Abstract:

The onset of the COVID-19 pandemic significantly disrupted education and university athletics, altering the post-secondary experience for student-athletes, particularly those under Ontario University Athletics (OUA). This period, spanning from March 2020 to January 2022, presented student-athletes with numerous uncertainties regarding their return to play, accompanied by barriers to training and competition. Additionally, the shift to online education posed challenges for students adapting to the new learning environment (Bartusevičiencé et al., 2021). While existing research explores motivation and resilience in student-athletes within the realm of sports and their experiences during lockdowns (Knowles, et al., 2021; Purc-Stephonson et al., 2022), few studies address these aspects within the academic context (Izzicupo, et al., 2021). This proposed research aims to fill this knowledge gap by adopting a mixed-methods research approach using validated and reliable measuring tools (Cassidy, 2015; Gaston-Gayles, 2005). Former OUA student-athletes will participate in quantitative and qualitative self-report measures, reflecting on their experiences before (T1), during (T2), and after (T3) the pandemic. These measures will assess resilience and motivation towards both academics and athletics. Contributing to the understanding of the dual challenges faced by student-athletes, this research emphasizes how qualities traditionally associated with being an athlete, such as resilience and motivation, are integral in the context of education.

References:
[1] Bartusevičienė, I., Pazaver, A., & Kitada, M. (2021). Building a resilient university: Ensuring academic continuity—transition from face-to-face to online in the COVID-19 pandemic. WMU Journal of Maritime Affairs, 20(2), 151–172. https://doi.org/10.1007/s13437-021-00239-x
[2] Cassidy, S. (2015). Academic Resilience Scale-30 (ARS-30) [Database record].
[3] Gaston-Gayles, J. L. (2005). The factor structure and reliability of the student athletes' motivation toward sports and academics questionnaire (SAMSAQ). Journal of College Student Development, 46(3), 317-327. https://doi.org/10.1353/csd.2005.0025
[4] Izzicupo, P., Di Baldassarre, A., Abelkalns, I., Bisenieks, U., Sánchez-Pato, A., Cánovas-Alvarez, F. J., Doupona, M., Figueiredo, A. J., García-Roca, J. A., Ghinassi, B., Leiva-Arcas, A., Meróño, L., Paegle, A., Radu, L.-E., Rus, C.-M., Rusu, O.-M., Sarmento, H., Stonis, J., Vaquero-Cristóbal, R., Vaz, V., & Capranica, [5] L. (2021). Dual careers of athletes during COVID-19 lockdown. Frontiers in Psychology, 12, 657671. https://doi.org/10.3389/fpsyg.2021.657671
[5] Knowles, C., Shannon, S., Prentice, G., & Breslin, G. (2021). Comparing Mental Health of Athletes and Non-athletes as They Emerge From a COVID-19 Pandemic Lockdown. Frontiers in Sports and Active Living, 3, 612532. https://doi.org/10.3389/fspor.2021.612532
[6] Purc-Stephenson, R. J., Zimmerman, T. M. J., & Edwards, R. (2022). Motivation to train during a pandemic: The role of fitness resources, mental health, and motivational profiles among student-athletes in team sports. Frontiers in Sports and Active Living, 4, 954086. https://doi.org/10.3389/fspor.2022.954086

Keywords:

Student-athlete, motivation, resilience, pandemic, academics, athletics, university.