The challenges of a high-performance student athlete

Abstract

To become a top athlete requires time, commitment and carefully planned training. Optimum adaptation to training requires the careful balancing of stress and recovery. The student athlete has to balance all these demands with the additional requirements of an academic programme. This can bring unique stresses and challenges. This research aims to investigate the challenges of combining high-level sport with academic demands. Nine elite student athletes (three females, six males) took part in semi-structured interviews around how the student athletes balanced their training and sporting demands with the academic demands of their course of study. The interviews were transcribed verbatim and analysed using grounded theory. The results suggested that the athletes had each developed their own distinct approach towards training management. Most of the subjects had experienced setback in their study and athletic performance due to overtraining or burnout. The findings highlight the need to empower and educate not only the athlete but also the coach on the impact of overtraining. Key findings from this study were the need for open coach–athlete communication, in-depth planning and the need for adequate recovery.

Keywords:

• student athlete
• time management
• overtraining
• lifestyle balance

Notes on contributors

J. Gomez is a PhD candidate. Involved in high performance and athletic development with various sporting disciplines. His research focuses on applied sport science, stress, recovery and education.

J. Bradley is an Associate Lecturer with the Open University. In both teaching and research, he is passionate about linking scientific theory to practical application. His research links coach and athlete education and applied sports science to promote athletic and academic performance.

P. Conway is a Professor in the School of Education, University of Limerick, Limerick, Ireland. Informed by cognitive and socio-cultural perspectives on learning and development, his research focuses on teacher education, learning theories, the psychology and pedagogy of literacy and mathematics, and e-learning.

ORCID

J. Bradley http://orcid.org/0000-0003-4808-1869