated adopting careful session design that incorporated a breadth of methods to make students’ experiences more meaningful and inclusive. Key here was the consideration of language and conceptual assumptions (e.g. vis-a-vis ‘safe’ sport), and wider Western-hegemonic frameworks of what sport is/is not. The analysis illustrates how efforts to consider language, use student-co-creation and blended learning can be effective in generating a comfortable space for interaction, communication and learning. Thus, this paper contributes to continuing debates on transnational education, internationalisation in HE and roles sport content may play in generating global dialogue on critical contemporary issues.

Advancing holistic development in college student athletes: Probing prosocial behavior, gratitude, and the satisfaction of basic psychological needs

Advancing holistic development in college student athletes: Probing prosocial behavior, gratitude, and the satisfaction of basic psychological needs

Incidence of injury among male Varsity Cup Young Guns rugby players in South Africa.

The physical nature of the sport of rugby results in a high incidence of injury, even in university rugby, compared to other contact sport codes. Rugby Union lacks injury data focusing on university student-athletes, specifically in South Africa. The aim of the study was to determine the incidence of injury among male rugby players participating in the Varsity Cup Young Guns national rugby tournament. The study used a quantitative, cross-sectional, and correlational research design. A total of 252 rugby players, males aged 18 to 20 years, who played for their university rugby team in the 2022 Varsity Cup Young Guns national tournament were conveniently recruited to determine the incidence of overall, match, and training injuries (number of injuries/1000 hours) for the 2022 tournament. The overall injury incidence for all players was 9.5 injuries/1000 player-hours. The injury incidence for all players during matches was 136.5 injuries/1000 match-hours, whereas during training it was 0.6 injuries/1000 training-hours. The injury incidence was greater for backs than forwards (150.6 injuries/1000 match-hours vs. 124.1 injuries/1000 match-hours, respectively). The lower limb was the most commonly injured anatomical site with 36.6% (95% CI: 27.7-48.3%), while the common types of injuries were the joints (41.6%, 95% CI: 29.9-49.9%) and muscles (28.7%, 95% CI: 20.8-38.0%). A statistically significant association was found between the playing position and the phase of play in which injury occurred (χ2<inf>(1)</inf>=160.2; P=0.021). This study reported a high injury incidence, especially during matches, in the Varsity Cup Young Guns tournament. It is recommended that prospective, incidence-based studies be used to precisely determine the incidence, nature, severity and mechanisms of injury. An injury surveillance system should be implemented, specifically within Varsity Cup rugby to inform, support, and improve current injury prevention strategies.

Sub- and Supra-Second Duration Perception of Implied Motion: Differences Between Athletes and Non-Athletes.

This study aimed to investigate the differences in duration perception between athletes and non-athletes when looking at implied motion images within sub- and supra-second time ranges. By adopting the temporal bisection method, the study analyzed the duration perception of 20 college student athletes and 20 non-athletes regarding the implied motion of daily life (running and walking) and static postures (standing). The results showed that the effect of movement posture was significant, i.e., the perceived duration of the implied motion posture was longer than that of the static posture. Specifically, athletes perceived longer durations in the supra-second time range compared to non-athletes, indicating that long-term training enhanced athletes' time perception abilities. The findings provide new insights into the cognitive mechanisms of time perception and emphasize the influence of long-term physical training on temporal perceptual capabilities.

Peer support competency and mindfulness training and its effect on mental health: A pilot project

ABSTRACT Objective This pilot project aimed to evaluate the effectiveness of the college student athletes’ peer support competency and mindfulness training in relation to their peer support skills and overall well-being. Methods Seventeen college athletes participated in four 90-minute training sessions. The training structure consisted of lectures, facilitators’ demonstrations of skills, participants’ practice of the skills with each other, and participants’ reflections of the activity. A mixed method design using online surveys, and a focus group was employed to examine the effect of the training. Results There was a significant increase in participants’ peer support competency and well-being scores after completing the training sessions. Five overarching themes included shared lived experiences and connectedness, the scaffolding of experiences, practicing and transferring skills, increased attunement and awareness of self and others, and integrating insight and practice mindfulness. Discussion The structure in scaffolding the learning experience should be considered as strategies to master peer support skills, strengthen student-athletes awareness and mindfulness of their emotions and thoughts and increase their ability to handle stressful situations. Peer support and mindfulness training should be implemented and evaluated purposefully and properly to ensure its effectiveness.

Athlete Identity and Satisfaction of Student-Athletes in Selected Universities in Kenya

Strong athlete identity and satisfaction with being an athlete are linked to better performance. This is because student-athletes are more motivated and feel a sense of belonging. However, research on how these factors connect with details like gender or competition level in student-athletes, especially in Kenya, is lacking. Using an analytical cross-sectional design and the Athletic Identity Measurement Scale-Plus (AIMS-Plus) and Athlete Satisfaction Questionnaire (ASQ), this study examined the relationship between athlete identity and satisfaction among university student-athletes in relation to gender, year of study, and level of competition. A total of 309 (52.4% males and 47.6% females) Kenyan university student-athletes participated in the study. Results revealed females had a slightly stronger athlete identity (4.00 ± 0.478) than male student-athletes (3.93 ± 0.503), but there was no significant correlation between gender and athlete identity. Similarly, females had higher athlete satisfaction (4.24 ± 0.443) than male student-athletes (4.09 ± 0.576), and the relationship between gender and athlete satisfaction was statistically significant (p =.017). Investigated demographic characteristics only explained (3.5%) variance in student-athlete identity (R2 adjusted =.035, F (4, 263) = 3.391, p =.010) and (3.2%) in athlete satisfaction (R2 adjusted =.032, F(4,263) = 3.210, p =.013). The study concluded that universities should provide enhanced training facilities, regular competition opportunities, and a supportive environment for athletes in low-level competitions. Future research could address athlete identity beyond demographics such as coach leadership, education goals, team task contribution, and variables that provide a more comprehensive understanding of athletic identity and satisfaction.

Multivariate analysis of academic and sport performance among Indonesian university student-athletes

Research on student-athletes' academic performance reveals a complex interplay of factors. Interestingly, few studies have investigated the achievement of student-athletes in both academics and athletics, the two areas in which they are usually evaluated. In this study, we investigated the association between factors that may affect student athlete academic performance with their sports achievement. In this study, 166 students from 20 sport faculties universities within faculty of sports who had at least a provincial sports accomplishment were involved. The factors that were strongly connected with student-athletes' academic achievement were analyzed using a logistic regression analysis. According to this study, there is a considerable correlation between the academic achievement of student athletes, their gender and internet access. It has been found that academic achievement is strongly influenced by students' proficiency in establishing an internet connection significantly impacts their academic performance. In addition, gender makes a major contribution to the prediction of academic grades in student athletes in Indonesia. Athletes may be eligible for specialized academic programs that are intended to help them continue to improve in both their academic and athletic endeavors. As a result, Indonesian universities mandate the establishment of a mentorship center development organization to assist student-athletes. Curriculum modifications may also be implemented in response to the time allotted to students for academic and sports performance.

"You're made to feel like you're the crazy one": an interpretive description of former college student-athletes' views of emotional abuse.

Many normalized coaching behaviors are often abusive yet are seen by coaches and athletes as instrumental in achievement and competition. The current study was designed to extend past research and theory by subjectively exploring how and why former intercollegiate athletes identified their head coach as emotionally abusive. Twenty former intercollegiate student-athletes (M age = 26.0 years) from nine sports participated in semi-structured interviews ranging from 65 to 189 min (M = 105.8, SD = 58). Interpretive description methodology was used with reflexive thematic analysis to generate a coherent conceptual description of the themes and shared experiences that characterized emotionally abusive coaching. The themes that associated with an athlete labeling a coach as emotionally abusive fall under two aspects of Stirling and Kerr's 2008 definition: non-contact coach behaviors and the resulting harmful outcomes experienced by the athletes. Non-contact behaviors were ones that diminished performance, neglected holistic development, and were inconsistent. The harmful effects were the negative emotional responses and dehumanization experienced by athletes. Finally, participants felt that a coach's desire for power and control over athletes explained the coach's behaviors generally. Based on these results, we put forth the conceptual claim that emotional abuse, and psychological violence more broadly, cannot be defined or identified based solely on the perpetrator's behaviors. The athlete's cognitions, perceptions, emotions, and behaviors are critical in determining whether emotional abuse occurred, and these interpretations are shaped by an athlete's existing relationship with the coach.

Exploring Individual Components of Sport Persistence in the Light of Gender, Education, and Level and Type of Sport.

Background/Objectives: Sport persistence can be coded as an indicator of sport performance and commitment, incorporating personality traits such as resilience, adaptive coping, and positive personality traits. Thus, athletes do not merely persist in sporting activities but are qualitatively committed to them. Methods: In the present research, we used a qualitative methodology to investigate the factors underlying sport persistence, using Bronfenbrenner's socio-ecological model. In total, 133 high school and college student-athletes were surveyed in a semi-structured interview study. We set the following research question: How do the factors involved in developing sport persistence vary across athletes' gender, level of study, and level and type of sport? Data were analyzed along the lines of grounded theory. ATLAS.ti and IBM SPSS 22.0 statistical software were used for the analysis. Results: Our analysis divided individual motivation into intrinsic (health promotion, habituation, becoming a competitive athlete, self-improvement, self-actualization, relaxation, and sport enjoyment) and extrinsic motivation (family-related motivation, coach, social relationships, competition, livelihood, recognition). The cross-tabulation analysis revealed that contrary to the general trend, no significant differences can be experienced in the core motivational patterns contributing to sport persistence. However, significant differences could be detected concerning the level of education, level of sporting activity, and type of sport. Conclusions: Our findings not only shed light on the unique factors underlying sport persistence, but also challenge the trends observed in traditional sport motivation analyses. This insight could potentially revolutionize how we approach youth sport promotion and physical activity among young people, making our research highly relevant and impactful.

Examining the Curvilinear Relationship between Grit and Burnout in University Student Athletes

Examining the Curvilinear Relationship between Grit and Burnout in University Student Athletes

Parental involvement and adolescent athletes' mental health: The mediating role of psychological resilience

The stigmatization of mental health among adolescent athletes is influenced by external factors. We explored the impact of parental involvement on mental health stigma, examining the mediating roles of psychological resilience and subjective well-being. Utilizing a nonprobability convenience sampling technique, we recruited 250 Chinese university student athletes who completed paper questionnaires on site at a single time point. The results revealed negative associations between mental health stigma and parental involvement, psychological resilience, and subjective well-being. Psychological resilience and subjective well-being independently and sequentially mediated this relationship. Our findings highlight the tangible benefits of positive parental involvement in mitigating mental health stigma, as well as offering a theoretical foundation for interventions addressing mental health stigma in Chinese adolescent athletes.

Factors Associated with Anxiety and Depression among Elite Collegiate Badminton Players in Japan: Exploratory Analysis

This study focused on mental health and fatigue in elite university student-athletes competing in badminton at the national level, comparing them with control university students and examining related factors. Among university athletes, anxiety and depression showed a moderately negative correlation with life satisfaction outside of sports, as determined by partial correlation tests adjusted for fatigue. Athletes demonstrated a 47% rate of anxiety and a 30% rate of depression. These values showed no significant difference from those of the anxiety (29%) and depression (21%) rates in a non-athlete university student sample. In addition, this study suggested that the evaluation of fatigue using a checklist of individual strength might produce low reliability and validity for elite university student-athletes in badminton. These exploratory findings highlight the importance of focusing on athletes’ overall life satisfaction and suggest the potential need for effective mental health interventions beyond sports. However, because of the exploratory nature of this study and the small sample size, further research is necessary to confirm these results.

Body heigth prediction model from foot measurement in a Chilean population of university student athletes

In forensic research, it is important to identify human remains. Body height is an essential aspect in anthropometric characterization. This is the first study in a Chilean population and aimed to develop a height estimation model for a young adult population of athletes from foot measurements. Central Chilean subjects were included (n=139). Height (H), Foot Length (FL), Foot Breadth (FB), and Heel Foot Breadth (HFB) were measured. For both sex and feet, FL was the most correlated with H (Females r &gt; .8, p &lt; .001; Males r &gt; .7, p &lt; .001). When only FL is used in the equation, similar values are obtained as when using FL + FB + HFB in females (R2 &gt; 65%) and males (R2 &gt; 51%). It was possible to appreciate that the mean of the data obtained from the equations is equal to the mean of the actual data. However, the minimum values tend to be overestimated, and the maximum values tend to be underestimated. It was possible to develop a mathematical model that allows predicting height from the anthropometric measurements of the feet of young adult athletes from the Metropolitan Region of Chile. Furthermore, it was shown that foot length was the measurement most correlated with height and can be used independently in the equations. This study provides valuable information in the forensic medical field, specifically in the identification of bodies in which it is impossible to determine the height directly because they are dismembered or incomplete.

A Comparative Study on Participation Motives and Psychological Well-being of Female University Student-Athletes in Kenya and Türkiye

In this study, it was aimed to examine the motivation to participate, psychological well-being, harmony in life, and contentment with life assessment of female university student athletes in Kenya and Türkiye. The study was designed with the descriptive and relational survey model as a quantitative research method. The research group consisted of 379 students representing female university athletes in Türkiye (224) and Kenya (155). Motivation to Participate in Sport Scale (Gill et al., 1983), Psychological Well-being Scale (Diener et al., 2010), Harmony in Life Scale (Kjell et al., 2016) and Contentment with Life Assessment Scale (Lavallee et al., 2007) were used as data collection tools. As a result of the findings of the study, there was a significant difference between individual athletes and team athletes studying in Türkiye in motivation to participate in sports and this difference was in favor of team athletes (p&amp;lt;.05). As a result, female athlete university students' motives for participation in sports and adaptation in life were in favor of Türkiye, but their psychological well-being levels were against Türkiye. Although the psychological well-being levels of female athlete university students are in favor of Kenya, their motives for sports participation and harmony in life are against Kenya. In this case, it shows that there are issues that both countries should pay attention to in order for female university students to be better and more successful.

A - 37 Baseline Mental Health Functioning in University Student Athletes.

Abstract Purpose Examine the prevalence of mental health difficulties in university student-athletes during baseline concussion assessment. Method Two hundred and forty-three university athletes (male = 163, female = 80) completed the. Sideline Concussion Assessment Tool, 3rd Edition (SCAT3) Symptom Evaluation scale and the Brief Symptom Inventory (BSI-18) self-report questionnaire at baseline evaluation across two consecutive seasons. The BSI-18 measured psychological distress using 5-point rating scales to calculate three emotional scales (Somatization, Depression, Anxiety) and one total scale (Global Severity Index). The four psychological symptoms from the SCAT3 Symptom Evaluation scale (more emotional, irritability, sadness, and nervous or anxious) were selected to calculate a total psychological symptom score out of 24. Existing normative data informed the SCAT3 symptom severity, including classifications of mild (1–2), moderate (3–4), and severe (5–6). Results Descriptive statistics indicated that 7.5% of athletes reported depressive symptoms and. 9.5% reported anxious symptoms on the BSI-18. The SCAT3 psychological symptoms score showed that 6.5% of athletes were within the mild range. Significant correlations existed between the SCAT3 total psychological symptom score and the BSI’s Anxiety, Depression, Somatization, and Global Severity Index scales (p &amp;lt; 0.01). Conclusions A small but significant number of collegiate athletes reported experiencing psychological symptoms during baseline concussion evaluation. These results indicate that the psychological symptoms of the SCAT’s Symptom Evaluation scale may help identify players with more significant mental health concerns who will likely benefit from mental health support.

Do Combined Oculomotor and Bimanual Coordination Exercises Instantly Stabilize Balance in Athletes?

This study examined the immediate effects of oculomotor and bimanual coordination exercises, as well as a combination of the two, on stability of balance in athletes. Changes in center-of-gravity sway were measured in 30 college student athletes before and after the following three exercise conditions: 1) oculomotor exercises, 2) bimanual coordination exercises, and 3) a combination of oculomotor and bimanual coordination exercises (1+2). The order of these exercises was counterbalanced. The combination of exercises (condition 3) reduced large swaying during balancing and immediately increased postural stability. Moreover, the oculomotor and bimanual coordination exercises (conditions 1 and 2) immediately reduced large sway during balancing when performed independently. Thus, the present study revealed that the combination of oculomotor and bimanual coordination exercises immediately reduced accidental swaying during balancing and also improved postural stability. This combination could be effective as an immediate balance adjustment method for athletes.

Sports Coaching and Adaptability of New College Student Athletes in a Medical College in Henan Province

Sports Coaching and Adaptability of New College Student Athletes in a Medical College in Henan Province

Examining classroom learning behaviors academic and athletic motivation in collegiate athletes

College student-athletes balance the demands of both sport and school in the context of higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM) using Self-Determination Theory as the theoretical lens. College Division I, II, III, and Club college athletes took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r(147) = .19, p = .02) and academic (r(147) = .30, p &lt; .001) motivation. Extrinsic learning style was positively correlated with career athletic (r(147) = .27, p = .001) and student athletic (r(147) = .16, p &lt; .05) motivation but negatively corelated with academic motivation (r(147) = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p &lt; .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings suggest being more independent, participant, and collaborative in class is related to motivation both in school and in student athletic endeavors. Athletes pursuing a STEM major may show higher academic motivation than athletes pursuing non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though further exploration of these factors is necessary to fully understand their relationship in college student-athletes.

“Is it Hard Out Here for a Player?”: Understanding the Relationship Between Adverse Childhood Experiences and Athletic Identity Among College Student Athletes

It is unclear what impact, if any, early experiences with trauma may have on athletic identity. Athletic identity may serve as a protective shield for those who have adverse childhood experiences. Self-identifying as an athlete as opposed to the identity that experienced the trauma could be a defense mechanism for self-protection. The primary purpose of this exploratory study was to investigate the relationship between adverse childhood experiences and athletic identity as well as determine any influence from gender, ethnicity, and sport in a group of college athletes. Using Qualtrics software, 102 collegiate athletes currently enrolled in higher education institutions across varying NCAA divisions within the United States completed three measures: Personal Data Form, Athletic Identity Measurement Scale (AIMS), and Adverse Childhood Experiences Survey (ACES). Results found adverse childhood experiences were not significantly associated with Athletic Identity. However, results did show a difference between men and women, with a significant relationship between adverse childhood experiences and athletic identity in men but not women. Upon further examination, it was found that for men, consideration of ethnicity in conjunction with gender highlighted an even stronger relationship among Black men specifically. Implications for these findings, suggestions for university athletic departments, and recommendations for future research were made.

Analyzing the Influence of Satisfaction of Basic Psychological Needs on Sports Performance among College Student Athletes

Background and Objective: More information of the determinants of sports injuries, specifically the potential variables is essential considering the increasing prevalence of these injuries among athletes to take preventative measures. This study aims to investigate the relationships between emotions related to stress, sports-related injuries, psychotherapy, flexibility of the coach to athlete relationships (FCAR), BPN frustration (BPNF) and the basic psychological needs (BPNs) satisfaction. The BPN method and the philosophical framework for stress and physical impact are the primary issues of inquiry. Materials and Methods: Employing a questionnaire that participants completed themselves, sports injuries and emotions related to stress were evaluated throughout the first and second months of the investigation. The third and fourth month’s study variables BPN satisfaction and BPN frustration (BPNF) were assessed by a questionnaire given to 300 college-level athletes. The fifth and sixth months of assessment evaluated psychotherapy and FCAR. In this investigation, path analysis and statistical analysis using the Jeffreys's Amazing Statistics Program (JASP) setup are conducted. Results and Conclusion: According to this research, stress is associated with injuries related to sports while BPN satisfaction adversely affects them. Disappointment of BPN, nevertheless, does not. Basic psychological needs theory (BPNT) provides more justifications for injury-associated variables.