This study examined decision-making by student-athlete advisory committee (SAAC) members within a hegemonic characterization of the National Collegiate Athletic Association (NCAA). Findings revealed that athletes prioritized decisions with tangible, immediate impact – such as mental and physical health and peer support – over broader systemic issues like NCAA legislation. While athletes actively participated in select areas, their perceived influence remained low, particularly within athletic department policy decisions, where findings indicated the greatest gap between participation and desired influence. Such findings reflect a systemic power imbalance that limits athlete agency, reinforced by fears of retribution and structural exclusion from meaningful governance. Although SAAC offers nominal participation, its current form lacks genuine influence. The study advocates for a more empowered SAAC structure or alternative governance reforms, such as independent athlete representation or collective bargaining. These changes could disrupt entrenched power dynamics and create a more democratic, participatory decision-making environment within collegiate athletics.
Collegiate student-athletes (SAs) frequently underreport mental health concerns and are less likely to seek professional support compared to their non-athlete peers. Given the substantial emotional and academic support parents provide, this study examined NCAA Division I parents’ perceptions of their student-athletes’ mental health and overall well-being, as well as their awareness and perceptions of available mental health services. An online survey (N = 178) was administered across two Division I universities. Parents reported considerable concern regarding mental exhaustion, anxiety, academic pressures, and future planning. They also identified sport-specific stressors, including relationships with coaches, playing time, team dynamics, and injuries. Although most parents believed their SA knew how to access support services, fewer perceived coaches as prioritizing mental health. Comparisons with NCAA SA data indicated that while parents’ concerns generally aligned with those of SAs, parents perceived these concerns as significantly more severe. Parents also regarded sport-specific stressors as more acute and expressed significantly less confidence in the adequacy of institutional mental health support. Multivariate analyses revealed heightened concerns among parents of female SAs in individual sports, with minimal variation based on parent gender, sport type, or prior experience with mental health services. Overall, findings emphasize the critical role parents play in supporting SA mental health and underscore the need for athletic departments to strengthen communication regarding available resources and prioritize visible, coach-supported mental health initiatives.
Beginning with the introduction of the transfer portal in 2018, the National Collegiate Athletic Association (NCAA) has made several policy changes that have made transferring both easier and more desirable among student athletes, particularly in Division I (DI) revenue-generating sports. Yet, little is known about the relationship between transferring and student athletes’ athletic performance. Using individual- and team-level data on all DI men’s college basketball student athletes from the 2018-19 season through the 2023-24 season, we examine the relationship between transferring and athletic performance, specifically one’s points per game, minutes per game, and number of games started per season. Results indicate that transferring is associated with improved athletic performance for athletes who underperform relative to their teammates prior to transferring but decreased athletic performance for athletes who overperform relative to their teammates. These findings are consistent for athletes transferring from schools in both high major as well as non-high major conferences.
This research explores the promotion of women’s sports programs across Division I athletic departments by specifically looking at the strategies, barriers, and opportunities identified by practitioners. Interest in women’s sports is growing, in large part thanks to popular women athletes such as Caitlin Clark, Juju Watkins, and Olivia Dunne. Despite that growing interest and investment in women’s sports globally, women collegiate athletes still face significant disparities in funding, media coverage, and overall promotion compared to their counterparts who are men. The industry faces a unique pivot point with the introduction of Name, Image, and Likeness (NIL) and the pending implications of the House v. NCAA case. Through qualitative interviews with 11 athletic administrators, the authors identified the following themes: (a) discrepancies in resource allocation, (b) conventional marketing strategies, (c) hidden labor burden on women sport coaches and athletes, and (d) opportunities for sustained growth. Using a distributive justice lens, this study offers practical implications for athletic administrators, including recommendations to implement more equitable resource allocation models and develop targeted marketing strategies that lead to sustained visibility and investment in women’s sports.
This mixed-methods study examined how athletic participation relates to perceived career readiness development and explored relationships between athletic identity, academic performance, and post-graduation plans among 124 Division I student-athletes (varsity and club) at a private university. Participants completed surveys measuring athletic identity (AIMS), perceived development of NACE Career Readiness competencies, and open-ended questions about how athletics prepared them for future careers. Varsity athletes reported significantly higher perceived development than club athletes across five competencies: professionalism, critical thinking, communication, technology, and career and self-development. Male athletes reported higher perceived development in professionalism, critical thinking, and technology. Athletic identity demonstrated significant positive correlations with seven of eight career readiness competencies but showed no relationship with GPA. Qualitative analysis identified three themes: collaboration and inclusion, communication, and personal development. Contrary to concerns that strong athletic identity compromises academic or career development, findings suggest that stronger identification with the athlete role is associated with higher perceived career readiness without detriment to academics. Results support a strengths-based approach that helps athletes recognize and articulate transferable competencies gained through sport participation.
