Alyson McAdams


Presentation: 4:30-6:30 p.m., LTC Forum



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Division I collegiate student-athletes often struggle with transitioning out of sport due to the value and salience placed on their student-athlete identities. This study was approached using a constructivist worldview and narrative methodology in which the data relied on the student-athlete participants sharing their views and experiences. Four male and four female Division I collegiate student-athletes within their final year of athletic participation at the University of Dayton partook in a qualitative focus group about their student-athlete identities. The findings reflect that anticipating the end of a collegiate athletic career allows student-athletes to begin to understand who they are outside of their sport despite their current priorities and responsibilities revolving around their sport. While the thought of transitioning out of sport is overall very sad, scary, and uncertain, the findings reflected that the transferable skills and lessons gained from a Division I collegiate student-athlete experience will benefit their future careers and ability to positively impact others. Implications for practice involves intentionally encouraging student-athletes to discover their interests and sense of self outside of their sport in order to make the transition out of being a student-athlete easier and more manageable.

Publication Date


Project Designation

Capstone Project

Primary Advisor

Graham Hunter

Primary Advisor's Department

Counselor Education and Human Services


Stander Symposium, School of Education and Health Sciences

A Part of Me: The Value Division I Student-Athletes Place on Their Student-Athlete Identities and its Implications for Transition Out of Sport