PURPOSE In university, student-athletes are expected not only to enhance their athletic performance but also to engage in academic pursuits that prepare them for future careers. This study aimed to classify the perceived academic performance constraints of collegiate student-athletes and to identify the characteristics and implications of each type. METHODS Drawing from prior studies on academic performance constraints and responses to open-ended questions from 40 studentathletes, 50 initial Q-sample statements were extracted. Following content validation, a final set of 25 Q-sample statements was selected. The P-sample consisted of 30 third-year student-athletes enrolled in the athletic department of A University in Seoul. Q-sorting was conducted, and data were analyzed using the QUANL program. Principal component analysis with Varimax rotation was applied for Q-factor analysis. RESULTS Three distinct types and one overarching common type of academic performance constraints were identified. Type 1 (n = 15): “Lack of Academic Competence,” characterized by poor study habits and insufficient foundational knowledge. Type 2 (n = 10): “Lack of Time for Academics,” highlighting limited academic engagement due to intensive training and competition schedules. Type 3 (n = 5): “Lack of Academic Motivation,” reflecting weak academic drive and the absence of clear educational goals. Common type: “Lack of Academic Interest,” indicating that across all types, student-athletes commonly experience low intrinsic motivation toward academic pursuits. CONCLUSIONS The academic success of student-athletes depends not only on individual effort but also on an integrated support system that addresses institutional, environmental, and socio-cultural factors. To foster meaningful academic engagement, universities and governments should establish tailored policies, including early-stage academic support, flexible course scheduling, and career planning aligned with the demands of athletic participation.
