Grand Valley State University Grand Valley State University

ScholarWorks@GVSU ScholarWorks@GVSU

Culminating Experience Projects Graduate Research and Creative Practice

4-2021

Intervention Strategies for Guiding Intercollegiate Student Intervention Strategies for Guiding Intercollegiate Student

Athletes to a Greater Sense of Career Maturity Athletes to a Greater Sense of Career Maturity

Laura Kastler Grand Valley State University

Follow this and additional works at: https://scholarworks.gvsu.edu/gradprojects

Part of the Education Commons

ScholarWorks Citation ScholarWorks Citation Kastler, Laura, "Intervention Strategies for Guiding Intercollegiate Student Athletes to a Greater Sense of Career Maturity" (2021). Culminating Experience Projects. 37. https://scholarworks.gvsu.edu/gradprojects/37

This Project is brought to you for free and open access by the Graduate Research and Creative Practice at ScholarWorks@GVSU. It has been accepted for inclusion in Culminating Experience Projects by an authorized administrator of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu.

i

Intervention Strategies for Guiding Intercollegiate Student Athletes to a Greater Sense

of Career Maturity

Laura Kastler

A Project Submitted to

GRAND VALLEY STATE UNIVERSITY

In

Partial Fulfillment of the Requirements

For the Degree of

Master of Education

College Student Affairs Leadership

April 2021

i

Abstract

Previous studies have indicated a lack of career maturity within the intercollegiate

student athlete population. This can apply to institutions of all divisions across the

National Collegiate Athletic Association. Various institutions are not implementing

proper intervention strategies to guide their student athletes to thrive in their life after

sports. This project explains this problem in robust detail and establishes different

themes of improvement through literature that can be utilized by university career

services and athletic development programs. To guide this student population to a

greater sense of career maturity, there needs to be more on students athletes regarding

their academic planning and decisions, greater opportunities for experiential learning,

a stronger emphasis on identity development outside of athletics, and an increased

amount of campus integration.

ii

Table of Contents

Abstract………...…………………………………………………………………..….i

Table of Contents……………………………………………………………………...ii

Chapter One: Introduction

Problem Statement………………..……………………………..…………….1

Importance and Rational of Project……………………………..…………….2

Background of Project……………………………………………..………….4

Statement of Purpose………..………………………………..……………….6

Objective of Project………………………………………..……………….....7

Definition of Key Terms………………………………..……………………..7

Scope of the Project…………………………………………..……………….9

Chapter Two: Literature Review

Introduction…..................................................................................................11

Theory/Rationale…………………………………..…………………………12

Super’s Theory of Career Development ………………..…………...………12

Research/ Evaluation………………………………………………………...18

Academic Advising and Services………………..………..….……...18

Campus Integration………………………………..…..……………..19

Identity Development……………………………………..….……....20

Experiential Learning Opportunities……….…………….…………..21

Summary………………………………………….………..………….......…22

Conclusion…………………………………………..……..………………...24

iii

Chapter Three: Project Description

Introduction……………………………………..……………………………26

Project Components…………………………..………………………….…..27

Project Evaluation…………………………..………………………………..31

Project Implementation…………………..…………………………………..32

Project Conclusions……………………..…………………………………...33

References………………………….……………………………………………..….34

Appendixes

Appendix A- Virtual Student Athlete Baseline Assessment ………………...44

Appendix B- Student Athlete Academic and Career Presentation ………….48

Appendix C- Student Athlete to Professional Identity Presentation…..…......56

Appendix D- Student Athlete Barriers to Career Development Handout……61

Appendix E- Articulating the Student Athlete Experience Handout………...63

Appendix F- The Importance of Your Identity Handout…………………….65

Appendix G- Virtual Attitude Post-Test: Annual Assessment………………67

Data Form…………………………………………………..………………………..

Chapter 1: Introduction

Problem Statement

Varsity, collegiate student-athletes continue to face ongoing barriers to their

career development, such as lack of time or structure, inability to balance athletic

identity with personal identity, overcommitment to one's sport, or the incapability to

integrate into a campus (Martens & Lee, 1988). Student-athletes may have hopes to

play their sport in a professional capacity. However, less than 2 percent of college

student-athletes competing in the National Collegiate Athletic Association (NCAA)

in the United States will continue their athletic careers as a professional (NCAA,

2014b). The extensive amount of time that demands success in college athletics can

restrain a student-athlete's ability to partake in internships and other fieldwork

experiences (August, 2018). Student affairs professionals may also advise student-

athletes to enroll in degree programs to maintain athletic eligibility rather than

considering short-term and long-term career goals (Haslerig & Navarro, 2015). Due

to barriers, student-athletes have a lower career maturity than their non-athlete

counterparts (Linnemeyer & Brown, 2010). To improve the lack of career-readiness

in varsity, collegiate student-athletes, university career centers, and athletic

departments should develop a framework to address and overcome the many barriers

that student-athletes face.

2

Importance and Rationale of the Project

There are nearly half a million student-athletes who currently compete in the

NCAA (NCAA, 2020). As this is a significant student population within higher

education, student service personnel must ensure they understand how to address

barriers that these students face. Research from the NCAA (2020) indicates high

graduation rates from student-athletes across all divisions. Specifically, the Division I

graduation rate is 86%, the Division II graduation rate is 71%, and the Division III

graduation rate is 87% (NCAA, 2020). However, the concern is not how many

student-athletes attain a degree, but rather the process and decisions made to get

there. College athletes are at a higher risk of having their academic and career

development disrupted. Although a great number of student-athletes do attain a

degree, the disruption in their development can result in irrational or premature career

decisions (Burns, et al., 2013).

Disruptions and barriers to development can stem from several underlying

problems in the overall system of intercollegiate athletics. These are problems that

occur throughout all divisions and sports in the NCAA. Some scholars make the

argument that student-athletes should be considered employees of their institution due

to the amount of time they put into their sport along with how much revenue they

bring in for their universities (Bertolas, et al., 2018). A study indicated that a Division

I baseball player spent an average of 42.1 hours per week involved with his sport

while in season (NCAA, 2011). This is a clear indicator that student-athletes spend a

large majority of their time developing their athletic identity and must prioritize that

3

due to their institution and to retain their scholarships. The lack of time outside of

athletics can also limit additional extracurricular activities, campus involvement, and

professional development opportunities for student-athletes. Navarro, et al. (2019)

indicated that study abroad experiences can be extremely positive for student-athletes

and their career development. Navarro and McCormick (2017) discussed the

importance of experiential learning experiences, such as internships and work

experiences for student-athlete professional development. However, opportunities

like this may not be as accessible to student-athletes who dedicate an extensive

amount of time to their sport. Navarro and McCormick’s (2017) study indicated that

eighty-three percent of their participants competing in intercollegiate athletics did not

partake in an experiential learning opportunity.

While some may argue that a well-developed athletic identity can be positive,

Payne and Driska (2020) conducted a qualitative study that measured six former

Division I student-athlete’s transitions into the professional field. Five out of the six

participants entered into a professional field within athletics, and three out of the six

participants did not indicate that their transition was successful. This is a glimpse into

the effects of the barriers that this large student population may face. It is imperative

for student-athletes to engage in career planning and exploration because an

extremely limited amount continues to play at the professional level once their

eligibility has expired (Tyrance, Harris & Post, 2013). According to the NCAA, 1.2%

of men’s basketball players, 0.8% women’s basketball players, and 1.6% of football

players will get drafted to continue at the professional level (NCAA, 2020). This is an

4

even stronger indicator that student-athletes cannot rely solely on their athletic

identity.

Background of the Project

Although this project will look to address student-athlete career development,

there are a plethora of other factors that come into play when addressing the student-

athlete population at the intercollegiate level. This is an extremely unique population,

and their development may start as early as the recruiting process. This section will

take a deeper look into why this problem exists. Some specific topics will be the

development of student-athletes and their identities along with career development for

all students within higher education.

Becoming an NCAA Student-Athlete

Many colleges and universities utilize athletic programs as a general recruiting

tool (Willner, 2019). Because coaches and athletic programs want to achieve success

on the field, they may seek to recruit student athletes that are not academic fit for a

particular campus environment. According to Rubin and Moses (2017), many student

athletes are introduced to a number of academic resources once they arrive on

campus, and these resources are necessary because many of these student athletes are

not prepared to succeed in the classroom. Recruiting student athletes that may have

more talent on the field and less drive in the classroom may be seen as a positive

because it provides a pathway to education that might not have been present

otherwise. However, it is essential that student affairs personnel and athletics staff are

5

able to provide these student athletes the resources they need so they can make the

most of their time as a student at their college or university.

NCAA Student-Athlete Identity

When considering identity development for college, there are several things to

take into account. Student affairs practitioners may focus on areas such as racial,

gender, sexuality, spiritual, and career identity development, as there are a number of

theories from these themes that have been integrated in practice. However, studies

show that student athletes tend to overidentify with their athletic identity (Driska,

2020). This may stem from the great amount of pressure student-athletes to perform

on the field. This pressure can be forced upon student athletes from their institution.

Weaver and Reynods (2020) discussed the one-way relationship student athletes have

with their institutions, since successful sports teams provide an abundance of media

coverage and an increase in enrollment. This shows that this issue of

overidentification can stem from the institutions that are supposed to be protecting

and developing their students holistically. Lu el al., (2018) discussed in a study how

saliency can vary in student athlete identity because of the multiple roles they take on.

They found that many students do in fact experience identity conflict, and they feel

this internal conflict most significantly in two scenarios. The first scenario is when

they interact with their coaches. There may be times where coaching expectations

may not algin with what student athletes feel or desire. The second scenario is when

the student athletes feel excluded from opportunities. This may consist of experiential

learning opportunities, social events, or other areas for growth. This shows that

6

institutions need to make a better effort in supporting their student athletes from the

pressures they face and foster opportunities for growth outside of their sport.

Career Development and Career Services in Higher Education

When considering student athlete career development, there are several

roadblocks and barriers they can face, such as lack of campus integration (Martens &

Lee, 1988) or inability to partake in experiential learning opportunities Navarro and

McCormick’s (2017). It is important to acknowledge how career development and

career services should be modeled within higher education, outside of the student

athlete population. Career services is an extremely important and prevalent functional

area within higher education and has many benefits. Career centers provide services

and programs such as career counseling, advising, career assessments, classroom

presentations, resume and cover letter review, job fairs, and practice interviews

(Vinson, et al., 2014) Career counselors apply a number of different approaches to

their work. Multon, et al., (2001) found in a study that many clients that enter career

counseling anxious or stressed tend to significantly reduce their stress levels. Overall,

career services aim to cultivate development in students at their colleges and

universities through an array of strategies.

Statement of Purpose

The purpose of this project is to increase career maturity in varsity,

intercollegiate, NCAA student-athletes. This project will elaborate on the barriers that

student-athletes face and assess interdepartmental relationships and student athlete

experiences on college campuses. Through the synthesis of literature and theory, this

7

project will develop various intervention strategies to address this problem that

student athletes face. This will result in a collaborative framework for student affairs

and higher education personnel can use to address these issues. The two specific

departments this project will address are university career services and athletic

departments. This framework intends to utilize resources from of these departments

along with other on-campus opportunities in order to best address the problem of

student-athlete career development.

Objectives of the Project

• Provide student-athletes with the resources and information they need to

understand the status and importance of their career development.

• Compose a framework rooted in theory for colleges and universities to utilize

in order to serve the student athlete population and their career development

• Address student-athlete barriers, such as lack of time and structure, decreased

identity development, lack of campus integration, misled academic advising,

and overcommitment to athletic roles.

• Integrate cross-campus partnerships to best serve the student-athlete

population regarding their career development

• Develop and foster relationships across a campus community in order to

provide student athletes more opportunities beyond their designated roles

within their sport.

• Guide student athletes to acknowledge and develop identities beyond athletics

to support student-athletes in their career development.

8

Definition of Terms

Athletic Identity: “the degree to which an individual identifies with the athletic role”

(Brewer, Van Raalte, & Linder, 1993, p. 237).

Career development: “the total constellation of physiological, sociological,

educational, physical, economic, and chance factors that combine to influence the

nature and significance of work in the total lifespan of any given individual” (NCDA,

2003, p. 2).

Career Education: A focus on helping students develop their abilities for managing a

job and an education (Asrowi et al., 2020).

Career Exploration: Reflecting on personal interests, values, and abilities,

while exploring the possibilities in the world of work (Borg & Ohlsson, 2010).

Career Maturity: The readiness to make career decisions and the preparedness to

cope with vocational and developmental tasks (Linnemeyer & Brown, 2010).

Experiential Learning: The process in which students learn through doing and from

hands-on experiences (Fry et al., 2015).

NCAA Division I: “schools that generally have the biggest student bodies, manage the

largest athletics budgets and offer the most generous number of scholarships”

(NCAA, n.d).

NCAA Division II: More than 300 institutions across the United States, Canada, and

Puerto Rico that offer fewer financial resources than a division I institution (NCAA,

n.d).

9

NCAA Division III: The largest NCAA division in terms of student-athlete

participants. Institutions do not offer athletic scholarships (NCAA, n.d).

Professional Development: “skills and knowledge attained for both personal

development and career advancement and encompasses all types of facilitated

learning activities” (Bashevis & Weidenseld, 2013, p. vii).

Socioeconomic status (SES): a measure of one’s combined economic status and social

status (Baker, 2014)

Scope of Project

This project addresses the process and barriers student-athletes face regarding

their career development. The developed framework takes theory, empirical studies,

and other forms of literature into account to formulate the best product for this student

population. The thoughts and practices are aimed toward student athletes across all

divisions in the NCAA. It is important to note that not every NCAA student athlete

has a problem with their career development. Some of the developed intervention

strategies may not be applicable to student athletes who have a greater career

maturity. The project is limited to NCAA schools because that is where a significant

amount of research and definitions originated However, some of the developed

practices may be effective at National Association of Intercollegiate Athletics (NAIA)

schools or Junior Colleges.

This project will be considered effective if there is buy in from all

stakeholders. The stakeholders include university career centers, athletic departments,

academic affairs, various student affairs personnel, and student-athletes. If there is not

10

complete buy-in, willingness to address these issues, and support from administration,

the product of this project will not be effective. Nonetheless, the intention of this

project is for student athletes to gain a deeper sense of career maturity. However,

student athletes should gain a deeper understanding of their identity in the process.

11

Chapter Two: Literature Review

Introduction

Student athletes can face countless setbacks than directly impact their career

development. Due to obstacles such as overidentification to athletic identity (Steele,

et al. 2020), inability to integrate to the campus environment (Martens & Lee, 1988),

lack of experiential learning opportunities (August. 2018), and the priority to

maintain academically eligible (Heslerig & Navarro, 2015), collegiate student athletes

have much different career development process than their non-athlete counterparts.

Career development is the intersection of physiological, sociological, educational,

physical, economic, and chance factors that can influence one’s own career (NCDA,

2003, p. 2), and literature indicates that career development is a process that occurs

over time (Walker-Donnelly, et al. 2019).

Going through the process of career development requires a strong sense of

career maturity (Super, 1975). However, student athletes tend to have a lower sense

of career maturity in comparison to their non-athlete counterparts (Linnemeyer &

Brown, 2010). To integrate proper intervention strategies that can guide this student

athlete population to a deeper sense of career maturity and proper career

development, numerous concepts within Super’s Career Development Theory (1975)

will be considered along with various aspects of synthesized literature. Qualitative

and quantitative studies will be also considered when providing further evaluation

and enhancement on the process of student athlete career development.

12

Theory and Rationale

Super’s Career Development Theory

Donald Super developed a theory of Career Development that is widely

known as a life-span view of career development. Ideally in this theory, people move

through different life stages while making contributions to their professional career,

developing new skills, holding their own against competition, taking advantage of

different opportunities, understanding limitations, and developing nonoccupational

roles (Gladding, 2019). Super’s developmental process can be broken up into a series

of life stages: growth, exploration, establishment, maintenance, and decline (Super,

1945). In the original adaptation of this theory, these five life stages all had assigned

ages and time frames designated for each stage. However, Super eventually modified

the theory to remove age generalizations (Freeman, 1991), along with the notion that

these career development stages must develop in a linear process.

Although these stages are important to consider, Super emphasized the

concept of paying more attention to the transitions between stages rather than the

stages themselves (Freeman, 1991).Two key considerations when guiding students to

properly transition through these life stages are the encouragement of career

maturation and the development of self-concept (Gies, 1990). This theory assumes

that aspects such as genetic predisposition, geographic aspects, psychological

characteristics, and socio-economic structure of one’s environment can all play a role

in career development and the development of self-concept (Iren, 1999). As stated

previously in this chapter, student athletes tend to have less career maturity than their

13

counterparts (Linnemeyer & Brown, 2010). Student athletes also tend to struggle with

identity development outside of their sport (Steele, et al., 2020), which is relevant to

Super’s notion of self-concept. Nonetheless, implementing Super’s theory of Career

Development can be a strong way to guide student athletes in resolving the problem

with their own career development.

Career Maturity. An important concept throughout Super’s theory and this

project is career maturity. In this sense, career maturity can be defined as “the

readiness to make career decisions” (Freeman, 1991, p. 263). Having a deeper career

maturity makes for a more meaningful and efficient process of career development.

To gain a better understanding of this concept, Super (1978) developed a model that

indicates five group factors that signal an increased sense of career maturity. They

are:

• Planfulness

• Exploration

• Information

• Decision making

• Reality orientation.

Further, within Super’s Career Development Theory, a person who has

maturity is aware of themselves and the world of jobs and can be responsible with

their choices (Pasha & Abedi, 2020). Providing student athletes opportunities to

develop and foster these factors can play a part in guiding them to foster a stronger

sense of career maturity.

14

Self-Concept. Super (1963) described self-concept as the constellation of

attributes that an individual considers to be relevant within their vocation. It is key to

understanding that one’s self-concept is constantly changing because vocational likes,

desires, and abilities are not static (Geis, 1990). According to Ireh (1999), individuals

can develop self-concept through self-differentiation, role-playing, exploration, and

reality testing. The development path of choosing a vocation is directly related to

one’s self-concept, which is formed because of the interaction between biological

factors, environmental factors, and training (Pasha, et al., 2020). This notion can infer

that programs may be developed, and environments can be fostered to guide a

population toward a strongly influenced self-concept, eventually resulting in a deeper,

more meaningful process of career development. This idea of self-concept must be

considered when implementing strategies for stronger student athlete career

development.

Five Stages of Super’s Theory. According to Super’s Theory of Career

Development (1945), career maturity and self-concept play a role in how people

move through their career development process. However, it is important to

understand what consists of process itself. There are five developmental stages within

Super’s Career Development Theory: growth, exploration, establishment,

maintenance, and disengagement/decline (Super, 1975). People can cycle through

these stages (Coogan & Chen, 2007), and these stages are meant to convey the

importance of one filling various roles through the career development process

(Bingham, 2001). Bingham (2001) stated that the stages within this theory,

15

“acknowledge the broad range of influences that operate outside the person, the

elements that help to define the individual’s origins and personal history” (p. 23).

Like self-concept, these phases do not only apply to one’s lifespan, but they can also

apply to individual professional roles (Walker-Donnely, et al., 2019).

Growth Stage. Growth is the first stage within this theory, and there are three

substages within it: fantasy, interest, and capacity (Salamone, 1991). This stage was

initially directed toward people between the age of zero and fourteen, but that was

later removed (Freeman, 1991). Super (1975) set forth the notion that occupational

desires within the growth stage tend to reflect emotional preferences and needs, rather

than realistic and genuine needs. Someone who is in this stage typically has desires

that they are either fixated on or that they want to change constantly. According to

Kosine and Lewis (2001), this stage is when self-concept typically advances. This is

because subjects are exposed to different vocational paths through family, school,

communities, and media.

Exploration Stage. The second stage is of this theory is when subjects fully

develop their sense of self-concept and make tentative choices about their career

based on experiences, work, classes, and hobbies (Gladding, 2018). There are three

substages within the exploration stage, and they are tentative, transition, and trial

(Salamone, 1996). This is the time where individuals gather more information about

themselves and the world of work (Giannantonio & Hurley-Hanson, 2006). Prior to

removing age limitations to these stages, Super intended for exploration to occur from

mid adolescence into early adulthood (Patton & Lokan, 2001). When considering

16

intercollegiate student athlete career development intervention strategies, this stage

will likely be the most prevalent since this is when the subject is supposed to map out

and implement their vocational self-concept (Smart, 1994). This is what the author

hopes to guide student athletes to do throughout the implementation process.

Establishment Stage. Once individuals have developed through the

exploration stage, they start to work through the next stage: establishment, According

to Super (1975), “although this life stage begins several years after leaving school, it

should be a vital concern to career education as it is the stage which school and

college lead”( p. 30). This is the time when individuals should be concerned with

career advancement, stable work environments, and potential for growth and

promotions (Giannantonio & Hurley-Hanson, 2006). Substages within the

establishment stage are trial and stabilization (Salamone, 1996). This concept of

establishment is achieved internally through the purposeful achievement of one’s

career goals (Smart, 1994). Further, some scholars believe that there is evidence of a

‘renewal’ stage in between this stage, establishment, and the next stage, maintenance,

but Super has not officially declared this notion in his framework (Salamone, 1996).

Maintenance Stage. Originally directed toward people around the age of

forty-five, this stage typically occurs when one settles into an occupation or job

(Super, 1975). A phycological task in this stage consists of holding onto

accomplishments that were earlier achieved to maintain self-concept (Ornstein et al.,

1989). This is typically when people arrive at a crossroad and decide to maintain their

current occupation and/or continue to work for their current company (Giannantonio

17

& Hurley-Hanson, 2006). According to Giannantonio and Hurley-Hanson (2006),

some individuals may experience career plateauing or layoffs during this stage, which

may lead to feelings of poor fit and a declining self-concept. Additionally, not only is

one trying to maintain their current occupational status and self-concept in this stage,

but they are also in the process of establishing a plan (Smart, 1994), which leads into

the disengagement/ decline stage.

Disengagement/Decline Stage. The fifth and final stage of this theory consists

of a time when vocational goals are replaced by personal interests and activities

(Smart, 1994). The ideal outcome from this development process is that people can

find and develop nonoccupational roles in this stage (Gladding, 2019). Super

recognizes that people withhold various roles throughout their lives (Coogan & Chen,

2007). This stage is the time in which occupational roles are less salient than personal

roles. Individuals typically declare a new self-image that is unrelated to occupational

success, and it is expected for more negative career attitudes and poor job

performance (Ornstein, et al., 1989).

Research/Evaluation

The research analyzed in this section will focus on developing intervention

strategies that guide intercollegiate student athletes toward holistic career

development. Through qualitative and quantitative studies along scholarly literature,

four pillars of success in this process have been developed to positively impact

student athlete career development within higher education. The goals for these

strategies are for student athletes to develop a stronger sense of career maturity and

18

self-concept so they can properly move through the early stages of Super’s Career

Development theory. The five factors of career maturity—planfulness, exploration,

information, decision making, and reality orientation (Super, 1978)—must be

considered when synthesizing literature and developing pillars for successful career

development. The intervention strategies that will be described in this section consist

of proper academic advising and services, student athlete campus integration,

integrative identity development approaches, and experiential learning opportunities.

Understanding these components is essential for the strategies that will be constructed

and implemented in Chapter 3.

Academic Advising and Services

Student athletes have a multitude of obligations in place from both the NCAA

and their institutions, and research indicates that these obligations have a negative

impact on personal, academic, and career development (Cox, et al., 2004). To

compete at the collegiate level, student athletes must maintain academic eligibility,

and failure to complete academic tasks could put scholarships, aid, eligibility at risk

(Carodine, et al., 2001). Many times, this is the main focus of institutional support

staff when working with student athletes, and this may force student-athletes to be

clustered in majors or programs that do not suit their vocational interests (Bell, et al.,

2018). There can be a lack of career maturity development because of this process.

However, some practitioners have found success in other integrative approaches.

Hazzaa et al. (2018) developed various antecedents to that has resulted in higher

GPAs, academic performances, and student athlete satisfaction. According to Hazzaa

19

et al. (2018), these variables are effective due to student athlete contentment. These

consist of proper layout and construction of facilities, well-trained academic advisors,

accessible tutoring resources, and student athlete specific advising programs. Properly

applying these variables can promote buy-in from student athletes and play a role in

resolving the issues of negative academic and career development for this student

population.

Campus Integration

Navarro and Malvaso (2015) developed strategies for effective student athlete

development, and they discussed that focus of their development was student athlete

interaction with the rest of the student body. “There is a significant need for student-

athletes to interact with the general student population during their time on campus in

order to successfully identify primarily as a student and secondarily as an athlete”

(Navarro & Malvaso, 2015, p. 264). Not only is integration with the student body

important in developing intervention strategies regarding student-athlete campus

integration. There are several on campus resources that student athletes can utilize

that they may not have the time or knowledge on how to access. Some examples may

be student academic success coaching, career centers, disability services, tutoring

centers, and counseling centers. Specifically, regarding academic services, Antshel et

al. (2016) conducted a study examining student athlete GPAs and likeliness to seek

help through on campus resources. The article stated, “if the student athlete who is

experiencing high levels of difficulties thinking concentrating identifies more as a

student, GPA is likely to prompt academic service. However, if the student-athlete

20

identifies more as an athlete, GPA is less likely to lead to use of campus academic

resources” (p. 318). Making these resources accessible, available, and approachable

for student athletes can have a positive impact on their holistic developmental

process, both academically and professionally.

Identity Development

Overidentification to the student athlete identity has proven to be a significant

problem in student athlete career development (Steele, et al. 2020). To counter this

issue, the NCAA does currently sponsor several leadership and personal development

programs for student athletes, but some scholars are calling for more integrative

approaches (Dipaolo, 2017). Diapolo’s (2017) constructed a model of integrated

student development consists of three areas: personal development, performance

psychology, and team leadership. Carodine et al. (2001) also calls for a more holistic

approach of support from student affairs professionals, rather than just focusing on

strategies for athletic support staff.

NCAA student athletes are currently required to attend a series of life skills

programs as part of the NCAA’s effort to guide student athletes to develop outside of

their sports. As this be considered a strong strategy for identity and personal

development, Forester, et al. (2020) collected data from current NCAA student

athletes to understand their perceptions of these programs. The findings indicated that

all participants voiced frustrations with the inconvenience of the delivery, relevance

of the topics, and attitudes of unsupportive athletic staff. Some suggestions that were

developed to improve these sessions consist of allowing student athletes to decide on

21

topic choices, providing programs for helping student athletes transition out of

college, and potentially allowing student athletes to obtain academic credit to add a

more positive connotation to the session (Forester, et al., 2020).

Experiential Learning Opportunities

Experiential learning in higher education is seen as a way for all students to

learn in a more meaningful and authentic way, not just student athletes (Villarroel, et

al., 2020). Implementing these types of strategies can have a significant impact on the

development of student athletes. Navarro (2014) also conducted a qualitative study

with 29 NCAA student athletes looking to establish the most salient life experiences

that influence student athlete career development. The study found that student

athletes that are actively preparing for their chosen career has an increased amount of

career readiness, whereas student athletes that are more passive and inactive with

their chosen career path has an increased amount of career hesitation.

Experiential learning can be considered activities such as work-based

learning, cooperative education, collaborative or service learning, professional

development, and internships (Harvey et al., 2016). Due to strenuous practice

schedules, prioritization of athletic identity, and other athletic obligations, student

athletes may be prevented the opportunity to properly participate in experiential

learning opportunities. Navarro, et al. (2020) found that global experiences can be a

great opportunity for student athletes to develop culturally, professionally, and

personally. This study calls for higher education and athletic administrators for find

22

ways to offer student athletes these types of opportunities if possible because the

intended outcomes from these experiences.

If participating in experiential learning opportunities are not an option for

some student athletes, Coffey and Davis (2019) discussed different approaches on

promoting the collegiate student athlete experience as experiential learning due to the

skill development from athletic experiences. The top five skills that student athletes

indicated that they learned through sports are teamwork, commitment, leadership,

time management, and perseverance—all of which are things that employers look for

(Coffey & Davis, 2019). Guiding student athletes in understanding the transferable

skills they attain through their athletic experience can provide insight on furthering

their personal and career development.

Summary

Student athletes tend to lack career maturity (Linnemeyer & Brown, 2010),

which is an important concept within Super’s Theory of Career Development.

According to Super’s theory, individuals must have a strong sense of self-concept,

which is the intersection of attributes that are relevant to one’s vocation (Super, 1963)

and career maturity, which is when an individual is aware of themselves, the

professional world, and can make mature decisions (Pasha & Abedi, 2020), to

effectively move through the five stages of development: growth, exploration,

establishment, maintenance, and disengagement/decline (Super, 1945). According to

Super (1978), there are five attributes that one must possess to be considered mature,

23

and that consists of planfulness, exploration, information, decision making, and

reality orientation.

Through synthesizing literature, various strategies and conclusions were

developed to guide student athletes in possessing these qualities of career maturation

and a stronger development of self-concept. Improvement of academic advising and

services can play a role in student athlete career development, academic performance,

and student athlete buy-in, and this can be achieved through well-laid out and

accessible facilities, properly trained academic advisors, accessible tutoring

resources, and student athlete specific advising programs (Hazzaa, et al., 2018).

Implementing a number of these strategies can play a role resolving the issues that

currently exist regarding clustering student athletes into majors and programs that do

not fulfill vocational interests in order to maintain eligibility (Bell, et al., 2018).

The importance of campus integration (Navarro & Malvaso, 2015) and

identity development outside of athletics (Steele, et al. 2020) can also play a part in

resolving the lack of career maturity in student athletes. Specifically, Dipaolo (2017)

called for professionals to implement a more integrative student development model,

which consists of three areas: personal development, performance psychology, and

team leadership. Forester, et al., 2020, also provided suggestions in improving the

current NCAA Life Skills presentations to foster a more holistic and effective

program. These suggestions are allowing student athletes to decide on the topics,

integrating programs for guiding students to transition out of college, and allowing

24

student athletes to obtain academic credit for attending sessions (Forester, et al.,

2020).

Lastly, Villarroel, et al. (2020) called for more experiential learning

opportunities in higher education, as these types of opportunities provide several

benefits. Navarro et al. (2020), calls for higher education administrators to provide

more global learning opportunities for student athletes, whereas Coffey and Davis

(2019) discussed the importance of the transferable skills that student athletes obtain

and develop from their experiential opportunities as a student athletes. Although these

points of experiential learning call for two different implementation strategies, they

can both play a role in providing student athletes a greater sense of career maturity.

Conclusion

The literature synthesized in this chapter took theoretical frameworks,

empirical studies, and data into account to provide the greatest approaches in

addressing the lack of student athlete career maturity. By implementing the various

intervention strategies that were developed through the literature, it is anticipated that

student athletes will be able to have a stronger sense of their self-concept and

understand what it takes to be mature within their own career development. The

strategies that were discussed in this chapter took components from Donald Super’s

Theory of Career Development into account to address the needs of student athletes.

Improving academic advising and services, promoting campus integration in a

multitude of ways, providing more integrative approaches to identity development,

and giving student athletes insight on experiential learning experiences are all ways in

25

which career maturity and student athlete career development can be increased,

enhanced, and improved.

26

Chapter Three: Project Description

Introduction

A significant amount of student athletes at the collegiate level face conflicts

when understanding their career development. As career development is a main goal

for students within higher education (Mardache & Mandriou, 2019), it is essential that

student affairs professionals address these needs of student athletes. Due to the

barriers discussed in previous chapters, student athletes may not be developing at a

normal rate through various career development theories. Without reformation or

adjustment, we may continue to see this large student population fail at transitioning

into life after college. To see change, it will take work from many different people

and departments. This purpose of this project is to create a framework to be

implemented by career centers and other student affairs personnel to play a part in the

holistic development of student athletes. All the ideas and concepts proposed in this

project have been developed by research. This project will be deemed successful if

student athletes indicate a higher level of career maturity after its implementation.

According to Linnemeyer and Brown (2010) career maturity indicates that one

obtains readiness to make career decisions and prepared to cope to vocational

obstacles and tasks.

The remainder of this chapter will provide insight on the components of the

project. This will consist of a baseline survey that collects information from student

athletes in order to determine which areas need the most work, different themes and

layers to the framework developed by the author in order to address needs, and

27

various forms of assessment. Each of the developed and strategies themes will be

analyzed and legitimized by previously discussed research. The process of evaluation

will also be discussed, as will the project’s implementation. This chapter will

conclude with final thoughts on the project and suggestions for the future of this work

with intercollegiate student athlete career development.

Project Components

This project consists of a framework that includes effective practices,

strategies, and ideologies to best serve the intercollegiate student athlete population.

The first step in the framework is to collect baseline data from student athletes from a

survey (Appendix A) that will evaluate the following themes:

• Satisfaction with major choice and career path

• Their identity outside of athletic roles

• The ability/the importance of experiential learning opportunities

• Their integration into the campus environment

Once data is collected, the author developed strategies that deliberately address

themes established through the literature in the previous chapter that will enhance the

effectiveness of student athlete career development and hopefully provide an increase

in career maturity. This framework will also take Super’s Theory of Career

Development into account when further elaborating on the themes from literature.

This framework is aimed to serve as a tool for University Career Centers and

other student affairs professionals that have a direct impact on the work of career

28

development for student athletes. The themes and practices that will be utilized and

implemented into practice are as follows:

• Collaborating with academic affairs and student athlete academic advising to

provide informational advising sessions geared toward student athletes

• Utilizing a series of developed handouts that addresses the presented problems

and covers various strategies to improve career development among student

athletes.

• Rationalizing, promoting, and providing experiential learning opportunities to

student athletes, coaches, and athletic departments.

• Addressing career and identity development intervention strategies through an

integrative approach.

Implementing these strategies may be a gradual process because it requires buy in

from several different stakeholders and departments on campus. These

departments consist of academic affairs and advising, athletic department, career

centers, student life/student affairs, study abroad offices, student employment, and

most importantly, the student athletes themselves. However, once all these

strategies are implemented and proven effective through evaluation, student

athletes should be achieving a greater sense of career maturity. The

implementation of these practices may remove many the barriers discussed in

previous chapters.

29

Collaboration with Academic Affairs and Programs

Bell, at al. (2018) reminds us that many academic advisors and professionals

focus solely on maintaining eligibility for student athletes and may sometimes cluster

student athletes into majors and programs that do not suit their vocational interests.

This theme of the framework is looking to guide career centers and services to

collaborate with different colleges and programs on campus to present informational

advising sessions to student athletes that give them insight on all available programs

and each of the programs’ outcomes. The structure and specific content of these

presentations will vary greatly pending on institution, but a general format has been

developed (Appendix B). It is anticipated for presenters to allow time in break out

groups based on the different programs/majors/colleges within the institution. The

general presentation that has been developed only showcases what will be discussed

as an entire group. The specific content will need to be altered based on the academic

paths of the participating institution. Overarching topics will include:

• General education requirements at the University

• Academic plans and courses for specific majors (break out groups)

• Specific career paths and outcomes from various majors (break out groups)

• NCAA eligibility and compliance information

The purpose of these presentations is to give student athletes more autonomy on

making vocational decisions by giving them information that is often withheld from

them. Once all options are known to the student athlete, hopefully they can move

forward out of Super’s (1975) exploration stage and into the establishment stage. If

30

conducted efficiently, the impact of these presentations can fulfill all of Super’s

(1978) themes of career maturity: planfulness, exploration, information, decision

making, and reality orientation. This is an active way to provide student athletes the

tools they need to gain career maturity.

Identity Development Intervention Strategies

A significant issue that is mentioned throughout this project is the

overidentification with the student athlete identity (Navarro, et al., 2020). To guide

student athletes toward a solution, this theme of the framework suggests that career

centers collaborate with the Life Skills coordinator/Student Athlete Advisory

Committee (SAAC) at their institution and develop a session on professional identity

Topics discussed in presentation (Appendix C) are:

• Transferrable skills from athlete to professional

• The importance of leadership and teamwork in the professional world

• Information on different vocational paths post-graduation

Developed Handouts

The author has developed three handouts that are aimed to educate both

student athletes and stakeholders on the topic of career development. These handouts

can be utilized virtually on Career Center websites, social media platforms and/or

physically in offices. This intervention strategy can address several of Super’s (1978)

themes of career maturity, but most significantly information. The handouts will

address the following:

31

• The barriers student athletes encounter regarding career development

(Appendix D)

• How to articulate the Student Athlete Experience on a Resume/Cover

Letter/during the Interview Process (Appendix E)

• The importance of identity development for student athletes (Appendix F)

Experiential Learning and Campus Involvement Opportunities

Navarro et al. (2020) remind us that student athletes may have a hard time

completing experiential learning opportunities due to the lack of time and flexibility

of their schedules. However, these types of experiences play an integral part in

guiding students to learn in an authentic way outside of the classroom (Villarroel, et

al., 2020). This part of the framework calls for career centers to plan experiential

learning opportunities specifically for student athletes through collaboration with

athletic departments and other offices on campus. This step of the process will require

buy-in from coaches and athletic departments, and career centers may need to provide

rationalization for these experiences. This also may require collaboration with Study

Abroad Offices, Employer Relations, Student Employment, Service-Learning

Leaders, etc., to create these types of experiences. This allows for student athletes to

have the opportunity to explore other types of learning practices and give them a

sense of reality after sport.

Project Evaluation

To evaluate the effectiveness of this project various forms of assessment will

be utilized. The first and most significant area of evaluation will be tracking the job

32

placement of student athletes once they graduate from their institution. Job placement

will also include graduate, doctoral, and other continuing education programs that

student athletes may opt to do. If departments are seeing a gradual increase in

placement after graduation, that is one way to indicate that this framework is

successful.

The author of the project is also looking to evaluate the effectiveness of each

of the themes and practices discussed above. This will be done through an attitude

test that will be conducted at the end of each academic year (Appendix H). The goal

of this assessment is to measure student athlete satisfaction and preparedness with

their majors and career paths along with understanding of all possible career and

academic options. There will also be some questions regarding identity development

and experiential learning experiences/importance on. The results of this test will be

kept on record and analyzed at the end of each academic year, and this framework

will be considered successful if there is continued growth on one each of the sections.

The baseline assessment discussed at the beginning of this chapter will also be used to

track and assess growth of the integrative strategies. Additionally, the experiential

learning and campus integration aspects of the framework will be evaluated by the

placement and attendance in which career centers and athletic departments can

provide student athletes these types of experiences.

Project Implementation

This project has not yet been implemented. However, the concept was

inspired by conversations in the Career Center at Calvin University in Grand Rapids,

33

Michigan, and the final product will be presented to both the Director of the center

and the Career Coach Manager. Calvin is a DIII athletic institution. The author has

already provided some of the developed materials to employees of the career center to

better educate them on the issues and barriers that student athletes face.

This project will also be presented to the Director of the LAKER Academic

Success Center at Grand Valley University (GVSU), which is a Division II

institution. This office provides academic support services to student athletes at

GVSU and can play a part in integrating the developed strategies into the lives of

intercollegiate student athletes at this institution.

Project Conclusions

It is important to consider that all student athletes and institutions will address

the issue of student athlete career development differently, as everyone has different

needs. The strategies and materials developed through this project allow career center

professionals to assess the status of their student athletes and implement the strategies

that they see appropriate. All the developed strategies provide growth in at least one

of Super’s (1978) factors of career maturity. Through time and buy-in from all

stakeholders, the author intends for the issue of student athlete career immaturity to

significantly decrease and the transition to life after sport to be a much easier process.

34

References

Antshel, K. M., VanderDrift, L. E., & Pauling, J. S. (2016). The role of athletic

identity in the relationship between difficult thinking or concentrating and

academic service use in NCAA student-athletes. Journal of Clinical Sport

Psychology, 10(4), 309-323. doi: 10.1123/jcsp.2015-0028

Asrowi, H. M., & Setiawan, B. (2021) Career development: the role of career

counselor towards job counseling. International Journal of Instruction,

14(1), 661-672.

August, R. A. (2018). Understanding career readiness in college student-athletes and

identifying associated personal qualities. Journal of Career Development,

47(2), 177-192. doi: 10.1177/0894845318793936

Baker, E. H. Socioeconomic status, definition (2014). Wiley Online Library.

doi:10.1002/9781118410868.wbehibs395

Bell, J. M., Prewitt, S, L., Bernhardt, V. & Culpepper, D. (2018). The relationship of

athlete identity and career exploration and engagement of NCAA division II

athletes. International Journal of Exercise Science, 11(5), 493-502.

Bertolas, R., Krejci, J., & Stanley, A. (2018). Policy Point--Counterpoint: Are

Colleges and Universities Obligated to Provide Student-athletes with

Additional Compensation beyond Tuition, Room, and Board? International

Social Science Review, 94(1), 1–8.

35

Bingham, W. (2001). Donald Super: A personal view of the man and his

work. International Journal for Educational & Vocational Guidance, 1(12),

21–29.

Brewer, B. W., Van Raalte, J. L., & Linder, D. E. (1993). Athletic identity: Hercules'

muscles or Achilles heel? International Journal of Sport Psychology, 24, 237-

254.

Borg, H., & Ohlsson, H. (2010). Career Development. Nova Science Publishers, Inc.

Burns, G. N., Jasinski, D., Dunn, S., & Fletcher, D. (2013). Academic Support

Services and Career Decision-Making Self-Efficacy in Student

Athletes. Career Development Quarterly, 61(2), 161–167. doi:10.1002/j.2161-

0045.2013.00044

Carodine, K., Almond, K. F. & Grato, K. K. (2001). College student athlete success

both in and out of the classroom. New Directions for Student Services, 93,19-

33.

Coffey, L., & Davis, A. (2019). The holistic approach to academia: traditional

classroom instruction and experiential learning of student-

athletes. Education Sciences, 9(125), 1-23.

Coogan P. A., & Chen C. P. (2007). Career development and counselling for women:

connecting theories to practice. Counselling Psychology Quarterly, 20(2),

191–204.

Cox, R. H., Martens, M. P., Ward, D. G., Webber, S. N., & Ivey, S. (2004). Student-

athlete experiences inventory. Journal of Career Development, 31(2), 79–93.

36

Di, L. L., Heinze, K. L., & Soderstrom, S. (2018). Playing multiple positions: student-

athlete identity salience and conflict. Journal of Intercollegiate Sport, 11(2),

214-241.

DiPaolo, D. G. (2017). Leadership education is not enough: advancing an integrated

model of student-athlete development. Journal of Leadership Education,

16(1), 216-231. Doi: 1012806/V16/I1/I2

Forester, B. E., Holden, S. L., Woltring, M., & Hauff, C. (2020). Life skills

programming: A case study of DI Student-Athletes’ perceptions and

suggestions. Journal of Issues in Intercollegiate Athletics, 337–357

Freeman, S. C. (1993). Donald Super: a perspective on career development. Journal

of Career Development, 19(4), 255-264.

Fry, H., Ketteridge, S., & Marshall S. (2015). A handbook for teaching and learning

in higher education: enhancing academic practice. Routledge.

Gladding, S. T. (2019). From ages 27 to 72: career and personal development of a

productive counselor over the life span. Adultspan Journal, 18(1), 17–26.

Giannantonio, C. M., & Hurley-Hanson, A. E. (2006). Applying image norms across

Super’s career development stages. Career Development Quarterly, 54(4),

318–330.

Gies, V. (1990). Developing a personal career counselling theory: An overview of the

theories of Donald Super and.. Guidance & Counseling, 6(1), 54.

37

Harvey, M., Coulson, D., & McMaugh, A. (2016). Towards a theory of the ecology

of reflection: reflective practice for experiential learning in higher education.

Journal of University Teaching & Learning Practice, 13(2), 1-20.

Haslering, S. J., & Navarro K. M. (2016). Aligning athletes' career choices and

graduate degree pathways: implications for the 21st century career

development professionals. Journal of Career Development, 43(3), 211-226.

doi: 10.1177/0894845315597472

Hazzaa, R. N., Sonkeng, K., & Yoh, T. (2018). Antecedents and consequences of

student-athletes’ Contentment with academic services. Journal of

Intercollegiate Sport, 11(1), 65–81.

Ireh, M. (1999). Career development theories and their implications for high school

career guidance and counseling. High School Journal, 83(2), 28.

Kosine, N. R., & Lewis, M. V. (2008). Growth and exploration: Career development

theory and programs of study. Career & Technical Education

Research, 33(3), 227–243.

Lee, F. K., & Martens, M. P. (1988). Promoting life-career development in student

athletes: how can career centers help? Journal of Career Development, 25(2),

123-134.

Linnmeyer, R. M., & Brown, C. (2010). Career maturity and foreclosure in student

athletes, fine arts students, and general college students. Journal of Career

Development, 37(3), 616-634. doi: 10.1177/0894845309357049

38

Multon, K. D., Heppner, M. J., Gysbers, N. C., Zook, C., & Ellis-Kalton, C. A.

(2001). Client psychological distress: an important factor in career

counseling. Career Development Quarterly, 4(51), 259-271.

National Collegiate Athletic Association. (n.d). NCAA Division I. Retrieved from

https://www.ncaa.org/about?division=d1

National Collegiate Athletic Association. (n.d). NCAA Division II. Retrieved from

https://www.ncaa.org/about?division=d2

National Collegiate Athletic Association. (n.d). NCAA Division III. Retrieved from

https://www.ncaa.org/about?division=d3

National Collegiate Athletic Association. (2020, April 8). Estimated probability of

competing in college athletics. Retrieved from

ncaa.org/about/resources/research/estimated-probability-competing-college-

athletics.

National Collegiate Athletic Association. (2014b). Probability of competing beyond

high school [NCAA Research]. Retrieved from

http://www.ncaa.org/about/resources/research/probability-competing-beyond-

high-school

National Collegiate Athletic Association (2011, November 8). Division I result from

the NCAA GOALS study on the student-athlete experience. Retrieved from

https://www.ncaa.org/sites/default/files/DI_GOALS_FARA_final_1.pdf.

39

National Career Development Association. (2003). Career development: A policy

statement of the National Career Development Association board of directors.

Retrieved from

http://delawareebse.pbworks.com/f/NCDA%20Career%20Develop

ment%20Policy%20Statement.pdf

Navarro, K. M. (2014). A conceptual model of division I student-athletes’ career

construction processes. College Student Affairs Journal, 32(1), 219-235.

Navarro, K. & Malvaso, S. (2015). Synthesizing research on the contemporary

student-athlete experience: implications and recommendations for NCAA

student-athlete development programming. Journal of College and Character,

16(4), 263-269. doi: 10.1080/2194587X.2015.1091358

Navarro, K., & McCormick, H. (2017). Outcomes-Based Career Preparation

Programs for Contemporary Student-Athletes. Journal of Applied Sport

Management, 9(1), 135–163.

Navarro, K., Williams, J., Pittelkow, L., Schulenberg, C., Morris, M., & Salm, M. J.

(2020). Global Studies: Impact on Student-Athlete Engagement and Identity

Development in Higher Education. Journal of Global Sport

Management, 5(1), 102–120.

Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: a

comparative test on the theories of Levinson and Super. Journal of

Organizational Behavior, 10(2), 117-133.

40

Pasha, S, & Reza Abedi, M. (2020). Investigating the effect of training career path

skills based on Super’s career development theory of academic self-concept

on students of Isfahan University. Educational Psychology Practices in

Europe and the Middle East, 8(2), 1-12. doi: 10.20511/pyr2020.v8nSPE2.667

Patton, W. & Lokan, J. (Eds.) 2001). Perspectives on Donald Super’s construct of

career maturity. International Journal for Educational and Vocational

Guidance, 1(1), 31-48.

Payne, T., & Driska, A. (2020). College Football Player Transitions Out of Their

Sport: A Qualitative Exploration. Journal of Issues in Intercollegiate

Athletics, 170–189.

Rubin, L. M., & Moses, R. A. (2017) Athletic subculture within student-athlete

academic centers. Sociology of Sport Journal, 34(4), 317-328. Doi:

10.1123/ssj.2016-0138

Salamone, P. R. (1996). Tracing Super’s theory of vocational development: a 40-year

retrospective. Journal of Career Development, 22(3), 167-183.

Sandstedt, S. D., Cox R. H., Martens, M. P., Ward, D. G., Webber, S. N., & Ivey, S.

(2004). Development of student-athlete career situation inventory (SACSI).

Journal of Career Development, 31(2), 79-93.

Shurts, W. M., & Shoffner, M. F. (2004). Providing career counseling for collegiate

student athletes: a learning theory approach. Journal of Career Development,

31(2), 95-108.

41

Smart, R. M. (1994). Super’s stages and the four-factor structure of the adult career

concerns inventory. Measurement & Evaluation in Counseling &

Development, 26(4), 243-248.

Steele, A. R., van Rens, F. E. C. A., & Ashley, R. (2020). A Systematic literature

review on the academic and athletic identities of student-athletes. Journal of

Intercollegiate Sport, 13(1), 69–92.

Super, D. E. (1975). Career education and career guidance for the life span and for

the life roles. Journal of Career Education, 2(2), 27-42.

Super, D. E. (1963). Self-concepts in vocational development. In D. E. Super (Ed.),

Career development: Self-Concept Theory (pp. 1-16). New York: College

Entrance Examination Board.

Super, D. E., & Hall, D. T. (1978). Career development: Exploration and

planning. Annual review of psychology, 29(1), 333-372.

Tyrance, S. C., Harris, H. L., & Post, P. (2013). Predicting Positive Career Planning

Attitudes Among NCAA Division I College Student-Athletes. Journal of

Clinical Sport Psychology, 7(1), 22–40.

Villarroel, V., Benavente, M., Chuecas, M. J., & Bruna, D. (2020). Experiential

learning in higher education. A student-centered teaching method that

improves perceived learning. Journal of University Teaching & Learning

Practice, 17(5), 1–14.

42

Vinson, B. M., Reardon, R. C., & Bertoch, S. C. (2014) Career services at colleges

and universities: a 30-year replication study. Journal of College Student

Development, 55(2), 203-207.

Walker-Donnelly, K., Scott, D. A. & Cawthon, T. W. (2019). Introduction: overview

and application of career development theories. New Directions for Student

Services, 2019(166)-17. Doi: 10.1002/ss.20303

Weaver Jr., R. D., & Reynolds II, J. F. (2020) Social work ethical and intercollegiate

student-athlete retention. Journal of Social Work Values & Ethics, 17(1), 25-

34.

Weidenseld, Y., & Bashevis, Y. (2013). Professional Development: Perspectives,

Strategies and Practices. Nova Science Publishers, Inc.

Willner, J. (2019). Private universities and NCAA D-III athletics as a general

recruiting tool. International advances in Economic Research, 25(3), 293-307.

Doi: 10.1007/s11294-019-09745-4

43

Appendix A

Virtual Student Athlete Baseline Assessment

44

45

46

47

https://forms.gle/dUSzuTZJqdJMQ6UEA

Created by Laura Kastler, 2021

48

Appendix B

Student Athlete Academic and Career Exploration Presentation

49

50

51

52

53

54

55

Created by Laura Kastler, 2021

56

Appendix C

Student Athlete to Professional Identity Presentation

57

58

59

60

Created by Laura Kastler, 2021

61

Appendix D

Student Athlete Barriers to Career Development Handout

62

63

Created by Laura Kastler, 2021

64

Appendix E

Articulating the Student Athlete Experience Handout

65

Created by Laura Kastler, 2021

66

Appendix F

The Importance of Your Identity Handout

67

Created by Laura Kastler, 2021

68

Appendix G

Virtual Attitude Post-Test: Annual Assessment

69

70

71

72

https://forms.gle/ZUXNE5A4yJny6cDCA

Created by Laura Kastler, 2021