The burden of the balance: Action-research examining the stress experienced by student-athletes at acadia
Why this work is in the frame
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Bibliographic record
Abstract
Reports indicate that university student-athletes are experiencing increased rates of stress. As a consequence, athletics departments have begun to consider and implement programs and services to help student-athletes cope with the demands placed on them. PURPOSE : The objective of this collaborative action-research was to examine factors contributing to student-athletes' stress and burnout in order to inform efforts to improve the student-athlete experience at Acadia University. METHODS: Using a cross-sectional design, student-athletes (N=81, Mage=20yrs) across six varsity teams completed measures assessing perceived stress, mental health, burnout, confidence, coping style, perceived pressure, and support, as well as measures examining the primary contributors to student-athletes' stress. RESULTS: Student-athletes identified coaches as the highest source of pressure, and parents as the strongest source of support. The three most frequently identified factors contributing to student-athletes' stress were schooling (95%), time pressures/not enough time (91%), and personal relationships (61%). Bivariate correlations revealed that higher perceived stress was related to worse mental health (r= -.70), higher burnout (r = .55), and lower confidence (r = -.53). A MANOVA revealed sex differences in that female student-athletes reported significantly higher levels of stress, pressure, and burnout, as well as lower team inclusion, and slightly poorer mental health compared to male student-athletes (all ps<.005). CONCLUSION: These preliminary findings highlight the impact balancing both academics and athletics has on student-athletes. Further they suggest that future initiatives aimed to improve the student-athlete experience should work to prepare student-athletes for their demanding schedules, focusing in particular on the concerns of female student-athletes.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it