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Holistic Wellness of Student-Athletes

Holistic Wellness of Student-Athletes. Mark Erickson B.A., ATC Adam Higginbotham M.A. Importance. “Most will go pro in something other than sports. ”. Overview of the Literature. Traditional college student’s struggles: Transition from high school Leaving home for the first time

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Holistic Wellness of Student-Athletes

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  1. Holistic Wellness of Student-Athletes Mark Erickson B.A., ATC Adam Higginbotham M.A.

  2. Importance • “Most will go pro in something other than sports.”

  3. Overview of the Literature • Traditional college student’s struggles: • Transition from high school • Leaving home for the first time • New social dynamics and friend groups • New portions of responsibility • Academic rigor

  4. Overview of the Literature • Studies are revealing that 10% to 15% of college student-athletes face real issues that necessitate professional counseling. • Flexibility of Schedule • Travel • Maintaining optimal physical condition • Media stress • Injuries • Demands of coaching staff • (Watson & Kissinger, 2007; Wittmeret al., 1981, p. 53)

  5. “In too many cases, college coaches recruit only the best athletes and place little or no emphasis on character, intelligence, study habits, academic ability, or other qualities necessary to succeed in the classroom. As a result, many athletes do not receive their college diplomas” (Wittmer et al., 1981, p. 53) • University of New Mexico Case Study • 10 year study; degree completion 4 years • 5.7% Football/ 7.3% Basketball

  6. Participants • 83 Total Participants • 33 Student-Athletes • 50 General population who participated in a Thanksgiving Mexico Outreach Trip • 48 Female • 35 Male • (27 first-years, 18 sophomores, 21 juniors, and 17 seniors). • 8 students who identified as Asian/Pacific Islander, 4 Black/African American, 7 Hispanic/Latino, 6 Multiracial/Biracial, and 57 White/Caucasian.

  7. Methods • Online survey sent out that measured wellness • 1. Social Self • 2. Essential Self • 3. Creative Self • 4. Physical Self • 5. Coping Self

  8. Survey Questions • Social • I have difficulty separating who I am from what I do. • Essential • I feel comfortable using any campus resource center. • Creative • I feel as though I am able to contribute in the classroom. • Physical • I do not feel welcome in a fitness center available to me. • Coping • I believe that my life has worth.

  9. Results • Independent Sample T-test • Physical Self: • Student-Athletes (t=-4.19,p<.001) • Off Campus Housing (t=2.12,p<.05) • Correlations

  10. Significance • CAS Standards- Recreational Sports Program • Mission, practical competence, precedence of integrity and diversity • Azusa Pacific University’s Athletic Program • CAS Professional Standards for Higher Education (2012)

  11. Limitations • Time • Resources • Team Availability • Type of Institution-Division II Christian University

  12. Future Research • Christian Universities vs. Public Universities • Different athletic programs • General populations

  13. References • Dean, L. A. (Ed.). (2012). Cas Professional Standards for Higher Education (8 ed.). Washington, D.C.: Council for the Advancement of. • Jordan, J. M., & Denson, E. L. (1990). Student services for athletes: A model for enhancing the student-athlete experience . Journal of Counseling & Development, 69, 95-97. • Skowron, E. A., & Friedlander, M. L. (1994). Psychological separation, self- control, and weight preoccupation among elite women athletes. Journal of Counseling & Development, 72, 310-315. • Steiner, H., Pyle, R., Brassington, G., Matheson, G., & King, M. (2003). The college health related information survey (C.H.R.I.S.-73): A screen for college student athletes. Child Psychiatry and Human Development, 34(2), 97-109. • Watson, J. (2006). Student-athlete and counseling: Factors influencing the decision to seek counseling services. College Student Journal, 40(1), 35-42. • Watson, J. C., & Kissinger, D. B. (2007). Athletic participation and wellness: Implications for counseling college student-athletes. Journal of College Counseling, 10, 153-162.

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