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 New social dynamics and friend groups New portions of responsibility Academic rigor

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; Wittmer et al., 1981, p. 53)

“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

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.

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

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.

Composite Means in Factors of Wellness Student-AthletesNon Student-Athletes Social Essential Creative Physical Coping

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

Correlation of Composite Factors of Wellness Student-Athlete (Yes) vs. Non Student-Athlete (No) SocialEssentialCreativePhysicalCoping Social Yes No ** ** **.395*.395** Essential Yes No * **.297* Creative Yes No **.424** Physical Yes No Coping Yes No -- Note: *p<.05, **p<.01

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)

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

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

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, Skowron, E. A., & Friedlander, M. L. (1994). Psychological separation, self-control, and weight preoccupation among elite women athletes. Journal of Counseling & Development, 72, 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), Watson, J. (2006). Student-athlete and counseling: Factors influencing the decision to seek counseling services. College Student Journal, 40(1), Watson, J. C., & Kissinger, D. B. (2007). Athletic participation and wellness: Implications for counseling college student-athletes. Journal of College Counseling, 10,