共查询到20条相似文献，搜索用时 359 毫秒
1.
This study used a holistic wellness paradigm to explore the adjustment of student‐athletes and nonathletes at a Division I institution. Results were that nonathletes reported higher levels of wellness than did student‐athletes. The authors discuss the ways in which wellness may affect student‐athletes' physical and mental health at different points in time during their collegiate experience. Implications for college counselors and other student affairs professionals who support student‐athletes are presented. 相似文献
2.
3.
Diana M. Doumas Rob Turrisi Kenneth M. Coll Kate Haralson 《Journal of College Counseling》2007,10(2):163-174
This study compared heavy drinking and alcohol‐related consequences between freshman student‐athletes (n = 137) and nonathletes (n = 318). Differences in high‐risk drinking between the fall and spring terms were also examined. Results indicated that student‐athletes reported heavier drinking and higher levels of alcohol‐related consequences than did nonathletes. In addition, student‐athletes reported the highest levels of drinking and alcohol‐related consequences in the spring term. Implications for college counseling prevention programming are discussed. 相似文献
4.
Most studies investigating retention of college students have broadly looked at the entire student population. Few attempts have been made to determine if there are specific issues related to the retention of student–athletes. Factors involved in retaining student–athletes were examined by surveying two groups of participants currently enrolled or previously enrolled at a college participating at the National Collegiate Athletic Association (NCAA) Division II level. Student–athletes active in their sport and students no longer actively playing their sport were recruited. The survey consisted of 37 questions using a Likert Scale format as well as two open-ended questions. Eight areas related to retention were examined. Findings indicated that relationships with the head coach, satisfaction with the athletic department, team success, personal reasons, academic concerns, and player development were factors leading to retention or withdrawal from athletic participation. The findings of this study should aid college faculty, administrators, and coaches in their attempts to retain their student–athletes and also be helpful in recruiting practices related to this specific portion of the student body. 相似文献
5.
The purpose of this study was to investigate attitudes of intercollegiate student athletes regarding their use of counseling services. The authors assessed student athletes’ perceived barriers to seeking counseling services and their preferred characteristics of a helping professional. Several barriers to counseling were identified. Results suggest student athletes have strong preferences for counselor characteristics, including familiarity with sports, gender, and age. Practical applications of these findings are discussed. 相似文献
6.
Daniel B. Kissinger Richard Newman Daniel P. Nadler 《Community College Journal of Research & Practice》2013,37(7):574-589
Community college student athletes are unique in their setting in the world of college student athletes. Many compete for the love of their sport, while others have aspirations for transferring to major colleges to continue their participation. The current study made use of the Athletic Identity Measurement Scale with a sample of nearly 400 community college student athletes to begin to understand some of the unique counseling needs of these students. These needs are highlighted by the need for student athletes to have a mentally healthy perspective on the role of sport in life and the relationship of sports to academic pursuits. Community college administrators need to use caution in balancing student development with mental health concerns. 相似文献
7.
Aviry L. Reich Jeffrey J. Milroy David L. Wyrick Stephen P. Hebard 《Journal of College Counseling》2021,24(1):81-96
Student athletes' demands increase their risk for experiencing mental health concerns (Ryan et al., 2018). Risk factors for student athletes include coping with athletic success and failure; balancing dual roles; dealing with identity confusion; and experiencing isolation, injury, career termination, and burnout (Beauchemin, 2012; G. T. Brown, 2014). Using the social ecological model, we review factors that interfere with student athletes' help‐seeking behaviors and propose recommendations for the ways counselors can address these barriers in the roles of educator, advocate, and therapist. 相似文献
8.
Research has shown that disruptive circumstances in an athlete's career (temporary injury, permanent injury, retirement) can pose significant difficulties, especially if the athlete has developed a salient athletic identity at the expense of a multidimensional self‐concept. The authors present an interpersonal psychotherapy approach to case conceptualization with student athletes that can be effective because of its brief nature and focus on grief, role transitions, interpersonal deficits, and interpersonal disputes. 相似文献
9.
吴建堂 《唐山师范学院学报》2013,(5):66-69
对北航男排学生运动员的培养目标、招生录取、文化教育、运动训练以及管理过程进行分析,并对厦门理工学院学生运动员的培养作对照思考,为高校培养高水平学生运动员提供理论与实践指导。 相似文献
10.
The purpose of this study was to investigate and describe the mentorship experiences of Black student athletes attending undergraduate programs at a Predominantly White Institution in Higher Education (PWI-HE). The research site for this study was a co-educational public research institution (PWI-HE) with an approximate enrollment of 45,000 students. A total of six Black student athletes (five African American and one Jamaican) agreed to participate in this study. Four major interrelated and complex themes emerged from the data analyses. These themes were: (a) mentoring study habits and routines, (b) mentoring academic schedule and time management, (c) personal development within an isolated environment, and (d) family members’ support and encouragements. To better support Black student athletes at PWI-HEs, athletic department administrators, coaches, faculty, and all students should be encouraged to respect, value, and embrace the racial identities, origins, languages, and cultures of the student athletes that are being mentored. 相似文献
11.
In this conceptual article, we seek to extend the domain of the conservation of resources (COR) theory to the collegiate student–athlete population in the context of academic–athletic role conflict and stress. Aside from reviewing the direct effects academic–athletic role conflict may have on psychological strain, this conceptual study also continues to build on the theory by proposing mediational pathways of role conflict, and the moderating effects of personal characteristics and social support on the stressor–strain relationship. Although this theoretical framework has been mainly applied in the work–family context, it could be proven useful in alleviating the pressures resulting from student–athletes’ competing roles by providing stress-coping strategies. Focusing on addressing student–athletes’ challenges in managing their college careers, the study provides a theoretical foundation for enhancing student–athletes’ well-being and collegiate experiences. Implications for managerial practices and research are discussed. 相似文献
12.
王惠文 《广东技术师范学院学报》2006,(4):136-138
对于普通高校大学生在田径训练上出现训练及赛前心理障碍的现象,教练员要通过运用田径训练原理、方法及实际参赛经验,在关键技术上,心理训练上等方面加以指导,提出计划安排上的分析及克服方法。 相似文献
13.
This study explored the relationships among formative curriculum‐based measures of reading (CBM‐R), student engagement as an extra‐academic indicator of student motivation, and summative performance on a high‐stakes reading assessment. A diverse sample of third‐, fourth‐, and fifth‐grade students and their teachers responded to questionnaires about student engagement in academic tasks. These questionnaires were collected about the same time as fall CBM‐R oral reading fluency and maze screening tasks. Results indicated that fall student and teacher reports of engagement and a composite score of reading competence derived from CBM‐R screening tests uniquely predicted student performance on year‐end standardized reading tests. Profile analyses indicated that student engagement was associated with better reading performance among students with low competence, suggesting that engagement may be particularly important for increasing student performance for struggling readers. Implications for interventions targeting both student motivation, as well as reading skill development, are discussed. 相似文献
14.
The challenges facing student athletes are substantial. The student athlete population faces developmental tasks similar to their nonathlete peers, as well as confronting unique issues. Student athletes' developmental needs are considered within the framework of the psychosocial developmental model proposed by Chickering (1969; Chickering & Reisser, 1993) with special attention to the additional challenges that may make the struggle to resolve the “normal” developmental tasks more difficult. Suggestions for counseling interventions guided by the framework are provided. 相似文献
15.
To become a top athlete requires time, commitment and carefully planned training. Optimum adaptation to training requires the careful balancing of stress and recovery. The student athlete has to balance all these demands with the additional requirements of an academic programme. This can bring unique stresses and challenges. This research aims to investigate the challenges of combining high-level sport with academic demands. Nine elite student athletes (three females, six males) took part in semi-structured interviews around how the student athletes balanced their training and sporting demands with the academic demands of their course of study. The interviews were transcribed verbatim and analysed using grounded theory. The results suggested that the athletes had each developed their own distinct approach towards training management. Most of the subjects had experienced setback in their study and athletic performance due to overtraining or burnout. The findings highlight the need to empower and educate not only the athlete but also the coach on the impact of overtraining. Key findings from this study were the need for open coach–athlete communication, in-depth planning and the need for adequate recovery. 相似文献
16.
Eddie Comeaux Tina Bachman Rena M. Burton Aida Aliyeva 《Journal of Science Education and Technology》2017,26(1):24-32
Employing the conceptual model developed by Comeaux and Harrison (Coll Stud Aff J 30(1):75–87, 2011), this study explored the undergraduate experience of Division I athlete STEM graduates. Data collection involved 17 in-depth interviews with former athletes at two research-intensive, public institutions. Results revealed that pre-college characteristics, involvement in purposeful STEM-related activities, and sport participation, as well as academic support and guidance within athletic departments, play important roles in shaping the experiences of athletes who earn STEM degrees. Implications for student affairs professionals, faculty, and others who frequently interact with college athletes and are committed to creating more equitable educational environments are discussed. 相似文献
17.
采用（SCL-90）精神症状自评量表对四川省学生运动员心理状况进行调查,发现学生运动员心理健康状况不容乐观,总检出率66．2％,中度以上栓出率为16．3％;男女学生运动员之间在强迫、焦虑、人际关系敏感、抑郁、敌对及偏执等因子上分别存在差异和显著差异。在分析造成学生运动员心理健康问题的原因后,进一步探讨了帮助他们调节心理问题的途径和具体对策。 相似文献
18.
Joseph N. Cooper 《Equity & Excellence in Education》2016,49(3):267-283
Postsecondary institutions in the United States, including member institutions of the National Collegiate Athletic Association (NCAA), are charged with the responsibility of cultivating positive learning environments where all students have an opportunity to excel regardless of their demographic backgrounds (e.g., race, socioeconomic status, etc.). However, one subgroup of students these institutions have persistently been unable to retain and graduate at rates comparable to their peers is Black male student athletes. Previous research has cited unwelcoming campus climates, inadequate academic support, and an overemphasis on athletics as key factors that contribute to Black male student athletes' academic underperformance and negative psychosocial experiences at these institutions. The purpose of this article is to present a series of strategies and recommendations for enhancing Black male student athletes' educational experiences and holistic development at postsecondary institutions in the U.S. A review of scholarly literature on Black male student athletes, college student development theories, and student athlete support programs was conducted to identify best practices related to the phenomena. An analysis of the literature led to the creation of the Excellence Beyond Athletics (EBA) approach. The EBA approach consists of the following six holistic development principles (HDPs): (1) self-identity awareness, (2) positive social engagement, (3) active mentorship, (4) academic achievement, (5) career aspirations, and (6) balanced time management. 相似文献
19.
The purpose of this study was to gain insight into the academic achievements of 200 talented athletes in 1992/1993 and 200 in 2006/2007, aged 14–16 years. When compared with the national average, the athletes in 2006/2007 attended pre‐university classes more often (χ2 = 57.001, p<.05). Of the 2006/2007 athletes, a higher percentage participated in pre‐university programs compared with that of athletes in 1992/1993 (χ2 (1, n = 400) = 32.003, p<.05), whereas the national averages showed stability (χ2 = .325, p>.05). Investigating self‐regulation appears relevant, as talented athletes may have developed a high sense of self‐regulation in sports, which may enable them to optimally profit from their self‐regulatory skills in their academics. 相似文献
20.
Kelvin H. K. Tan 《Assessment & Evaluation in Higher Education》2004,29(6):651-662
Student self‐assessment is a popular practice for enhancing student empowerment in the assessment process. However, in recent times various writers have questioned whether the practice of student self‐assessment automatically enhances student autonomy. Some writers have even warned that students' participation in the assessment process may discipline, rather than empower, students. How can student self‐assessment be practised in a way that empowers its students instead of disciplining or controlling them? It is argued that student empowerment can only be realized if the ways that power is exercised over students in self‐assessment practices are first understood. This paper examines the issues of power that underlie student self‐assessment practices and analyses how different notions of power enhance or undermine student empowerment. The notion of the teacher's unilateral power as the basis for student self‐assessment is critically examined against three contrasting notions of power in student self‐assessment: sovereign power, epistemological power and disciplinary power. 相似文献