Browsing by Subject "College athletes"

Now showing 1 - 4 of 4
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    Non-Cognitive Factors Affecting Student Athlete Academic Performance
    (2013) Yelk, Tyler; Rauschenfels, Diane; Williams, Julia
    Student athletes face a unique set of challenges when pursuing both academic and athletic goals simultaneously. These challenges are aggregated from a variety of sources, both external and internal. Many of the issues facing student athletes are cognitive factors, however, the author chose to target a less researched area and looked at the non-cognitive factors affecting student athlete academic performance. The research was conducted at a Midwestern university, which competed with a Division II affiliation. The institution was selected due to its unique combination of highly competitive athletics and high academic standards. The research aimed to discover if there was a presence of negative stereotypes and an awareness of non-cognitive factors influencing student athletes’ academic experience.
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    The psychosocial impact of COVID-19 on college athletes and their coaches: A qualitative study of a highly performing men’s college soccer program
    (2021-06) Frykholm, Jeff
    In 2020, COVID-19 became a global phenomenon, significantly impacting facets of life for most communities throughout the world, inclusive of sport. This research study sought to understand the impact of the coronavirus experience (CE) on the psychology of members of an NCAA Division I men’s soccer program by likening it to that of a serious injury – one that not only alters the sport participation of athletes, but also has the potential to influence their mental health and well-being. Based on the integrated model of psychological response to the sport injury and rehabilitation process (Wiese-Bjornstal et al., 1998), this qualitative study revealed four categories of cognitive appraisals (assessing impact, dealing with uncertainty, reframing goals, reframing opportunity), four emotional responses (denial, sadness, frustration, optimism) and three behavioral adaptations (conditioning, socializing, self-care) that were commonly shared by players throughout the pandemic. These responses to the CE were influenced in part by various situational and personal factors unique to each player. Taken together, the findings of this study revealed that the CE disrupted the lives of the players significantly, including psychological stress that centered primarily on players’ inability to express agency over COVID-19 in terms of returning to competitive play. The importance of understanding the impact of the CE on players’ mental health, as well as helping coaches implement trauma-informed practices within the team setting, represent important implications of this research.
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    Self-Efficacy and Positive and Negative Coaching Strategies
    (2013) Prevost, Andrew Charles; Rauschenfels, Diane
    Collegiate athletics are becoming more and more competitive. It is important that coaches do everything they can to get the most out of their athletes. This study surveyed over fifty collegiate athletes and over twenty collegiate coaches at the NCAA division two level. The athletes and coaches were current participants on team sports that included women’s basketball, women’s volleyball, men’s basketball, and men’s football. The purpose was to find out how an athletes’ self-efficacy was affected with positive versus negative coaching tone. The study showed that athletes have increased self-efficacy when receiving positive coaching strategies.
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    Student-Athlete Perception on a College Campus
    (2011) McHugh, Michael; Hyman, Randy; Ryan, Cindy; Rauschenfels, Diane
    Negative attitudes regarding a student-athlete’s academic ability exist in the collegiate environment in the form of the “dumb jock” stereotype (Baucom & Lantz, 2001; Bosworth, Fujita, Jensen, & Simons, 2007; Sailes, 1993; McHugh Engstrom & Sedlacek, 1991). These attitudes and stereotypical images hinder a student-athlete’s academic achievement (Chomitz, Dawson, Slining, McGowan, & Mitchelll, 2009; Aries, Benaji, McCarthy, & Salovey, 2004; Morphew, Toma, & Wolf-Wendel, 2001). The author conducted a study at a public, NCAA Division II university whose student-athletes had a proven and publicized history of academic success. The study examined if perceptions of collegiate student-athletes were congruent with those negative feelings towards the group identified in the research. The setting was selected because of the university’s unique history of proven levels of academic success within the student-athlete population. Results found that a positive perception felt by the student-athletes from the campus community was congruent with the high level of student athletes’ academic achievement.