NCAA Partnering to Promote Student Athlete Emotional Well-Being

The quality of a student-athlete’s experience can be a product of the services provided by their sponsoring sport organization. In an attempt to improve the student-athlete experience, this study was positioned to examine how collegiate sport services could use academic psychological capital (PsyCap) and student-athlete engagement to promote school satisfaction and psychological well-being. A total of 248 National Collegiate Athletic Association Division I student-athletes participated in this study. Results indicated that academic classification moderated academic PsyCap’s influence on engagement. In addition, the academic PsyCap of the student-athletes positively influenced school satisfaction and psychological well-being, but student-athlete engagement fully mediated the relationship between academic PsyCap and psychological well-being. This empirical evidence provides new knowledge on the relationships among student-athletes’ motivational cognitive constructs, educational engagement, school satisfaction, and psychological well-being in the context of highly competitive collegiate sports. Theoretical and practical implications are discussed, including incorporating the results with services provided to student-athletes.

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Effects of Mindfulness-Based Interventions in High School and College Athletes for Reducing Stress and Injury, and Improving Quality of Life

Journal of Sport Rehabilitation ◽

10.1123/jsr.2016-0047 ◽

2017 ◽

Vol 26 (6) ◽

pp. 578-587 ◽

Cited By ~ 8

Author(s):

Haley Petterson ◽

Bernadette L. Olson

Keyword(s):

Quality Of Life ◽

Perceived Stress ◽

Student Athletes ◽

Well Being ◽

Student Athlete ◽

Clinical Question ◽

Bottom Line ◽

Negative Thoughts ◽

Reducing Stress

Clinical Scenario:Student athletes experience a variety of stressors from school and social activities, as well as the additional demands of sport participation. Mindfulness-based interventions can help increase mental awareness and acceptance, as well as mitigate negative thoughts and emotions. The use of mindfulness-based interventions may be beneficial for reducing thoughts of stress, injury reduction, and improving overall wellbeing.Clinical Question:Does the use of mindfulness-based interventions for student-athletes aged 13–24 years reduce stress and injury as well as improve overall quality of life?Summary of Findings:The literature was searched for studies that investigated the use of mindfulness-based strategies for student-athletes specifically for reducing stress and injury and/or improving quality of life. The literature search returned 8 possible studies related to the clinical question and 3 studies met the inclusion criteria (1 randomized control trial, 2 nonrandomized control cohort studies). All 3 included studies demonstrated overall improved levels of mindfulness among student-athletes after the use of a mindfulness-based intervention. Mindfulness-based interventions had positive effects for reducing negative thoughts and levels of perceived stress. The number of injury occurrences were found to decrease following the integration of a mindfulness-based intervention within an athletic population.Clinical Bottom Line:There is sufficient evidence supporting the use of mindfulness-based interventions with student-athletes for increasing mindfulness, managing negative emotions and perceived stress, as well as improving overall well-being. There is also current literature that advocates the use of mindfulness-based interventions for reducing injury, but further research is needed for support.Strength of Recommendation:Grade B evidence exists to support that the use of mindfulness-based interventions for student-athletes will reduce stress and improve overall well-being as well as support the possibility that if a student-athlete is more mindful, it may help decrease risk of injury incurred if the student-athlete is under mental stress.

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Assessing Academic Risk of Student-Athletes: Applicability of the NCAA Graduation Risk Overview Model to GPA

NACADA Journal ◽

10.12930/nacada-13-041 ◽

2013 ◽

Vol 33 (2) ◽

pp. 76-89 ◽

Cited By ~ 4

Author(s):

James Johnson

Keyword(s):

Grade Point Average ◽

Student Athletes ◽

Effective Means ◽

Well Being ◽

Division I ◽

Individual Risk ◽

Student Athlete ◽

Academic Risk ◽

Grade Point ◽

Pearson Correlations

In an effort to standardize academic risk assessment, the NCAA developed the graduation risk overview (GRO) model. Although this model was designed to assess graduation risk, its ability to predict grade-point average (GPA) remained unknown. Therefore, 134 individual risk assessments were made to determine GRO model effectiveness in the identification of academic risk for Division I student-athletes as determined by semester GPA. Pearson correlations and least-squares multiple-regression analyses revealed the GRO model as an effective means by which to assess academic risk. Academic advisors and other stakeholders of college student-athlete well-being can use this model to identify student-athletes most at risk for academic struggles and advise them accordingly.

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A legal perspective on athlete screening and disqualification

Cardiology in the Young ◽

10.1017/s1047951116002328 ◽

2017 ◽

Vol 27 (S1) ◽

pp. S104-S109 ◽

Cited By ~ 1

Author(s):

Timothy E. Paterick ◽

Zachary R. Paterick ◽

Nachiket Patel ◽

Khawaja A. Ammar ◽

Krishnaswamy Chandrasekaran ◽

...

Keyword(s):

Standard Of Care ◽

Well Being ◽

Assessment Process ◽

Student Athlete ◽

Medical Assessment ◽

Medical Supervision ◽

Cardiac Screening ◽

Legal Perspective ◽

Strict Compliance ◽

Health And Well Being

AbstractPhysicians participate in the screening, routine medical supervision, and disqualification of student-athletes. In doing so, they should understand that eligibility/disqualification decisions inevitably have associated liability issues. It is the responsibility of physicians to take the lead role in the student-athlete medical assessment process to allow for optimum safety in sports programmes. The first duty of the physician is to protect the health and well-being of the student-athlete. However, because there is potential liability associated with the screening/disqualification process, physicians are wise to develop sound and reasonable strategies that are in strict compliance with the standard of care. This article focusses on cardiac screening and disqualification for participation in sports.

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The impact of “capitalization” social support services on student-athlete well-being

Journal of Services Marketing ◽

10.1108/jsm-12-2020-0520 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

David Fleischman ◽

Popi Sotiriadou ◽

Rory Mulcahy ◽

Bridie Kean ◽

Rubiana Lopes Cury

Keyword(s):

Social Support ◽

Support Services ◽

Well Being ◽

Equation Modeling ◽

Service Research ◽

Student Athlete ◽

Sports Performance ◽

Content Type ◽

Self Development ◽

The Impact

Purpose This paper aims to investigate capitalization support, an alternative perspective for theorizing social support in-service settings. In the service setting of the student-athlete experience, the relationships between capitalization support service dimensions (i.e. the academic, athletic, self-development and place dimensions), well-being and sports performance are examined through a transformative sport service research (TSSR) lens, a newly introduced form of transformative service research (TSR). Design/methodology/approach Data from an online survey of Australian student-athletes (n = 867) is examined using partial least squares structural equation modeling. Findings The results support the theorized service dimensions of capitalization support, indicating their validity and relevance to the student-athlete experience. Further, the results demonstrate that all capitalization support dimensions except athletic support (i.e. academic support, place support and self-development support), have a direct effect on well-being and an indirect effect on sports performance. Originality/value This research is unique for several reasons. First, it introduces a new perspective, capitalization support, to theorizing about social support in services. Second, it is one of the first studies in both TSR and TSSR to empirically test and demonstrate a relationship between support services, well-being and performance in a single study. Insight into how to design services to optimize well-being in relation to other service objectives like performance thus emerges.

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