Support Beyond the Sport

2017 NLI Signing day with high school friends

Introduction

Mental health plays an important role in our lives; everyone has their own perspective on what it means to be mentally healthy. Sports offer us opportunities to connect with strangers and form lasting friendships based off of shared interests and activities we partake in while participating within team settings. Mental health is a prevalent concern on college campuses across America. Many college students are now being given more responsibility, autonomy, and a new environment. This can be especially difficult for people who have mental health illnesses. Student-athletes face unique challenges when it comes to their mental health that come with their lifestyle as a collegiate student-athlete. They have to balance the responsibilities of attending college while also practicing and competing in competitions on top of team commitments. Athlete mental health has been an increasing concern, magnified by the hardships of the COVID-19 pandemic. As the stakes for athlete well-being increases, the NCAA is unable to fully accept and make changes based on the demands of athletes, coaches, and others involved.

Everyday new cases of struggling athletes arise and everyday it becomes a matter of life and death. The NCAA is a business at the end of the day and treats its athletes as so. Pouring millions into making money off of ‘amateurs’ while failing to provide them with basic human needs is the basis for the implications of needing change. While introducing the allowance of Name, Image and Likeness, athletes have received the fruits of their labors. Nevertheless, the NCAA treats athletes as employees and cogs in a machine rather than actual humans, but in order for a machine to keep running, it has to be maintained and cared for. The NCAA could be in charge of its own downfall if they choose to continue to disregard the mental health concerns of its athletes. They own a complete monopoly over the athletic industry and laws must be put in place in order to not violate antitrust laws. Said laws need to be put into place to protect not only the athletes, but the NCAA themselves.

While every decision comes with criticism, it is important to think ethically and reasonably when making choices that regard the lives of other people. To what extent laws can be put into place and enforced is outside the scope of this article, but are important to consider when future arguments are made. Laws including Tort’s Law are an interesting perspective to take when introducing factors and protocols in order to preserve athlete well being and provide justice to those affected. What can be done at an educational level is even more important as many institutions are hesitant to implement certain protocols due to lack of funding, etc. All the above must be analyzed in order to ensure a future of strong athletes and a strong organization both ethically and legally.

Case Scenario:

A female athlete is admitted to a university under the NCAA to play Division 1 Women’s Basketball. Lured by recruiting tactics, the athlete quickly discovers that it was all a façade and there is much more going on behind the scenes than initially proposed. Stress quickly increases and demands become higher and higher. She struggles to keep up with her school work as being a student is not prioritized. Her performance determines her play time and she finds herself beginning to hide injuries both physical and emotional. Threats are made including loss of scholarship and her place on the team. Eventually she becomes so exhausted trying to find a way to balance it all, she seeks help from an outside therapist who tells her to take a leave of absence.

In her case, and many athletes, worth is placed in performance and a leave of absence would be more detrimental to her self worth than her current conditions. Feeling defeated with the lack of resources surrounding her, she is left alone with her own frustrations, illness and no healthy way to cope. She is called into a meeting with her head coach in which she leaves emotional. She doesn’t show up for their next away trip, yet no one (coaches, staff, administration) reaches out to her or her family. Realizing that the external pressures surrounding her are too much to handle, she only sees one way out. She leaves behind her team, her family, friends, and the world. It took place in her dorm room on campus. She was found five days later when her teammates returned from their away trip. Now the family is filing a wrongful death claim against the university. What more could her teammates, coaches, institution, and the NCAA have done to help protect a life lost too soon?

Issue Presented:

The issue presented here is the lack of support by universities for student-athletes. In many cases, athletes are not prepared for the world of college athletics and its obsessive nature. They struggle transitioning from an athlete to a normal human outside of college. There are many pathways of support for athletes in terms of school and athletics, however, there is no program in place to teach these people how to function outside of their sport. In college as an athlete, you are told where and when to sleep, your whole schedule is dictated, what you eat, what you wear, etc. In all actuality, there are not many decisions you can make as a person without first having approval of the coach. Athletes need more than academic help, they need care as a human. Young and impressionable individuals are leaving home and going to an environment where nobody really values them as an individual, but rather their talents and abilities are valued. There are no true resources set in place to protect these athletes from mental health issues and it is an epidemic that continues to take young lives across the country. More can and should be done in aiding the minds of those who need it most especially when it involves young adults.

Education Literature Review:

In the case of Madison Holleran, many knew of her being unhappy, but not many could understand the full depth of her struggles. Born (2017) speaks about her issue, “she was left on her own to find help on campus, a task she could not complete” (p. 1221). The article continues on saying that her coach knew she was unhappy but still did nothing to aid her. This aligns with the issue as there is simply not enough being done to help these athletes. While Madison’s story is devastating, it is unfortunate that she is just one of many athletes who struggles and finds themselves without help. The NCAA has refused to take a course of action against mental illness as they claim they are ‘not a medical organization” (pg. 1222). Not only is this ignorant, it is dangerous.

The NCAA wants to continue to profit off of athletes, but does not care about the implications and consequences that come with not protecting their athletes. The way that the NCAA has designed their organization is one with no loopholes and one that does not care about its athletes. There needs to be a duty to provide mental health services as outlined in the article by Mawdsley (2021) ‘Research by the NCAA emphasizes that student-athlete entail health has become a serious issue in recent years:” (p. 244). The death and suicide rate in athletes is astounding and needs to be evaluated further. There is an extreme injustice occurring and many universities and institutions are choosing to ignore these issues. As educators, the main purpose of the job is to provide help to those you teach. There should be reform taking place that allowscoaches to be a part of this change rather than be a part of the issue. College age students face depression at a higher rate than any other population according to Mawsdley (2021). The article talks about the umbrella term of ‘mental health issues’ and all of the things this could possibly encompass. There are many different symptoms and diagnoses that travel with the term. The COVID -19 pandemic increased feelings of depression in college aged students. For athletes, this was multiplied as they were forced to play their sport in isolation.

Figure 1. Comparing Mental Health of Athletes and Non-athletes as They Emerge From a COVID-19 Pandemic Lockdown

A common misconception outlined in the article is the idea that athletes are at a lower risk of depression due to increased exercise and access to certain resources that a typical student wouldn't have access to. That is far from the truth. However, ‘nearly a quarter of student-athletes—23.7%—suffered from clinically relevant depressive symptoms” (p. 247). The risk factors for mental illness are the same for athletes and non athletes and may even be heightened due to immense pressures and demands from coaches, teammates, and family members( maybe add from themselves too as athletes are usually hardest on themselves).

There are many barriers preventing student-athletes from receiving correct treatment regarding mental health issues. For starters, there isn't enough time in the hectic schedules that are provided to student-athletes. As mentioned previously, student-athletes are often given a predetermined schedule with specific obligations and there is an overwhelming taboo surrounding seeking mental health help.

However, for those who place their worth on athleticism and strength, therapy can be vital to restoring balance. There is nothing wrong with asking for help and that precedent needs to be set. The histogram above that is presented by researchers at Ulster University shows the comparison of mental illness in both male and female, athlete and non athlete, and age group. As shown it is clear that athletes both male and female are affected by mental illnesses at a higher rate. The highest rate being 21-30 which is primarily college students. In non athletes, the age group is also affected but not to that same capacity as 41-50 year olds. The articles summarized the importance of the need for mental health protection for athletes and it is an educational institution's job to provide for the athletes who continually provide for them.

Applicable Law(s):

Given the case scenario which entails that the student-athletes felt a lack of support and connection from the coaching staff and the fact that the family is suing the school claiming wrongful death the applicable law would be Tort Law. This all falls under the 14th Amendment which states that “granted citizenship to all persons born or naturalized in the United States—including formerly enslaved people—and guaranteed all citizens “equal protection of the laws”. Tort is “an act or omission that gives rise to injury or harm to another and amounts to a civil wrong for which courts impose liability. In the context of torts, "injury" describes the invasion of any legal right, whereas "harm" describes a loss or detriment in fact that an individual suffers”. Tort law is a branch of private law that involves civil wrongs committed against individuals. These legal proceedings can offer relief to the individual who has been harmed in some way by another person's wrongful actions. Tort Law is classified as one of the most important branches of Civil Law.

More specifically, under Tort, a wrongful death claim must contain four key elements that exist to move forward legally and have any chance of success with the claim. The four key elements are negligence, breach of duty, causation, and harm/damages.

Legal Analysis:

The practice of law is the analysis and interpretation of legal problems in order to propose a solution using existing laws. A legal analysis is set in place to truly understand what the legal case is presenting. It is simply the application of law, the rules, standards, and enforceable expectations of society to fact. Negligence defined in the legal manner: “the failure to exercise the care toward others which a reasonable or prudent person would do in the same or similar circumstances' '(LII).

Negligence lawsuits are the hallmark of tort liability, and they account for more than half of all civil litigation. The principle behind negligence law is that people have a responsibility to take care not to injure others. Under this legal premise, people are held responsible for their actions and must take proper precautions to avoid harming others.

Breach of duty: When discussing the concept of breach of duty we would have to look into the contract and legally of what is considered to be the coaches and universities duty/obligation to the student-athlete. Simple fact is that the coaches nor the administrationdecided to reach out to the student-athlete or her family.

Causation, Taking a deeper look into the case. The case scenario states that the student-athlete felt a lack of support and connection from the coaching staff. Perhaps this a causation of the toxic environment has been created over time which makes student-athletes feel as though they can’t converse with coaches.

Lastly, in this case with the student-athlete, the damage or harm that was done would be the student-athlete taking her own life.

Possible Counter Arguments:

We must always take into consideration the possible counter arguments and here we have a couple. First, since the coaches at the university are not mental health professionals they should have provided the proper access to the mental health professional such as a sports psychologist.

As a senior she is over eighteen which by the law makes her an adult. It indeed comes down to what she signed off for regarding the release of information. In other words what the university and coaches are allowed to release to her parents even though she is legally an adult.

Conclusion and Proposed Resolution:

Mental health on college campuses has become an ever present concern. This is reflected in the responses from the student’s involving depression, anxiety, and suicidal thoughts. For universities this is an area where they could look to improve upon so that students reporting mental illness feel confident in seeking help. This could also mean that students are reaching out to other staffmembers that are not mental health professionals.

Creation of a screening tool for athletes that will identify potential mental health issues prior to participating in a college sport will be greatly appreciated by student-athletes. Another beneficial improvement would be for coaches taking on more of a hands-on approach. This would mean that coaches on all levels, head, associate and assistant, will conduct different training courses similar to the training and test that they need to take for rerouting purposes. Part of the training will include a course for coaches for how to best support their players on whatever is going on with them. In the training session there will be an opportunity with coaches across the country to learn more about mental health and what their student-athletes are going through.

This will allow them to get the full picture of the mental state of a student-athlete. Coaches would also be required to to take part in administration communication. It would also be in the best interest for not only the coaches but for the university to give student-athletes the proper access to behavioral health, a sports psychologist, and a mental health specialist. This installation of these new programs will start to chip away at the root of the problem. If the sports programs and universities can implement these steps to help student-athletes they can in the long run help themselves legally but more importantly help the lives of these young athletes. Implementation of these changes to the university and sports programs will in the long and short run before the better.

An overall take away from including these changes will insure student-athletes will feel as though they will be taken care of in a different way. Parents especially will feel as though they are more comfortable with letting their child continue their education and perform their sports at the university that has the proper resources for their children. With change there will always be challenges that come with the growth which in this instance is the cost of providing these mental health options. In the future, to help universities and different sports programs be successful in the effort to support student-athletes in the journey to better mental health solutions local members of the community can donate money and other resources. The donations will be put towards providing student-athletes with the access to a sports psychology program with licensed professionals to ensure they are provided with the best care possible.

Athlete Identity, Meaningful Relationships, & Open Dialogue

Mental Health Interview Analysis

Introduction:

Oftentimes when people leave for college they are told that it’s a time to find yourself, learn who you are, and figure out what you want to do in life. However, as a college athlete they are told who they are and how they are supposed to feel. With that being said, I wanted to dive deeper and ask the question: how do the origins of athlete identity, meaningful relationships, and open dialogue concerning mental health impact the mental wellbeing of collegiate student-athletes? This question stemmed from my findings in my survey analysis, compelling me to ask deeper questions throughout the interviews I conducted.

Data and Methods:

I obtained a sample of four semi-structured interviews. The participants I interviewed were four of my current teammates. Initially I was going to do former student athletes, some of which I played with at my previous institution. I had done my first interview with a former athlete and it went just fine. However, trying to find more former athletes who were available at the same time as me was an extreme challenge. Therefore, I defaulted to simply interviewing four of my current teammates. Looking back I feel that it was more beneficial to go about it in this way because it was a more specific group of people. For example, this group of respondents are all division one female basketball players at Boston University. All four of my interviews were conducted in the quiet common rooms of my apartment or their apartment. Myself and therespondents were set up at a table in a professional way, yet I made sure to allow for very free flowing conversation that led to interesting findings.

Results:

Athlete Identity:

This was the first topic that I noticed was consistent across the board. This topic known as athlete identity is described as, “the degree to which a person identifies with the role of an athlete and looks to others for acknowledgement of that role”. This might not sound like much to the average person but one of the respondents described it in a concise way stating that, “it is the feeling that my whole worth as a human is tied to me as an athlete. I know this sounds dramatic but if I have a bad game or even bad practice often I feel worthless.” There are a few factors that seem to create this so-called athlete identity, with the first being, when athletes are seen as numbers rather than people. All four of the respondents stated that the staff they have now makes them feel seen as a number, in other words, a means to an end or easily replaceable. Respondent 2 stated, “I mean when you think about it, my coach is always thinking about who she’s getting to replace us. It’s just a business, like, they keep filling and refilling. It’s as if we are just part of a machine that cycles us through, wringing us out like a towel and then discarding us.”

Another element that came up and plays a large part in athlete identity is the constant pressure to perform in the classroom and on the court. Just about every program in the country will tell you about the high standards and expectations they have for their student athletes and Boston University is no exception. BU has an acceptance rate of 18% and is a division 1 institution. “It just feels impossible for me to be the best student I can be while also being thebest athlete that I can be. It’s a constant battle picking and choosing which one for the day I’m gonna focus on, because I feel like I have to sacrifice one for the other '' said respondent 4. This leads to mental and physical exhaustion which all respondents reported experiencing. When a person experiences constant exhaustion of any kind it leads to burnout which is closely correlated to mental health struggles for college athletes.

Meaningful Relationships:

This was the second theme that jumped out at me. When speaking with each of the respondents it was clear how much their teammates mean to them. They talked about their teammates getting them through tough situations and providing a great sense of support in their overall college experience. Two of the respondents stressed how important it is for them to have teammates to lean on because “no one else truly understands what we’re going through on a day to day basis” stated respondent 3.

With all that being said, there is another very important group of people who college athletes hope to support them and that would be their coaching staff. To give some quick context, the four participants I interviewed are currently dealing with a whole different coaching staff than they did last year and as reported by all four of them, the old staff and new staff could not be more different.

The first coaching staff was able to have deeper conversations, allowing them to build meaningful relationships where the respondents felt seen and heard. This led to less of a struggle with mental health or at least lessened the load of pressure and stressors. Creating these relationships forms an environment where the respondents also feel safe and supported. Respondent 1 explains one of the notable differences between the two staffs, “With the first staffI always felt that I had someone to go to and confide in. With this new staff I struggle to feel a connection. The only thing I consistently experience with this staff is superficial interactions, and I can tell you with certainty that it has not been good for the mental health of our team”. Hearing this is a clear indication on how important meaningful relationships are to athletes and their enjoyment throughout their experience.

Open dialogue concerning mental health:

One of the questions I made sure to ask each respondent was: when do conversations about mental health take place? Is it amongst teammates and coaches or just one or the other? A consistent theme for this question was that conversation regarding mental health currently only involves team members. Respondent 3 elaborated on this question stating, “It’s [mental health] talked about a lot more with the team and not the coaches at all. Like I said, our coach didn’t even know what mental health really was. They don’t seem to understand that we deal with more things than just school and basketball and when we try to convey that to them they dismiss us. It’s very frustrating”.

On the other hand, the respondents brought up how the coaching staffs differed in this regard as well. The old coaching staff was said to talk about mental health in a “concerned yet, positive manner '' whereas the new staff wants nothing to do with a conversation of that nature. Only one of the respondents had mentioned saying something about mental health to the coaches and she was told to go to behavioral health which currently has a three month wait. Respondent 1 kept it short and sweet when I asked her her thoughts on talking to her coach(es) about mental health or other personal information and said, “Uhh well one I don’t wanna talk to my coach about anything because she's super defensive about things she doesn’t agree with or doesn’t know about”.

Conclusion:

I want to make it clear that none of these respondents struggled with mental health prior to college athletics; yet, at some point throughout the interview they touched on times that they had struggled with mental health throughout their athletic college career. My results from the interviews show and explain that hyper emphasis on athlete identity, lack of meaningful relationships, and the inability to have open conversation with teammates and coaches about mental health leads to a poor overall experience and lack of mental wellbeing. It has been explained in my survey analysis and now in my interview study that when student athletes feel free to talk to their coaching staff about their mental health or other personal information, there is a positive environment that is created allowing everyone to feel accepted leading to a sense of belonging and lowering the chances of anxiety, depression, or any other mental illness.

The question I kept asking myself throughout these interviews was how are these respondents supposed to enjoy their experience and keep their mental health in check while operating in such a dismissive environment. There were many things that I could have adjusted or controlled. The main thing I realized in hindsight was the fact that I should not have interviewed the respondents a day after a game, specifically a loss. Anyone in the athletic world understands that after any game emotions are running high leading to people to say slightly different answers than how they truly feel. This was definitely one of my biggest regrets, but I could only have so many open slots to meet with the respondents. I also noticed half way through my first interview that I was not truly listening to the answers the respondent was sharing because I was preparing to ask the next question orthinking about how certain quotes could fit into my paper. Lastly, I thought I did a good job probing throughout interviews but I did find myself once in a while asking yes or no questions. Reflexivity was a factor that was very prevalent throughout each of my interviews given that all four respondents are current teammates of mine. I was clear that this information was confidential and would not leave the room. Despite that, I knew it was inevitable that I affected certain answers considering that in the past I have been outspoken about my journey as a college athlete and made my feelings known about the coaches. This was something that I was completely unable to control but did my best to compensate for.

Other considerations:

Overall, this question is of grand importance given that mental health struggles are on the rise and collegiate and professional athletes are now coming forward and sharing their struggles. This interview analysis runs parallel to the survey analysis I recently concluded. It agrees with the findings that I found in the survey. Specifically, relationships between players and coaches and college athletes mental wellbeing. Throughout these interviews here was no hypothesis proven or disproven however, the results in both analysis pieces came out just about how I suspected. The reason I can confidently say that is because I have experienced being a college athlete first hand for five years now.

Mental Health Survey Analysis - 2021

What are the effects of pressure, support systems, and time spent in the culture of athletics impact on the mental health of collegiate student athletes as reported by current collegiate athletes?

Laurence Griffiths/Getty Images

Introduction:

Simone Biles pulled out of the 2021 Summer Olympics due to mental health reasons, and was not the first professional athlete to give voice to mental health struggles. In recent months, many high profile athletes have published articles, documentaries, and have posted on social media sharing their experiences. Following the example of professionals, this conversation is finally beginning to happen in amateur athletics. I have noticed addressing mental health in the student athlete population is drawing increased attention from media, administration, and athletic communities. This comes as no surprise to myself and athletes I know who have experienced all of the incredible demands that college sports place on young adults. While broad surveys across various divisions in the NCAA have been conducted recently in attempts to identify ways to help athletes, those surveys fail to ask critical questions related to the role of pressure origins (pressure from superiors and reporting mental health vs pressure from yourself and reporting mental health), support systems (people willing to speak to superiors and reporting mental health issues vs people willing to speak to family and friend and reporting mental health issues), and how this culture impacts athletes over time (what year are you and reporting mental health issues). With all that being said, I came up with a research question that asks, “What are the effects of pressure, support systems, and time spent in the culture of athletics impact on the mental health of collegiate student athletes as reported by current collegiate athletes?

Data:

The survey obtained a sample size of 54 respondents. A majority of the respondents identified as females (80%), who played a division 1 sport (50%), and have had or struggled with mental illness (44%). I obtained this convenience sample by sending out a mass email to my teammates and close friends who are athletes at other schools. Even though I had 20 respondents at that point, I wanted to increase my sample size so I shared my survey link on social media (Instagram) as well.

Methods:

In the analysis of my study I wanted to take a closer look at the bivariate statistics regarding mental health of student athletes. When creating this survey I thought of questions that I wished I was asked in the surveys that all student athletes receive from either their respective school or the NCAA. I focused on variables such as the pressure that is applied to student athletes and how that affects their mental health as well as, how free they feel to talk about their mental health, and how their academic year (freshman, sophomore, junior, etc.) can impact their mental health. I am specifically using bivariate statistics because all of my survey questions result in categorical data that cannot be broken down into means, medians, or modes. Therefore, the analysis of my survey will be focused on the cross tabulations I created and the results that followed.

Results:

Figure 1 - student athletes responses to history of mental illness

Figure 1 indicates that 34% of the respondents reported never having or struggling with mental

illness.

Below are four figures that are composed of cross tabulations. Each cross tabulation holds constant the independent variable of struggles with mental health. For example, in Figure 2, the variables included are history of mental health struggles and the amount of pressure that is applied to the student athletes by their superiors.

Figure 2 - Pressure applied by superiors (i.e. coaches, trainer, athletic department) in relation to history of mental illness

Figure 4 - Ability to openly talk about mental health with superiors (i.e. coaches, trainers, and athletic department) & History of mental illness

Of the respondents who said “Y es” to struggling with mental illness, 95% of those respondents felt comfortable to some degree addressing their struggles with friends and family. When that same group of student athletes who reported struggling with mental health were asked how comfortable they felt talking to their superiors, only about 9% said they would feel “free” to talk to their superiors about their mental health. A similar trend is evident for those athletes who reported being “unsure/undiagnosed” in regards to having a mental health issue.

Figure 5 - History of struggling with mental illness & class year

In Figure 5, we can see the trend of respondents reporting struggles with mental health increases from freshman to junior year from about 9% to 45%, after which reported struggles decrease to about 20% and taper off to less than 5%. If this sample is representative of the population of student athletes, then this cross-sectional data can be applied to a longitudinal scenario that argues that over time student athletes are more likely to struggle with mental health issues until after they graduate. This trend could also be a product of increased self-awareness over time or the increase in academic difficulties. Moreover, these could be factors that ignite potential problems with spuriousness in the relationships.

Conclusion:

Conclusively, the original research question that I posed asks, “What are the effects of pressure, support systems, and time spent in the culture of athletics impact on the mental health of collegiate student athletes as reported by current collegiate athletes?” As the results show, a majority of current student athletes reported struggles with mental illness (44%). Over half of the 54 respondents felt that their superiors applied either “A lot” or “Great deal” of pressure. Furthermore, over 90% did not feel free to talk about their mental health with their superiors. A potential factor that might contribute to these feelings could be that a student athlete is worried to voice personal and vulnerable information in fear that it might impact their playing time or simply how they are viewed by their superiors. Lastly, there's an increase in struggle with mental health from freshman to junior year. After junior year it drops drastically to 22.7%. This could be due to a boost in morale given that it’s their last year. In hindsight there are several things that I would have added, managed better, or done differently. In particular, I wish I could have surveyed a more balanced population of student athletes when it comes to sport, division, and gender. If such a population was surveyed, then I could see if there were trends between specific sports and mental health and particularly, how comfortable they felt sharing with their superiors. Another change I would make is to omit the initial question of my survey, which was “Are you a current college student athlete?”. After sending out my survey and quickly receiving 20 responses, I immediately regretted not having non-student athletes take the test. If I had included non-student-athletes, I believe the comparisons between the two communities would encompass interesting findings and possibly show more of where the stress or mental health struggles originate for athletes. Regardless of these various changes I would like to make, I stand by my research. My specific question allowed me to dive deeper into the various factors that affect the mental health of athletes. Plus, the conversation of athletes’ mental health is more important than ever, given recent developments in the professional athlete community.

Slowing Down to Learn Your Message

I've always struggled to slow down and be where my feet are.

In the beginning stages of my life, I think it had to do with the fact that I always wanted what was next. I wanted the bigger, better chapter of my life, at every stage of my life. In my college years, I was never “where my feet were” because oftentimes I didn't like the situation I was in or what I was experiencing. When you dislike what you're going through, it makes sense to always look for what's next. But that’s a tough way to live. At least for me, it caused a great deal of anxiety, discontent, and unhappiness.

I am instead challenging myself to see what life lesson I can learn from these difficult, frustrating, or unexpected experiences. This has allowed me to live in the moment more often because I am not fighting with myself. I can be more productive in life, and more importantly I have found more joy in my life.

Think about it: when you live in the moment, each experience and memory is so deep and rich. They are vibrant and create a more colorful life, leading to a desire and excitement for each day. Learning this gave me a new strength in handling life.

Once you start to uncover your life message you have to start actively living your it. I always remind myself, "You have to empower your­self before you empower others." Understanding this was key for me.

You have to be truly about your message before you start teaching your message. Otherwise, you speak with less conviction and more uncertainty. Who is going to follow that message? In a world full of noise and uncertainty, people want something that they believe in and can hold steadfast. People want a message that they can put trust in.

As the founder of EM-POWERMENT, I hope to lead by example. (As my mom would say.)

Standards Vs. Expectations

There is a difference for sure, but what is it?

Are standards something you hold yourself to? In other words, self-governing laws.

Are expectations this ideology that we create for ourselves based on others stories, society's standards, social norms, or even what's trending?

Are standards something you hold yourself to? Are expectations for societal norms? There is for sure a difference, but what does that look like?

These questions keep coming to my brain when I think of my quote: "you can't tell your story before it happens but that doesn't mean you can't write it as you go and make it what you want!” Are standards and expectations what you want? Or what somebody else wants for you? I think standards and expectations can be subjective, but I want to talk a little bit about how they came to play in my mental state throughout college.

To start off, I had these very rigid, subconscious expectations of what my college career was going to look like. (And honestly, I've felt that way about most aspects of my life.) When things didn't happen the way I, myself, wanted, I didn't really fight back. I allowed myself to be pushed around by the inevitable hardships of life, societal norms, and what everybody else had expected of me rather than accepting the idea that I had a role in my own life. I began to play victim and ask "why me?" far too often.

In hindsight, I’d like to think that what I should have done was take life as it came. Put on my boxing gloves and fought back. Make my life my own story. I was so caught up in the expectations of what should happen in my life and my basketball career, that I was losing my own agency. When something did not go as planned, I was so quick to say my career and my story were failures. But how could I even say that, when neither my career, nor my story, have come even to an end? 

By prematurely viewing my experiences as failures it seems I was projecting and essentially manifesting these things to work out in a less than ideal way. Fighting my own story was me protecting myself from the fear of my experiences ending. I’m currently sitting here on the bus (to Colgate) realizing the fact that really my story has only just begun. I absolutely still struggle with taking my own advice in the quote, but it is something that I am challenging my­self with everyday. I will always stick by the fact that you can’t tell your story before it happens because when I did do that it enlightened me that my expectations were too stiff and rigid. With that, I fell into the trap of having a fixed mindset or expectation. When we have these expectations, we initially think they are good and that they push us. In reality, they set limits on us without us even realizing it. I only say this because hindsight is 20/20, and I have been through it first hand.

The expectations I placed on myself not only held me down and gave me limits, but they also were generous enough to give me depression. YOU get to write your story as you go, and make it what you want. You are holding the pen and paper to your own life - never forget how powerful that is! You get to pick up the pen when you want, write what you want, and if you wanna start a new page you have the power to flip to the next one and start writing. 

With that being said, keep in mind that what you write on a daily basis and how you carry yourself, those are your standards. Your standards are what you are okay with and allow whether you realize it or not. Your expectations are things you hope for and oftentimes ideal outcomes whatever that may look like.  

Don’t Just Be a Player, Become a Leader.

A look at making the most of the experience and not only becoming a better player but a better person and leader.

Your college career will come with a lot of variables that make it what it is. But, what is more important is that you recognize your college career is really what you make of it. At the end of your playing days you want to be able to look back and say that you took advantage of every opportunity that was given to you. You want to be able to say that you went above and beyond. And yeah, sure you had hard days but those are the days that helped you grow the most. Be that person on your team that sets new self-improvement goals every year, not just basketball goals. Be that person on your team that people can go to when they need someone to listen or lean on. College athletics is a great place grow as a person and leader always keep that in mind.

“What I Wish I Knew”

This is my fifth year as a student-athlete and there are many things I wish I knew beforehand.

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I understand that hindsight is 20/20 but I strive to create a culture in college athletics where the statement, "I wish I knew..." was used less. Out of all the things I wish I knew, the thing that stands out to me the most is that my college athlete experience has been nothing like I thought it would be however, it has enabled me to grow leaps and bounds.

When I was in high school I wanted to rush into my college career because I told myself that it was going to be everything that I saw on TV and in the movies. Then when I got to college I found myself regretting the days I had wished away. College is hard, and being a student-athlete is even harder.

Don’t Lose a Love for the Game

Burnout often happens and when it does, your passion turns into a burden. Don't let that happen.

This is a subject that is near and dear to my heart, and really the main reason I started EMpowerment. During my first two and a half years of college, I lost a lot of love for the game. Rather than the basketball court being my solace, it became a place of stress and something I began to dread. I believe everyone loses love for the game for their own reasons, and I think often it’s more than one.

I remember talking with some of my friends and telling them how much I hated basketball and got to a point where I didn't know why I was playing it anymore. It wasn't until halfway through my junior year that I started to shift my mindset and it started slowly. It started with me realizing that I didn't hate basketball as a sport, I just didn't love college ball.

To be completely honest last year I talked to my coach about my struggles, and she allowed me to take a full week off from practice to get away from basketball. With that being said, the best way to keep your love for the game is to surround yourself with good people, great coaches, and remember the reason you started playing in the first place. I say this because that's what worked for me.

MOST IMPORTANTLY, your experience is not all about the facilities and the gear you get. It is about the people that surround you. The people will have a far greater effect on you than the materialistic things we are often bribed with as athletes. Never lose sight of this

Expert Advice From Jannah Tucker

“I think my parents and I did a fairly good job with recruiting and making sure I stayed grounded in my decision making. However, the biggest thing I wish I did differently was research the schools more academically, demographically, and what support they had to offer me for life after basketball." - Jannah Tucker Former Tennessee and Villanova Women's Basketball Player.

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Some tips when recruiting:

1. Be your authentic self (I [Jannah] felt like I acted differently at different schools based on the “hype” of that school).

2. Make sure to ask how they see you blending in and helping their program.

3. Express your goals & ask what their goals (team, individual, season, etc) are.

 4. Don’t get caught up in the glits and glam. Really think about life outside of your sport and if you would enjoy the school itself.

Some things I wish I knew:

1. Not everyone cares about what’s in your best interest.

2. It is all about the “sell” and the emphasis was always on the sport instead of the entire experience of college.

3. I wish I asked more questions (i.e asking the girls what they don’t like about the school/program)

4. Everyone is prepped on who you are before you come to campus; don't let that fool you.

Transition is word scramble for change… and change is HARD.

Trying to find your stride in a new place.

“Besides covid the hardest part was knowing everything I left when I transferred. I was really comfortable at Villanova but the main reason why I left was because I wanted more. It wasn’t that Nova was bad, so leaving made it that much harder.”

- Kelly Jekot of Penn State Women's Basketball

Sometimes you have to be your own best friend and biggest cheerleader

Any transition in life is hard because it goes hand and hand with change - which very few people embrace. Transitioning from high school to college is challenging for a number of obvious reasons like being away from home for the first time and having to take care of yourself. With that being said, I don't think those are the topics that create such difficulty for incoming freshmen. I believe the biggest, and most difficult parts of the transition are: 1. having to adjust to an intense structure or lack of structure, 2. not having someone you immediately trust, and 3. The pressure. 

If you are anything like me, someone who grew up in a small town with a tight-knit community, you can probably attest to these transition difficulties as well. I was blessed to grow up with a great group of role models and supportive people in my life. I was used to my own schedule and a set routine that I had built for myself. When I began my freshman year in college, I really struggled to adjust to the new environment. At home, everything was easy and comfortable. However, college is just the opposite of easy or comfortable - especially when you are playing a sport. So the first step to transition? Get comfortable with being uncomfortable.

I promise you will figure it out. Good, bad, or indifferent.

"Set yourself up for success by setting up a routine for yourself and reaching out to people."

It takes time to adjust to change.

The everyday challenges of surviving college have lasted my entire career. However, as time has passed, I have gotten better at adapting to the difficult situations that arise. 

You will often hear that one of the greatest struggles of being a student-athlete at the collegiate level is time management. As a student, you have the mental pressure of school work (and not just keeping up with it, but doing well at it). Then as an athlete, you have the physical pressure of practice and games. We are supposed to show up every day, ready to give 100 percent. We are told that basketball (or whatever your sport is) is supposed to be our safe place - a place where every other problem leaves when you enter the gym. But, playing sports in college comes with more responsibilities and pressures than it did when we were kids. It becomes a job, I even found my worth becoming more and more tied to basketball. There are more rules and regulations around the game. You aren't always surrounded by your best friends as teammates and your coaches may see you as a number before they see you as a person and that's just the honest truth

The reality is, it’s hard to balance everything. With all the pressure, time commitments, and mental exhaustion, having a thriving social life becomes a challenge. I have learned that it is all about setting my priorities straight and making sure they align with both my personal goals and my team’s goals. It's not only about what you are willing to do, but just as importantly, what you are willing not to do. It's up to you to balance the fun and success of your college athletic career, and the goal is, they go hand in hand.

Don’t Be Sold a Lie

Diving deeper into what you and your parents should know, and tips to help guide you.

“At the end of the day it's not the coolest gym or locker room that's there for you when you play shitty or fail a test or have a terrible practice. At the end of the day it's the people around you that are there for you.” -Anna DeWolfe of Fordham University Women's Basketball

Lying seems to be part of the game.

Picking a college is hard on its own. But trying to pick the right school for you when you are being sold empty promises and lies? That’s even harder. When I was going through the recruiting process the first time, I must have gone on only 5 out of my 30 visits when I realized coaches are really good at selling the things that I wanted to hear and see. Everything else seemed to be tucked away behind a curtain, only to come out when the recruit would leave. In other words, they sell you an experience just enough for you to commit and find out the realities the hard way. 

On these visits, I was being told all about the state-of-the-art facilities, and the gear we would get, the traveling we would take part in, and the iPads we would get to keep. As an immature teenager, I was enamored with these things. But I can tell you now, they were the wrong things to be mesmerized by. And maybe part of not knowing the answers to more important topics was because I wasn’t asking the right questions. With that being said, as much as these schools are looking for a player to fit into their program, you are also looking for a school that fits YOU. YOU get to decide what you want out of your college experience. Don't let them fool you. It should go both ways! 

So back to what you should be looking for:

When on a visit, pay particularly close attention to the lifestyle the players live and how the players interact with one another. Are they clapping for each other at practice? Are the players high-fiving one another? Are they motivating each other? Look to see if there is a genuine connection within the team. Similarly, examining the relationships between the players and coaches will tell you a great deal. Look to see if there is mutual respect. Probably one of the most important characteristics to look for within the program is, does the coach treat the players like just a number on a roster or as if they are a family member? That will tell you all you need to know!

The Uncharted Territory of College Recruiting

“I would say that it's [recruiting] a mix of building relationships and learning about yourself and your preferences to find a college that is right for you.” - Mackenzie Holmes of Indiana University Women's Basketball

Exploring the basics of the recruiting process: this is just the beginning. Let this process EMpower you!

Dream vs. Reality

Being recruited to play a college sport is a dream for many, but a reality for few. And, as exciting as it can be, it can be just as overwhelming. The recruiting process takes place between the ages of 13 to 18 years old. If you are lucky enough to begin the process early, many of these years are spent struggling to know who are and what you want - especially at such a young age. This is the main reason the recruiting process can be overwhelming and also why transfer rates are currently higher than ever before. Colleges are doing everything they can to get you to come to their school, therefore, they are only showing you the things you want to see: the shiny locker rooms, big gyms, and a multitude of gear. However, this can be very misleading.

With that being said, the best advice I can give to you is to know your goals, morals, and values, and hold them steadfast. When you are on a visit or talking to coaches on the phone, it is imperative that you share these things with conviction. It may seem uncomfortable discussing such topics especially with coaches who are recruiting you but if you want the best fit, it starts with communication. As much as the coaches want to know who they are recruiting, you and your parents should want to know who is potentially going to coach you.

 When getting into recruiting take your time and do not allow others to pressure you. At the end of the day, this choice is yours and it will be your life for the next four years (or more). If a coach is pressuring you to make a decision that should be a sign that maybe that school is not the place for you. If friends and family are pressuring you do not be afraid to set boundaries early. This is a time in your life where you have great potential to grow by learning to advocate for yourself. Lastly, you may change your mind multiple times and that is okay, just make sure to communicate honestly with those who are recruiting you. This will ensure that you do not waste your time or their time.

TIPS TO MAKE SURE ITS WHAT YOU WANT FOR THE NEXT FOUR YEARS (OR MORE)

Some teammates and I break down how to go about the recruiting process in an empowering way. Don't let this process drain you, let it EMpower you. 

"Keep an open mind, don’t believe everything you hear, and soak it ALL in! You’ll never be wanted that way again." - Allie Clement, Former Marist Women's Basketball Player

Tricks of the trade: When I was being recruited I spent the first two years just going through the motions of the recruiting process and constantly feeling overwhelmed. With that being said, the recruiting process is a once-in-a-lifetime experience. It helps you figure out who you are and allows you to meet many new people. Some fellow teammates of mine and I are here with tips to help you get the most out of this process.

1. "I think in order for recruits to pick the right school they need to consider if they would still want to go that school if they weren’t playing basketball." - Maren Durant

2. "If it doesn’t work out with a school that you thought was the one, don’t worry. Trust that it wasn’t the place for you, keep an open mind, and remember that you are another step closer to finding the school that will be your home and the team that will be your family." - Annabelle Larnard

3. "You take on the responsibility of not only representing the school on the court but also in life. Furthermore, you are expected to uphold the morals and standards in everything that you do." - Liz Shean

4. "I wish I knew that no one should be able to pressure me into making a decision." - Riley Childs

5. "I recommend always doing a pros and cons list after speaking with a coach or visiting a school. You can then ultimately figure out what you like and can find trends. For example, if you like big schools, small schools, up north, down south, east coast/west etc. Therefore you won’t be persuaded into liking just what the coaches are selling you." - Katie Nelson

These are all great tips to take into consideration. One of my tips to add would be to keep a journal throughout the whole process. When I did this, I used my journal to jot down some notes and key points of what the coach was saying. Doing this allowed me to keep track of how often they called me which helped me gauge their level of interest. Another thing it allowed me to do was to see if they were being consistent with what they were saying. If I noticed they weren't being consistent I noted it as a red flag. Lastly, put forth an effort to make a personal connection with all the people [players and coaches] you meet along the way because they are so much more than just their title of coach or player. It is also a great opportunity for networking.