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College and Universities Athlete’s Transition
I’yanna Lops
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College and Universities Athlete’s Transition
Introduction
In the United States, many universities and colleges have invested much into their athletic
programs, spending both time and other resources to identify and nurture talented athletes. These
institutions have tried to balance academics and athletics over the years and give both the
required appreciation. College athletes have been found to quickly lose their academic focus
since they want to invest all or most of their time in improving their skills to become better
athletes. Every college athlete dreams of becoming a professional athlete after graduation, but
only a few can live this dream. Most college athletes are not ready to follow their careers once
the professional athlete dream fails, which affects them mentally and emotionally to the extent of
some developing severe behavioral disorders.
The athletic programs based in most universities and colleges must take responsibility,
therefore, in ensuring that college athletes can effectively transition out of athletics into their
respective careers after graduation. In this executive summary I aim to find and understand
different ways colleges and universities support college athletes transitioning out of athletics into
their careers by ensuring they have more than one career path option. The research outlined is
significant since it demonstrates what colleges are doing or not doing, for example, to prepare
college athletes to face a world where athletics is likely not an option. As much as college
athletes should be encouraged to improve as athletes, they should equally be motivated to take
their coursework and career seriously, aiding them in the transition from college to their careers.
According to Condello et al. (2019), several college athletes struggle to transition from athletics
to their careers because they graduated with low distinctions and could not find opportunities to
pursue their careers quickly (Condello et al., 2019). Universities and colleges are hiring mentors
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to guide and help college athletes balance their athletic and academic lives. When college
athletes perfect their strengths in the field and their coursework, they are usually confident and
optimistic about having a life without athletics. Additionally, these mentors ensure that they help
college athletes keep their options open and understand that not everyone becomes a professional
athlete. Additionally, Universities and colleges collaborate with athletic departments, parents,
and athletes to create a feasible plan. College athletes can easily transition from athletics into
their careers if they have a specific set of goals to achieve in their careers. College athletes
without a well-laid plan will likely suffer from depression or stress.
Also, Universities and colleges sponsor college athletes to pursue their academic careers
as post-graduates. Taking some time off athletics and focusing on academics is an effective way
to transition. Although not all college athletes get the sponsorship chance, those who do can
slowly shift their minds from athletics and more to academics, hence embracing their new
identity comfortably (Condello et al., 2019). The sources that will be used include works by
scholars discussing efforts in x, y, and z made by universities and colleges, challenges faced by
college athletes during the transition, and expectations from universities and colleges. Extensive
and precise data on the number of college athletes transitioning from athletics into their
respective careers in the United States annually will be crucial in completing this review. The
objective or goal to be accomplished by the end of this executive summary is to understand what
the United States universities and colleges are doing to ensure college athletes have fewer
difficulties transitioning into their careers, what is expected, and how they can effectively
improve the techniques they are using to make the transitioning process bearable for college
athletes.
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Literature Review
Transition Statistics
The National Collegiate Athletic Association (NCAA) reveals that a vast cohort of over
480,000 student-athletes actively participates in college sports across Divisions I, II, and III.
Despite these impressive numbers, only a fraction of these individuals will progress to the
professional or Olympic level of athletics (Morris et al., 2021). Notably, football, boasting the
highest participation at 73,660 players, sees a mere 1.5% transitioning to the professional level in
the National Football League (NFL) (citation).
The aspirations of numerous student-athletes to embark on professional sports careers
collide with the reality that the majority conclude their competitive athletic journeys post their
final college season. Even for those who attain professional status, their careers are remarkably
brief, averaging 3.5, 4.8, and 5.6 years (Brown et al., 2019). Recognizing this prevalent trend
underscores the critical need for robust support systems and transition programs within collegiate
sports environments to prepare athletes for the inevitable conclusion of their athletic journeys.
Are other scholars talking about this? Bring them in, because remember, we are trying to
showcase themes in what people are talking about in relation to your topic.
The Transition Process
The transition from college athletics to professional careers is a critical phase in the lives
of student-athletes. Various studies highlight the challenges associated with this transition and
emphasize the need for effective support systems within colleges and universities. Research
indicates that athletes often experience a profound identity shift when transitioning from a highly
structured athletic environment to the broader context of a professional career. The work of
Morris et al. (2021) highlights the psychological challenges athletes face, since they emphasized
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the importance of recognizing and addressing these shifts during their college years. The role of
academic support in preparing athletes for careers beyond sports is a crucial aspect. Studies by
(Miller, L., & Buttell, 2018) showcased the positive correlation between academic success and
career readiness, emphasizing the need for comprehensive academic advising tailored to the
unique needs of student-athletes. While some athletes successfully navigate this transition, recent
surveys of former college student-athletes indicate a substantial number experiencing difficulties
and struggling in various life domains post-retirement.
Counselling Programs
Career counseling programs targeted at athletes have been explored by authors such as
Smith and Brown (2018). Their work emphasized the importance of early career exploration,
internships, and mentorship in providing athletes with a clearer understanding of potential career
paths and the skills required. Research by (Miller, L., & Buttell, 2018) delves into the
effectiveness of skill development programs designed for athletes. These programs, focused on
cultivating transferable skills, aim to equip athletes with a broader skill set, enhancing their
competitiveness in the job market. Mentorship programs play a pivotal role in the career
transition process. Studies by (Hextrum, 2018) highlight the positive impact of mentorship on
athletes, providing them with guidance, insights, and a valuable network that extends beyond the
realm of sports.
Examining post-graduation success stories of former athletes, as illustrated in the work of
(Brown et al., 2019), showcases the importance of ongoing support. This involves alumni
networks, career services, and resources that aid athletes in navigating the complexities of their
chosen professions. Metrics for success in athlete career transition programs, as outlined by
(Hextrum, 2018) include job placement rates, post-graduate education pursuits, and overall
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satisfaction among alumni. Identifying challenges and areas for improvement is crucial in
refining existing initiatives.
Research by (Navarro, 2019) emphasizes the multifaceted nature of athlete career
transitions and the diverse support mechanisms that colleges and universities can implement.
Recognizing the psychological, academic, and social aspects of this transition is essential in
developing holistic programs that empower student-athletes for success beyond the sports arena.
This literature review provides a snapshot of key themes in the existing literature. Further
exploration, utilizing specific studies and more in-depth analysis, would contribute to a
comprehensive understanding of how colleges and universities can effectively support athletes in
their career transitions (Navarro, 2019). By emphasizing the proactive aspects of career planning
and development, institutions, particularly athletic departments at universities, play a pivotal role
in supporting athletes through this critical phase, contributing to their overall well-being beyond
their sporting careers.
Transition Programs
For NCAA student-athletes engaged in the competitive world of college athletics, the
transition out of sport is supported by various programs, although these offerings vary across
universities. The Life Skills programme, originally known as CHAMPS (Challenging Athletes’
Minds for Personal Success)/Life Skills, is an impressive project that the NCAA has supported.
With the aid of this programme, schools may offer their student-athletes complete support that
includes career preparation (Ofeugbu et al., 2022). With the Life Skills programme organized
around five main areas. The unit of student-athlete support or development services is
responsible for overseeing these services and programmes, which are usually located inside
university sports departments.
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Numerous research projects seek to explore the process of athletic retirement from the
unique perspective of employees working in student-athlete development or support services at
NCAA member universities. Though there is a wealth of literature on sports career transitions,
little study has been done on the critical component of social support in college athletics—a vital
resource for student-athletes when their athletic careers come to an end (Ofeugbu et al., 2022).
Moreover, research on athletic retirement from the viewpoints of directors and/or associate
directors in student-athlete support or development services—individuals who work closely with
student-athletes—is conspicuously lacking.
Giving student-athletes the tools, they need to succeed both during and after their
collegiate sports careers is the main goal of student-athlete support and development
programmes. Considering their active participation in sports, there are currently no
comprehensive evaluation systems in place. Despite the positive influence of sport organizations
on athletes’ well-being, understanding the perspectives of staff within these services can
illuminate the reasons behind athletes’ inclination to seek support from non-sport sources
(Ofeugbu et al., 2022). Additionally, insights from these professionals can reveal the strengths
and weaknesses of current offerings, emphasizing the crucial role of their programming in
facilitating the retirement adaptation of student-athletes and, ultimately, promoting their overall
well-being.
Athletes Finding a New Identity
Competitive athletes find that having a strong sense of who they are as athletes helps
them focus on training and competing when they get to the end of their careers. But when
sportsmen get closer to retirement, this identity may provide problems, especially for those who
have an exclusive sporting identity. It might be more difficult to leave sports because of the
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closely entwined self-identity with participation in sports (Ryba et al., 2015). Furthermore, those
who have a strong sense of identity derived from their athletics may view the world through the
lens of their athlete persona, foreseeing a sense of identity loss upon retirement—particularly in
cases when career termination is certain, like the limited eligibility of NCAA athletics (Ryba et
al., 2015). Athletes may use coping mechanisms to get through this critical period without
experiencing an identity crisis. According to research, student-athletes aggressively pursue
hobbies outside of athletics as their college careers continue. This proactive self-redefinition
before retirement serves as a form of “self-protection,” preparing athletes for the inevitable
career termination. With educational and career opportunities available beyond sports, studentathletes find it easier to transition into roles beyond the athletic sphere.
Miller and Kerr’s (2022) work makes clear how changeable the identities of studentathletes are. At first, when they accept the position of collegiate athletes, their athletic identity
stands out more and frequently takes precedence over their social and academic responsibilities.
But there’s a significant change as these student-athletes get closer to the end of their
undergraduate careers. They refocus on academics and modify their sports objectives. A
professional sports career is no longer a realistic goal, which has caused them to reevaluate their
self-concept. This shift in identity, which reflects a disengagement from the athlete position, may
be explained (Lally & Kerr, 2015).
Others may be forced into early retirement due to factors beyond their control, such as
deselection or injury. This involuntary retirement can complicate the identity transition process,
as athletes grapple with unexpected shifts in their self-concept (Ryba et al., 2015). In essence, the
complex interplay between athletic identity and retirement transition underscores the need for
tailored support systems and interventions. Institutions and athletic departments play a pivotal
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role in providing resources for athletes to explore diverse interests and prepare for life beyond
sports. Recognizing the nuances of identity transitions allows for more effective strategies to
facilitate a smoother and more fulfilling retirement for athletes, promoting their overall wellbeing beyond the realm of sports.
Athletes face difficulty in maintaining a unique athletic identity until retirement, which
has been linked to issues after leaving athletics (Lally & Kerr, 2015). Several studies highlight
the detrimental effects that dominating athletic identity student-athletes face when they leave
NCAA athletics. The framework of the collegiate sports system, which encourages conformity to
the athlete role and inhibits investigation of alternative identities, makes it difficult to explore
other academic and social identities because of the expectation of complete dedication to the
athlete role (Stokowski et al., 2019). Because many athletes devote a disproportionate amount of
time to their sport, there is frequently perceived as a conflict between the responsibilities of
student and athlete. This leads to an inverse link between athletic identity and professional
maturity, where a stronger athletic identity indicates a lower level of career maturity.
Athletes who want to focus solely on their sport until retirement frequently struggle with
anxiety related to job planning after retirement (Stokowski et al., 2019). Role conflicts may
restrict one’s possibilities in life by ignoring hobbies and career opportunities outside of sports.
Student-athletes’ sense of self is reinforced by pressure to fit in with anticipated athletic
behaviors, which is fueled by social recognition and acclaim in collegiate sports. Student-athletes
frequently surpass the NCAA’s “20-Hour Rule,” which caps weekly athletically related activities
at 20 hours during the in-season. According to an NCAA study from 2011, student-athletes in
Division I participated in sports for more than 30 hours a week, with football players putting in
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the most time—43.3 hours. Student-athletes may suffer identity foreclosure—a commitment to
abandoning other academic and social responsibilities—as they become fully absorbed in sports.
Time restrictions combined with this intense attention might cause an early stage of
identity foreclosure. When student-athletes leave sports, the athlete role may become empty if
they don’t actively change who they are or don’t have the time to look for other options because
of the demands of athletics (Tshube & Feltz, 2015). As a result, this early identity foreclosure can
have a detrimental effect on student-athletes’ personal development outside of the game, making
the transition difficult. Comprehensive support systems and treatments are essential to addressing
this (Tshube & Feltz, 2015). Throughout their sporting careers, players should be encouraged to
diversify their identities and pursue other hobbies. This will help them develop a more robust and
balanced sense of self, which will make their transition out of athletics easier and more
satisfying. Addressing these challenges requires a comprehensive approach that encourages
athletes to diversify their identities and explore alternative interests throughout their athletic
careers, fostering a more balanced and resilient sense of self as they navigate retirement from
sports.
Recommendations
Athletic departments can significantly enhance their support for athletes by embracing
cultural competence, a vital component in fostering understanding, respect, and equal
opportunities for individuals from diverse backgrounds (Tshube & Feltz, 2015). Achieving
excellence in both academics and sports is a core objective for collegiate athletic departments,
making it imperative for athletic personnel to be culturally competent in aiding the transition of a
diverse student-athlete population.
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Similar to mandatory training programs such as Title IX and Protection of Minors,
Cultural Competence Training (CCT) can play a pivotal role in sensitizing athletic administrators
and coaches to discriminatory attitudes and challenges faced by minorities during their transition
into the university setting. By promoting open-mindedness and understanding of different
cultural perspectives, CCT equips trainees to identify and address barriers that may hinder
minority athletes (Condello et al., 2019). Research indicates that CCT not only enhances
professionals’ ability to recognize cultural obstacles but also empowers them to develop effective
strategies for short and long-term solutions.
Cultivating cultural competence among athletic stakeholders is crucial. This recognition
underscores the importance of integrating CCT into the training programs for athletic personnel,
fostering an inclusive environment that nurtures the success and well-being of all studentathletes. In addition to cultural competence, there is a compelling need within college athletics to
raise awareness among student-athletes about the significance of transferable skills in their
transition process (Condello et al., 2019). The support system surrounding athletes, including
athletics support staff, family members, head coaches, and assistant coaches, plays a pivotal role
in guiding student-athletes through this crucial phase.
These support figures must be educated on how they can serve as valuable resources in
facilitating the acquisition of transferable skills, which are essential for a successful transition out
of sports. Empowering student-athletes with the knowledge and tools to identify and utilize these
skills not only enhances their employability but also contributes to their personal development
beyond the sports arena. Yes, but you need to better articulate this in your recommendations
section and also offer solutions based on what you learned from the literature review materials. s
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Conclusion
While a considerable number of student-athletes undergo successful transitions from
sports to post-athletic careers, there remains a notable portion whose needs are not adequately
addressed by existing services and programs. There appears to be a potential gap in the
effectiveness of programming within student-athlete support or development services, indicating
a need for a more comprehensive examination to better address the needs of these individuals.
Additionally, there is a shortage of thorough studies systematically evaluating the impact of these
services and programs, underscoring the importance for researchers to critically assess and, if
required, enhance existing offerings with evidence-based practices. Sport organizations hold a
moral obligation to foster a supportive environment that contributes to athletes’ success within
and beyond the sports context. For former student-athletes navigating the challenges of
transitioning out of sports, ongoing access to support services is crucial. Evaluations of these
services offer valuable insights into the landscape of athletic retirement within college sports,
highlighting both strengths and weaknesses in current programming. This strategic approach
ensures the sustained success of individuals post their college athletic careers, addressing the
nuanced challenges they may encounter during this transitional phase.
The complexity of deciding on a future career is acknowledged, and careful planning and
evaluation of career options are crucial. Student-athletes with low CDSE often shy away from
engaging in the career development process beyond sports. To address low CDSE, targeted
workshops aimed at increasing self-awareness in career decision-making are recommended.
These workshops serve as a valuable tool to empower student-athletes with the necessary skills
and confidence to navigate and make informed decisions about their careers beyond the realm of
collegiate sports.
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References
Brown, D. J., Fletcher, D., Henry, I., Borrie, A., Emmett, J., Buzza, A., & Wombwell, S. (2019).
A British university case study of the transitional experiences of studentathletes. Psychology of sport and exercise, 21, 78-90.
Condello, G., Capranica, L., Doupona, M., Varga, K., & Burk, V. (2019). Dual-career through the
elite university student-athletes’ lenses: The international FISU-EAS survey. PloS
one, 14(10), e0223278.
Hextrum, K. (2018). The hidden curriculum of college athletic recruitment. Harvard Educational
Review, 88(3), 355-377.
Lally, P. S., & Kerr, G. A. (2015). The career planning, athletic identity, and student role identity
of intercollegiate student athletes. Research Quarterly for Exercise and Sport, 76(3), 275285.
Miller, L., & Buttell, F. P. (2018). Are NCAA division I athletes prepared for end-of-athleticcareer transition? A literature review. Journal of Evidence-informed Social Work, 15(1),
52-70.
Morris, R., Cartigny, E., Ryba, T. V., Wylleman, P., Henriksen, K., Torregrossa, M., … & Erpič,
S. C. (2021). A taxonomy of dual career development environments in European
countries. European Sport Management Quarterly, 21(1), 134-151.
Navarro, K. M. (2019). An examination of the alignment of student-athletes’ undergraduate
major choices and career field aspirations in life after sports. Journal of College Student
Development, 56(4), 364-379.
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Ofoegbu, E., Gaston-Gayles, J., & Weight, E. (2022). “More than an athlete”: How Black
student-athletes use navigational capital to transition to life after sport. Journal for the
Study of Sports and Athletes in Education, 16(1), 23-44.
Ryba, T. V., Stambulova, N. B., Ronkainen, N. J., Bundgaard, J., & Selänne, H. (2015). Dual
career pathways of transnational athletes. Psychology of Sport and Exercise, 21, 125-134.
Stokowski, S., Paule-Koba, A. L., & Kaunert, C. (2019). Former College Athletes’ Perceptions of
Adapting to Transition. Journal of Issues in Intercollegiate Athletics.
Tshube, T., & Feltz, D. L. (2015). The relationship between dual-career and post-sport career
transition among elite athletes in South Africa, Botswana, Namibia and
Zimbabwe. Psychology of sport and exercise, 21, 109-114.
You only have 10 sources. Remember that you are expected to have 5-10 more for your final
project, so seek out additional scholars talking about your topic, especially in the areas I
highlighted where you are only citing one individual and your findings from their project.
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