Search Word: Student athlete, Search Result: 39
1 College Student-athletes’ Subjectivity on Leisure Constraints
Wangsung Myung Vol.35, No.1, pp.61-71 https://doi.org/10.24985/kjss.2024.35.1.61
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PURPOSE This study seeks to explore the subjectivity regarding leisure constraints perceived by college student-athletes. METHODS Based on Q methodology as an analysis framework, 25 Q-samples and 25 P-samples suitable for the research purpose were selected, and Q-classification and Q-factor analysis were conducted. RESULTS The leisure constraints were categorized into “Type Ⅰ: Psychological constraints,” “Type Ⅱ: Financial constraints,” and “Type Ⅲ: Spatio-temporal constraints.” The three types provided discussions on “strong athlete identity of student-athletes,” “role conflict between students and athletes,” “core competencies of student-athletes,” “current student-athlete support project,” and “school sports camp training.” CONCLUSIONS College student-athletes’ leisure constraints are closely related to strong athlete identity, anxiety about enjoying leisure, cost burden, and closedness of camp training, and each type provided new perspectives on discussions related to Korean student-athletes.

2 Student-Athletes' dual career and sport burnout
Kyung-Won Kim Vol.30, No.4, pp.631-650 https://doi.org/10.24985/kjss.2019.30.4.631
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Purpose Student-athletes in Korea are confronted with career development in both academics and sport. This paradigm change in sport policy aims at guarantee of student-athletes' learning rights and successful career transition after sport. But dual career development can be a difficult task for student-athletes, if there is a lack of social support. The purpose of this study was to provide updated information regarding the burnout-in-sport literature and suggest directions for future research in sport psychology. Methods This study is based on reviewing the literature. In order to improve the validity of discussion, the author focused on the findings of the published research articles targeting student-athletes. The outcomes were examined and discussed based on models and measurement tools of athletes’ burnout. Results First, longitudinal study is needed to understand causalities in sport burnout. Second, it is necessary to develop korean sport burnout scale reflecting our social and cultural contexts. To do this, qualitative research should be preceded to provide in-depth understanding on burnout phenomenon of student-athletes. Third, the cut-off values which can allow the separation between clinical and nonclinical athletes should be developed. Fourth, due to dual career development as a new sport environment, burnout research has to pay attention both psychological variables in person and environmental variables. Conclusions Since the 1990s burnout research in sport psychology has been increased in its quantity as one of the remarkable topics in Korea. Based on the comprehensive and systematic review of the literature, directions for future research are suggested.

3 Proper training duration or frequency studies for student athletes
Eonho Kim ; Daehee Kim ; Kyoungah Yeo ; Yongdae Choi Vol.28, No.4, pp.932-943 https://doi.org/10.24985/kjss.2017.28.4.932
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Purpose The purpose of this study is to investigate the factors for setting proper training duration of frequency that can guarantee the student athletes' right to study and performance, and to derive the ranks of setting proper training duration of frequency of student athletes by school level. Consequently, to provide basic data for the development of training guidelines for the growth period of Korean student athletes. Methods Delphi and Analytic Hierarchical Process(AHP) techniques were used. The Delphi survey was conducted in three phases, and collected data through Delphi survey were computed by SPSS win ver. 22.0 and Excel, using the mean, standard deviation, median, and coefficient of variation. Using the AHP technique, we classified the factors for setting proper training duration of frequency derived through Delphi survey, and calculated the importance by using Microsoft Excel 2010. Conclusion First, elementary students should be guaranteed regular class participation, have basic after school training, and be provided with adequate rest so that they do not lose interest in the exercise. Second, middle school students are required to decide whether to continue exercise based on their ability to exercise and abundant experience. Therefore, when abandoning the exercise, students should be able to faithfully carry out their academic performance. Third, high school students are directly related to college entrance and employment, so they have to concentrate on performance rather than on academic performance.

4 The Path-Analysis of Student Athletes' Drop-Out
Yong-Suk Yim ; Man-Seok Han ; Jun-Sung Kim Vol.25, No.3, pp.450-466
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The purpose of this study is to explore the drop-out process of student-athletes and propose valuable policy ideas related to interscholastic sports. For this purpose, we surveyed 560 middle and high school drop-out student athlete's in 13 areas and finally 400 completed surveys were used for the study. To set the scales used for the study and test the reliability and validity of the scales, factor-analyses, Cronbach's alpha, and interfactor correlations were conducted using SPSS. For the main test, the paths analyses were carried out with AMOS program. As a result, we found two paths which had major effects on the drop-out process of student-athletes, self-efficacy path at the point of starting athletic career and negative relation path during athletic experiences. Based on these results, the following policy ideas were proposed. First, student-athletes should be able to join and leave athletic teams voluntarily. Second, the comfortable environments were provided to promote student-athletes' positive emotion toward athletic teams.


5 Action Research on Collegiate Student-athlete and Student Peer Mentoring Program
Wangsung Myung Vol.35, No.2, pp.263-278 https://doi.org/10.24985/kjss.2024.35.2.263
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PURPOSE The purpose of this study is to explore the effects of the student-athlete and student peer mentoring program as a collegiate class. METHODS The peer mentoring program, conducted at A University in the first semester of the 2023 school year, was evaluated using practical action research (Zuber-Skeritt, 1996). RESULTS In the introduction stage, ‘relative and absolute evaluation’, ‘member ratio’, and ‘definition of professor role’ were categorized as challenge issues. In the progress stage, ‘de-formalized lecture method’, ‘student athlete’s coaching experience’, and ‘student’s experience of football culture’ were discovered as possibilities, while ‘vacancy and absence of mentor-mentee’, ‘limited group activities and limitations of team sports’, and ‘lack of objective evaluation’ required improvement. At the end stage, student-athletes experienced changes in values such as self-identity, football, and human relationships, as well as quantitative and qualitative changes in sports participation. CONCLUSIONS This study confirmed the potential of the peer mentoring program as a collegiate class as well as its practical significance for guaranteeing student-athletes' learning rights and for forming sports culture on collegiate campuses.

6 A study on the occupational challenges and coping strategies of the student athlete coaches
Ju-Young Ryou ; Ok-Seon Lee Vol.31, No.3, pp.497-513 https://doi.org/10.24985/kjss.2020.31.3.497
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Purpose The purpose of this study was to understand student athletes coaches’ occupational challenges from the dual perspectives(social relationship-political system), to analyze the nature of the coping strategies for the challenges, and to provide implications for building a human rights-friendly student athletes club culture. Methods Five coaches(n=5, average career length= 19.2 years) were selected through purposeful sampling. Data were collected by semi-structured interviews with participants. The collected data were inductively analyzed(Patton, 2015). Results First, participants struggled with informal roles demanded by the interested parties(principals, athletic directors, parents, and university coaches). Second, the system for protecting student athletes’ learning rights, the 52-hour work system and the human rights system added difficulties to the coaches’ work environment. Third, the disharmony between interested parties’ demands and government agencies’ institutional ideals pushed participants to choose anti-institutional, un-ethical, un-educational coping strategies. Conclusion The findings suggest that the government, academia and the community should empower coaches as ‘the subject of reform’ who can solve the problem together rather than regarding them as ‘the object of reform.’ Furthermore, this conclusion is expected to provide implications to alleviate disharmony between interest parties’ demands and government agencies’ systems.’

7 Mental Health and Utilization of Sports Psychological Services Among Collegiate Student-Athletes
Jungyoun Kim(Master’s student, Chung-Ang University) ; Junghoon Huh(Professor, Chung-Ang University) Vol.36, No.2, pp.204-222 https://doi.org/10.24985/kjss.2025.36.2.204
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PURPOSE This study investigated the perceptions and experiences of collegiate student-athletes with mental health concerns who are receiving sport psychology services. METHODS A total of 196 college student-athletes (98 male, 98 female) were recruited for the quantitative phase, while 14 athletes from 7 sports participated in the qualitative phase. This integrated approach sought to provide a comprehensive perspective on the research subject. The quantitative participants answered scales for depression (CES-D), anxiety (GAD-7), social support (NCAA RSSS), and mental help-seeking attitude (MHSAS), and the qualitative participants underwent in-depth interviews using a semistructured questionnaire based on a socioecological model. Quantitative data were examined using confirmatory factor analysis, reliability measures, independent t-test, and one-way analysis of variance via SPSS 28.0 and AMOS 28.0, and qualitative data were inspected through content analysis and expert meetings. RESULTS First, higher levels of depression, anxiety, and perceived social support were reported by female athletes as opposed to male athletes. Second, athletes in individual sports reported higher levels of social support than those in team sports. Third, athletes who planned to undergo future psychological counseling reported higher anxiety, social support, and helping attitudes than those with no plans to do so. Fourth, athletes who slept for more than seven hours reported lower levels of depression and anxiety and higher levels of perceived social support than those who slept for six hours or less. Fifth, freshman athletes reported higher depression levels than sophomore athletes. Sixth, student-athletes with no scholarships had higher anxiety levels than those with partial scholarships, who then reported higher perceived social support than those with full scholarships. Seventh, a lack of accessibility was the primary barrier to psychological service access for student-athletes. Eighth, engagement in interpersonal relationships was identified as a major stressor among student-athletes. CONCLUSIONS Differences in collegiate student-athletes’ mental health status as well as perceptions of and experiences in sport psychology services depend on various factors. These findings may serve as foundational data for improving sport psychology support services for collegiate student-athletes.

8 Effectiveness of Metaverse-based Group Counseling to Improve the Psychological Skills of Student Athletes
Hae-ju Park(Suwon University) ; Gunyoung Lee(KyungIl University) Vol.36, No.1, pp.53-64 https://doi.org/10.24985/kjss.2025.36.1.53
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PURPOSE This study compares the effects of video group and metaverse group counseling for student athletes to analyze differences in immersion, sychological skills learning effects, and each approach’s participation experiences. METHODS Twenty-four high school archery students were divided into three groups: a metaverse experimental, a video comparison, and a control group. For the experimental and comparative groups, 10 non-face-to-face psychological skills training sessions were conducted. With the control group, results were compared and analyzed by measuring psychological skills and social presence pre- and post-training. Additionally, analysis of the qualitative effects of psychological skills training was performed. RESULTS The psychological skill test’s quantitative analysis of the video comparison group showed a more significant effect in anxiety control factors than the metaverse experimental and the control groups. Moreover, in the social presence test, both the metaverse and the video groups showed significant differences in social presence and satisfaction; furthermore, Scheff post-verification results showed that the two environments’ satisfaction was significantly higher than that of the control group. Qualitative analysis confirmed that the metaverse and video groups experienced psychological, technical, and relational changes in common. CONCLUSIONS Although the metaverse group using avatars was likely to increase immersion, both the video and the metaverse groups were effective in psychological skills training, suggesting that the training effect may vary depending on the non- face-to-face environment’s stability and participation method. Future studies should examine effects of applying the metaverse platform to sports psychological skills training and various psychological support activities by solving the metaverse environment’s technical limitations.


9 The Development and Effectiveness of Non-face-to-face Self-regulation Training Program for Student-athletes
Hae-ju Park Vol.34, No.1, pp.84-96 https://doi.org/10.24985/kjss.2023.34.1.84
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PURPOSE The purpose of this study was to develop a non-face-to-face self-regulation training program for middle and high school student-athletes through the conduct of a group online video counseling session, as well as to verify the effectiveness of such a tool. METHODS Based on the models of Zimmerman(2000) and Han Si-wan (2008), the 12-session non-face-to-face self-regulation training program consisting of interactions involving cognitive, emotional, and behavioral factors was developed and used on a 16-member experimental group. Additionally, self-regulation and mental toughness questionnaires were given to each member before and after the program, and the results were compared with the results of a 17-member control group. Since a qualitative evaluation was conducted, recorded training contents were organized into a text file; after which, a step-by-step coding procedure was performed, and then meanings and themes were identified and categorized. RESULTS Quantitative analysis found that the volitional inhibition mode of the control group decreased significantly; this was in comparison to the increase in the self-regulation mode of the experimental group. In addition, among the seven sub-factors of the mental strength test of the experimental group, a significant increase was found in the post-test of self-belief, attention control, emotional regulation, resilience, and optimism factors. As a result of qualitative data analysis, they complained of difficulties in the early stages of participation, but gradually recognized their problems and searched for changes, showed changes in cognition, emotion, and behavior as they approached the end of the study period. CONCLUSIONS It can be said that the non-face-to-face self-regulation training program helped student athletes improve their school life and performance by driving positive cognitive, emotional, and behavioral changes.

10 Development of a College Life Adaptation Program for Freshman Student-Athletes
Sang-hyun Kwon Vol.32, No.2, pp.271-287 https://doi.org/10.24985/kjss.2021.32.2.271
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Purpose The purpose of this study was to develop an effective college life adaptation program for freshman student-athletes. Methods A total of 160 student-athletes and 5 experts agreed to participate in this study. Four procedures were followed in this study: the needs assessment, the preliminary program development, and the application of the program. For the needs assessment, in-depth interviews were conducted, and the data were analyzed using an inductive reasoning process. Results The results of the needs investigation showed seven need factors and four interruption factors for college life adaptation. In addition, three need factors based on experience and seven interruption factors based on experience were found. The preliminary program was developed based on the needs assessment through the expert meeting, and the program consisted of four stages. Each stage consisted of three sessions, and each session contained a specific topic. The program was provided to nine freshman student-athletes in two months. As a result, the final program which consisted of four stages and thirteen sessions was developed after the reinforcement process based on evaluation of the preliminary program was conducted. Conclusions It is concluded that, the program is able to be expected to help them to understand their roles, have a better sense of responsibility and improve their self-esteem. Therefore, coaches and mental performance consultants should provide the college life adaptation program for freshman student-athletes to reduce their stress and have a better college life.

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