Student-athletes face many of the same pressures as their non-athlete counterparts academically. Many carry a full course load that is tightly regimented by someone other than them and they are unable to drop below 12 credits otherwise risk losing their NCAA eligibility. For many student-athletes the time they put into a sport is comparable to having a 30-40 hour a week job (Brown, Glastetter-Fender & Shelton, 2000; Schroeder, 2000; Simons, Van Rheenen & Covington, 1999). A student-athletes daily schedule (when in season) may consists of attending classes, practice, weight training, visiting the tra...
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... role conflict. Various factors help to influence the development of student-athletes include the athletic programs they are apart of. The conflicting demands on a student-athlete paired with the strength of their identity will influence how they identify as an individual and balance involvement on campus.
A majority of the current research on student-athletes is limited to the roles and experiences of Division I student-athletes. Further research should be conducted regarding college experiences of student-athletes at Division III institutions. Division III institutions pride themselves as having athletes that balance their role as student-athletes. I hope to be able to further investigate how student athletes construct their student-athlete identity, how they balance other life roles, and if there are differences in identity construction based on gender.
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