Student

Athlete transition life after the whistle

Student Athlete transition life after the whistle
Western Carolina University
Cornelius Williams

Student Athlete transition life after the whistle

Student athletes have the honor of not only representing the university through
athletics, but also through their academics. Studies indicate that college student athletes
are more engaged in campus activities and academics, than students who do not
participate in a collegiate sport Chen, Snyder, and Magner, (2010). There are many
lessons that can be learned and skills that are developed through collegiate athletics.
According to Coakley, (2009) only one percent of all student athletes in all sports become
professional in their sport. Because of this, it is imperative that institutions help develop
transferable life skills in student athletes. The challenge is how to get student athletes to
recognize the natural skills they already have and apply those skills to their career.
The transition from the court, field, or track to the work place can be abrasive, but
with the right use of skills, that transition can be more seamless. According to Chen,
Snyder, and Magner (2012), student athletes are more likely to use learned life skills and
work skills, such as self-esteem and strong work ethic, in their profession. According to
Parsons, (2012) most students perceive student athletes to not be as academically gifted
as non- student athletes. Faculty members also perceive this perception. Research has
indicated that student-athletes reinforce the stereotype placed on them by their peers.
Fuller (2014) supports the idea that college athletes often become consumed with their
sport, and they have a difficult time fulfilling the role of a student athlete more so than
athlete student.
Student athletes are often under stress at all times throughout their careers;
managing classes, practice schedules, and a social life can be mentally taxing on an
individual. Among collegiate student athletes, approximately 10-15 percent have
psychological issues that warrant the use of counseling services. The loss of star status

Student Athlete transition life after the whistle

among student athletes may have an adverse effect on not only performance, but also
their personal lives Beauchemin, (2013). Dissatisfaction in performance and the inability
to time manage all the responsibilities associated with being a student athlete, can cut
ones athletic career short and effect overall life satisfaction. Surujal, Vanzyl, and Nolan,
(2013) claim the life satisfaction of a student athlete depends solely on how well he/she is
able to cope with the many stressors that accompany being a student athlete. If their stress
cannot be managed effectively, their ability to continue competing at the collegiate level
will eventually lead to early retirement of their athletic career. If they are able to cope,
they have another issue they must face burnout. According to Judge, Bell, Theodore,
Simon, & Bellar, (2012) burnout is determined by three elements: physical or emotional
exhaustion, sport devaluation, and reduced athletic accomplishment. Judge et al, (2012)
found that on average between 6-11 percent of collegiate athletes experience burnout,
which they define as meeting all their elements that makes up burnout. The leading cause
of burnout in athletes is stress.
Upon athletic retirement, burnout, or completion of their senior season, all student
athletes must make the transition from being a student athlete to a productive member of
society. Three resources to help this transition are: coping strategies, social support, and
preretirement planning (Fisher and Wrisberg, 2007 Fuller, 2014). By keeping stress
properly managed, it also helps prevent student athletes from using other means of stress
management, such as drug use and criminal activity. It is encouraged that a student
athlete get as much exposure as possible to activities outside of their sport, instead of
waiting until their final days as a student-athlete to explore ways that may help them feel
fulfilled outside of their sport Fuller, (2014). At this point, it is essential that student

Student Athlete transition life after the whistle

athletes redefine who they are as a person. No longer can they go forward as a student
athlete. A theory that is applicable to this transition is the Learning Theory of Career
Counseling (LTCC), which is supported by. The theory is based on social learning theory
of career decision-making Shurts and Shoffner, (2004). In this theory, counselors and
educators aid the student athletes as they transition out of athletics to help foster new
experiences or interest that student athletes may build in order to have a more satisfying
life after the whistle. Burns, Jasiniski, Dunn, and Fletcher (2013) believe if the student
athlete does not have self-efficacy and a stable internal locus of control, then external
help is required in the transition.
Some students have the opportunity to call themselves a student athlete. It is a
very unique life style one navigates through as they attain a degree. With pressure from
coaches and teachers to perform on and off the field, it can be physically and mentally
taxing to be a student athlete. Is the price of being a student athlete worth the price of not
being able to function as an adult upon graduation? During their time spent as a student,
athlete they may or may not develop skills that are transferable to their careers. Those
skills are often replaced by other skills such as the ability to run under 10 seconds in the
100-meter dash. Based on a synthesis of research on student athletes, there is not
sufficient empirical research that supports the fact that student athletes develop the skills
necessary to make the transition to life after the whistle. Presumably, they need more
guidance off the field now than ever. This is a call to researchers, administrators, and
educators alike to find a way develop those skills in student-athletes, so it is worth the
price of being a student-athlete.

Student Athlete transition life after the whistle

References
Beauchemin, J. (2013). College student-athlete wellness: an integrative outreach model.
College Student Journal, 48(2), 268-280.
Burns, G. N., Jasiniski, D., Dunn, S., & Fletcher, D. (2013). Academic support services
and career decision-making self-efficacy in student athletes. The Career
Development Quartlerly, 61, 161-167.
Chen, S., Snyder, S., & Magner, M. (2010). The effects of sport participation on studentathletes and non-athlete students: social life and identity. Journal of Issues in
Intercollegiate Sports, 4, 176-193.
Coakley, J. J. (2009). Sport in society: issues and controversies (10th ed.). Boston:
McGraw-Hill.
Fisher, L. A., & Wrisberg, C. A. (2007). How to handle athletes transitioning out of sport.
Athletic Therapy Today, 49-50.
Fuller, R. (2014). Transition experiences out of intercollegiate athletics: A metasynthesis. The Qualitative Report, 19(91), 1-15.
Judge, L. W., Bell, R. J., Theodore, R., Simon, L., & Bellar, D. (2012). An Exploratory
Examination of Burnout in NCAA Division II Athletes. Journal of Intercollegiate
Sport, 5, 230-240. Retrieved from http://journals.humankinetics.com/jis-contents
Parsons, J. (2013). Student athlete perceptions of academic success and athlete
stereotypes on campus. Journal of Sport Behavior, 36(4), 400-416.
Shurts, W. M., & Shoffner, M. F. (2004). Providing career counseling for collegiate
student-athletes: A learning theory approach. Journal of Career Development,
3(2), 95-109.

Student Athlete transition life after the whistle

Surujal, J., Vanzyl, Y., & Nolan, V. (2013). Perceived stress and coping skills of
university student-athletes and the relationship with life satisfaction. African
Journal for Physical Health Education Recreation and Dance, 19(2), 1047-1059.