A qualitative examination of academic adjustment in first year collegiate female athletes

Abstract

First year student athletes transitioning from high school to university experience simultaneous transitions socially, athletically, and academically. The purpose of this study was to qualitatively examine the multi-dimensional transition experience of first-year collegiate athletes transitioning to higher level sport and academics. A sample of eleven female varsity hockey, basketball, and volleyball athletes participated in a series of three semi-structured interviews at tryouts, midseason, and post termination of athletic season. Transcripts were analyzed using phenomenological analysis. Analysis demonstrated the majority of participants adjusted successfully athletically and socially, but struggled academically. Results surrounding academic adjustment will be the focus of this presentation. Only two participants were able to achieve a 7.0 grade point average (B-) to maintain their Athletic Financial Award (awarded upon recruitment to the team). Many athletes experienced an increase in the quantity and quality of work demanded of them at university and lacked confidence in their ability to meet these new standards. Academics were the primary source of stress for the participants, who lacked the necessary time management skills to effectively balance academics with social and athletic commitments. Factors that impacted academic performance and recommendations for athletic departments and university administrators will be discussed.

Acknowledgments: Social Sciences and Humanities Research Council of Canada