The assessment of NCAA Division I student-athletes' perceptions of athletic stress and the carry-over effects into academics

This study attempted to determine if NCAA Division I student-athletes perceived athletic related stress as having an effect on their academic performance. The purpose of this study was to review stressors related to athletics and determine the possible carry over effect they may have on academic performances. An attempt was made to discern if there were perception differences among the gender, race, and team subgroups concerning whether athletic stressors interfered with their academic performances. The three types of athletic stressors which were evaluated included NCAA requirements, time constraints, and injuries. In this study, two research objectives were developed: (a) review the three subgroups individually, to determine if significant differences existed in the perceived carry-over effects of the three stressor types, and (b) review the individual questions of the three stressor types to determine if significant differences existed in the perceived carry-over effects among the three subgroups. The subjects in this study included student-athletes participating in all varsity sports who engaged in intercollegiate competition during the Spring Semester at one Division LA university in the southeast region of the United States. The results of the subgroup analyses revealed consistent patterns of perceptions across all three subgroups. Injuries were perceived as stressful by all three subgroups. On the other hand student-athletes consistently perceived NCAA requirements as non-stressful or they were neutral about the topic. Finally, time constraints were also perceived as stressful, but not according to the specific subgroups but rather a specific type of time constraint and/or by the individual athletes. The results of this study will help the support staff and athletic administrators at this NCAA Division I university and other universities enhance their awareness of student-athlete’s perceptions about athletic stressors that may have an adverse effect on their academic performances. Not only can this knowledge benefit athletic departments, but it may directly affect the student-athletes by allowing them a greater sense of commonality with their fellow athletes.