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The purpose of this qualitative study was to examine the experiences of collegiate student-athletes who retired from athletics due to career-ending injury from a developmental perspective. Fifteen former collegiate athletes who retired from competition in NCAA Division I athletic programs participated in interviews. Interviews were guided by an interview protocol addressing topics considered relevant based on literature review: Athletic identity, experience of injury and leaving the sport, transitions upon retirement, friendships with teammates, participant resources, and current role of sports in their lives. Despite the existence of an interview protocol, interviews were loosely structured and topics discussed were open to participant influence. Broad themes derived from the data include: (1) modified, but enduring athletic identity, (2) increasing emphasis and development in academic and social dimensions of identity, and (3) varying extents to which participants perceived control over their decision to retire and the difference this appeared to make in their experiences. Themes are discussed in relation to prior literature and theoretical frameworks used to guide the study. Considerations for coaches, athletic trainers, counselors, student-athlete service personnel, and other professionals working with collegiate student-athletes retiring due to injury and suggestions for future research are included.
Collegiate athletes have spent their athletic career growing their athletic identity and are given significant support throughout their time in college, and so, the transition into retirement can be difficult and often cause a sense of loss with the end of their athletic career. This transition from college into sports retirement can be affected by a variety of different factors and influences on the individual and their experiences. This mixed methods, phenomenological study looked at the impact of athletic identity on both male and female athletes as they transitioned into retirement, focusing on Division I baseball and softball athletes. These participants were asked to answer the AIMS-Plus questionnaire and participate in an open-ended interview looking retrospectively at their collegiate career and transition into retirement. The results of the AIMS-Plus questionnaires revealed five athletes with high athletic identity (scores 1467-2200), three females and two males, and five athletes with moderate athletic identity (scores 1466-733), three males and two females. The data analysis of the interviews found the common positive factors influencing an athletes transition were outside interests, support from family and teammates, and continued relationship with their sport. The negative factors were involuntary retirement, the time commitment of their college program, and the lack of support from their programs after retirement. Injury was found to be both a positive and negative factor in transitioning depending on the individuals' relationship with the injury. Participants with a higher athletic identity, scored through the AIMS-Plus questionnaire, used language of depression and reported a sense of loss. Some participants reported their athletic identity helping them transition into their next career, focusing on the skills they had learned through athletics. In the reflections of these participants it was found that they wished there was a program in place to aid them into retirement with emphasis on career planning, support groups, and nutrition and exercise education. In summary, the experiences of collegiate athletes transitioning into retirement is influenced by a variety of factors and highly individual. The clinical significance of this research should provide future research into implementing support programs for collegiate athletes transitioning into retirement.
There appears to be a gap in the literature when it comes to examining the role that grief and loss might play while athletes undergo the reconstruction of their identity post-sport. Navigating Athletic Identity, Retirement Transitions, and Self-Discovery: Exiting the Arena investigates the long and often studied concept of identity in athletes from the perspective of transitioning identity as a potential form of loss. Ultimately, we posit that identity transition should also be understood as a form of identity loss, and research conceptualizing the grieving process that athletes experience in that transition should be studied more deeply.
Is there life after sports? Athletes are accustomed to the end of a game, a match, or a season. But are they ready for the end fo their career? At some point, every athlete must contend with retirement from sports. For college athletes, retirement often coincides with graduation. These significant milestones can elicit anticipation or trepidation. Many athletes have spent most of their lives engaged in their sport. To an occupational therapist, this athletic engagement presents a unique occupation. Many athletes begin participation in sports as a leisure activity in youth, later transforming into identity and self-care necessities, and even progressing into a work-like pursuit, only to abruptly cease at the end of college. Reviewing the literature on the athletic retirement transition uncovers athletes' struggles as they withdraw from competitive sports. There is little evidence, however, exploring the athletic retirement transition from an occupational therapy (OT) perspective. This capstone project reviews the evidence, exmaines OT implications, and illustrates the development of a transitional retirement program for collegiate athletes informed through occupation-based models of practice addressing the retirement transition through the unique lens of OT.
Sports medicine professionals are trained to be keenly aware of an athlete's physical state. But what of the athlete's emotional needs? Counseling in Sports Medicineidentifies the special psychological needs of athletes and demonstrates the important role sports medicine professionals play in counseling. The book will help you empower athletes to cope with many psychological issues, including the impact of injury, and will enable you to use appropriate psychosocial interventions. Build your interaction and communication skills while you learn to equip yourself to conduct effective assessment interviews. Counseling in Sports Medicineoffers -counseling concepts and how and when to apply them; -specific case studies, with an extensive glossary and chapter objectives that make the theoretical concepts tangible; -practical recommendations on how to improve counseling skills; -chapters on counseling athletes with specific problems such as substance abuse, eating disorders, stress and anxiety, and catastrophic injury and illness; -examples of situations that warrant a referral to other health professionals; and -documentation issues and ethical considerations. Recognized sports medicine authority Richard Ray joins co-editor Diane M. Wiese-Bjornstal and 20 contributors to offer wide-ranging practical applications drawn from years of hands-on experience and research in athletic training and sport psychology. Helping athletes thrive isn't simply a matter of addressing their physical needs. This handy reference recognizes the importance of athletes' psychological needs and enables you to help them to a healthy outlook.
Transitions in sport can be either normative (relatively predictable) or non-normative (less predictable) and are critical times in the development of athlete’s careers. Whilst retirement from sport is inevitable, the timing of retirement can be less predictable. If an athlete copes well with the transition they may be better able to adjust to life after sport. However, not coping with the transition can lead to a crisis and negative consequences for the athlete. Transition periods from sport and in particular retirement from sport have been identified as high-risk periods for athletes in terms of psychological distress. However, circumstances surrounding the athlete’s retirement are a critical factor in the transition into life after sport. Voluntarily retiring from sport for example, leads to a smoother transition than being forced into retirement through injury or deselection. Research indicates that retirement from sport should be seen as a process rather than a single moment, with many athletes taking up to 2 years to successfully transition out of sport. Currently, there are few bodies of work that are solely devoted to retirement transition. Athlete Transitions into Retirement: Experiences in Elite Sport and Options for Effective Support provides contemporary viewpoints on athlete transitions from elite sport in a global context. This volume is a collaboration of research from leading authors around the world, offering global perspectives to athlete transitions into retirement and is key reading for both researchers and practitioners in the fields of Sport Psychology and Coaching as well as the Athletes themselves.
The challenges that face student-athletes when they retire from formal sport participation coincides with their loss of their athletic identity (how much they identify with their athlete role), often geographic upheaval, uncertainty of the future regarding alternate roles, and change in social support systems, which make this period more difficult to adjust to. This study explored the experiences of the retirement transition of graduating student-athletes. The current study aims to examine this unique experience through qualitative investigation into the collective experiences of student-athletes to identify overarching relevant themes common throughout this experience. The participants were 13 student-athletes who graduated in the Spring Semester of 2017 (May- June 2017), played their sport at a National Collegiate Athletics Association (NCAA) Institution at the Varsity level, and were not continuing to play their sport at the elite level. Semi-structured interviews were conducted with participants between five and eight months post-graduation. Thematic analysis was used to categorize participants' responses and allow for an in-depth investigation of different factors affecting personal adjustment throughout this period. The five overarching themes identified were: the need for social connection, the impact of a goal-oriented mindset, preparedness for the transition, translatable skills from being a student-athlete, and the perspective of their own identity and purpose. The ability to shift perspective to retrospectively appreciate the student-athlete experience, while incorporating it as one part of their overall life journey, is discussed as a protective factor for positive transition outcomes. As the large majority of collegiate athletes do not continue to play their sport professionally, this population is in high need of continued guidance. The present work can inform interventions to aid student-athletes in this difficult transitional period. Mentorship from previously graduated student-athletes, coaches, or administrative programs are suggested as a tangible positive intervention strategy based off of the results.
Approximately eight million teenagers participate in high school athletics across the United States, while only 480,000 have the opportunity to play collegiate level sports, and the rest are forced into early athletic retirement (NCAA Research, 2020). The literature shows that participation in a high school sport increases the chances of a student being accepted into college (Barron et al., 2000). As the nation, and in particular, the state of California become increasingly more diverse (U.S. Census Bureau, 2019) it is important that underrepresented students are successfully transitioning and completing college. Previous research examined athletic retirement but only in collegiate and professional athletes (Grove et al., 1997; Stephan et al., 2010). The current study sought to understand retired student-athletes' transitional experience into a public university in Southern California. The study compared different groups of retired athletes by measuring if their type of retirement (i.e., willing retirement versus forced retirement) played a role in athletic identity post-retirement. The results revealed that retirement type predicted athletic identity scores. Specifically, student-athletes who voluntarily retired reported higher scores on athletic identity than athletes forced into retirement. Interviews were conducted to better understand how participation in high school sports may facilitate the transition into college, and how underrepresented students appraise their early athletic retirement. The qualitative data showed that the type of school (e.g., public, private) and the effectiveness of administration of the institution influence how prepared a student feels for their transition into college. In addition, retired-student athletes often stated that they cherished their experience as high school athletes, but also understood the importance of preparing for college.
This book was written for sport psychologists and other practitioners who are concerned with the well-being of athletes who are facing the difficult transition from a sports career and the regret anxiety and identity loss that can accompany retirement. This is a groundbreaking collaboration by international scholars providing an overview of empirical theoretical and applied perspectives on sports career transitions.
"Introduction: Despite the substantial amount of literature on career transitions in sport, there is insufficient research examining the social support system within college athletics as it is an important resource for student-athletes, especially for their success later in life. Likewise, there are currently no studies exploring athletic retirement from the perspective of student-athlete support or development services, a section of athletic departments that provides programming for the success of their student-athletes. Purpose: The purpose of this study was to explore the implications of athletic retirement from the perspective of directors and/or associate directors of student-athlete support or development services of NCAA Division I universities. Methods/Data Analysis: Semi-structured interviews were conducted with participants (n = 8) to explore their perceptions about the factors that lead to a successful or unsuccessful transition out of sport. Participants further described how their current services and programs helped student-athletes overcome the obstacles of this transitional period. Results: An inductive data analysis was used to organize participants' responses into themes and subthemes related to the original research questions. Although programming varied by institution, the participants observed that most of their student-athletes experienced a successful transition out of sport as their services and programs helped them effectively cope with the demands of athletic retirement. When participants did cite problems with the process of athletic retirement, they reported issues surrounding a salient athletic identity, such as a lack of career development, a sudden loss of the sport environment, and mental and physical health risks. Finally, participants believed that evidence-based services and programs need to be implemented to meet the needs of both current and former student-athletes. Implications for the programming of student-athlete support or development services and future research are discussed."--Boise State University ScholarWorks.