Student-athletes have the demanding role of balancing academic and athletic pursuits while doing well in both the classroom and on the field of play. Unlike the average student, student-athletes have a rigorous schedule that requires planning, discipline and sacrifice. Having good time management skills enables them to balance academics, athletics and have a social life as well.

For the student-athlete, being organized is essential to managing time wisely. To do this, you need a planner or calendar to organize when your academic assignments are due and plan ahead of time. Every month, pencil in all your tests, paper assignments, competition dates, travel dates etc., this allows you to foresee if there are any conflicts or busy weeks in order to get ahead and ease the workload. Make notes of any changes in your calendar and adjust accordingly.

It is also important to have a daily schedule. Within your daily schedule, plan when you have classes, practices or important appointments. This allows you be able to plan when you can do homework, study and prepare for upcoming classes or assignments. Your goal should be to stay ahead in every class and be on time to all meetings and appointments.

Have a quiet and relaxing place to do your homework. Whether it is at the library, your room or the study hall, minimizing distractions will allow you to accomplish more and reduce stress. Getting into a routine of doing homework at the same time and place creates good habits.  At the end of every night, create a to-do list and prioritize according to importance for your next day’s schedule.

Key suggestions:

• Always keep an academic and sport calendar with key dates and deadlines clearly marked.
• Make a “To Do” list and constantly refer to it to make sure you are on task.
• Set one day per week to do your time-consuming errands and chores.
• Eat a balanced diet and get enough sleep so you can be focused the next day.
• Avoid procrastination – finish your tasks and handle your responsibilities today.

Student-athletes should also look into other services provided to them at their academic institutions; academic advising, priority registration, tutoring services and development programs are there to help you succeed. To be a successful student-athlete you have to have time management skills, discipline and an understanding you are not a regular student. Having superior time management skills ultimately reduces stress and sets you up to excel both in the classroom and on the field.

References Available from the SIRC Collection

1. Fischer K. The effects of learned time management skills on the academic and sport identities of NCAA Division III women student-volleyball athletes. 1994;

2. Guerra K. Notre Dame, Texas A&M student-athletes balance basketball and academics. NCAA News. April 5, 2011;:5.

3. Isenberg M, Rhoads R. Manage your time. In Isenberg, M. (ed.), The student-athlete survival guide, Camden, Me., Ragged Mountain Press, 2000, p.42-46 [e-book]. ;: 2000:

4. Kartschoke C. The difference between participation in intercollegiate athletics and academic performance based on time use. 1996;

5. ROTHSCHILD-CHECROUNE E, GRAVELLE F, DAWSON D, KARLIS G. BALANCING ACADEMIC AND ATHLETIC TIME MANAGEMENT: A QUALITATIVE EXPLORATION OF HRST YEAR STUDENT ATHLETES’ UNIVERSITY FOOTBALL EXPERIENCES. Society & Leisure / Loisir & Société. Fall2012 2012;35(2):243-261.

6. Whitfield D. Attitudes of Olympic sport student-athletes and coaches toward NCAA restrictions on practice time-in season. 1996;

By Konrad Wiltmann

Algonquin Sport Business Management student

Many high-school athletes compete in a wide variety of sports over the course of the school year, while maintaining their studies, social life, and sometimes a part-time job. It is not uncommon for a high-school athlete to be “in-season” the whole year. From participating in soccer and cross-country running in the fall, to basketball and skiing in the winter, and finally to track and field in the spring, many teenagers are in competition the entire school year. All of these commitments can lead to overtraining, high stress levels and may cause an athlete to drop out of sport altogether.

1. Overtraining is defined as “untreated overreaching, that results in long-term decreased performance and an impaired ability to train,” or more specific to student-athletes, “imbalance between stress and recovery.” Stress factors include training, class schedules, exams, competitive schedules, travel, lifestyle patterns, and emotional turmoil. Student-athletes should avoid playing more than four sports during the school year.
2. Sleep is an important preventive measure against overtraining. Most high-school athletes do not get enough sleep. The recommended number of hours of sleep for teenagers is nine. Parents and coaches can help educate their athletes on proper sleep hygiene by providing them with the following guidelines: a) establishing a regular bedtime. b) Avoiding caffeinated beverages in the evening. c) Preparing a quiet and comfortable sleep environment.
3. Recovery is just as important as the actual training itself. If an athlete is not recovering, future training will not provide any benefits and is rendered pointless. Important recovery guidelines include proper nutrition and doing active recovery workouts including yoga or an easy cross-training activity.

Signs and symptoms of overtraining include:

• An increased resting heart rate
• A loss of bodyweight
• A decrease in appetite
• Muscle soreness that lasts more than 24 hours
• An increase in illness
• A decrease in performance
• A lack of desire in training or competing 

High school-aged athletes are in one of the most stressful periods of their life. They face pressure from parents, coaches, and teachers to perform athletically, academically, and sociably. This is why it’s important to be aware of the warning signs related to overtraining syndrome. If recognized early, most of these issues can be resolved with improved nutrition or rest, before resulting in more serious problems.

References from the SIRC Collection:

1. Faigenbaum, A. D., Mediate, P. P., & Rota, D. D. (2002). Sleep need in high school athletes. Strength & Conditioning Journal, 24(4), 18-19.

2. FAVERO, T. (2009). The Rest of the Story. Training & Conditioning, 19(5), 31-36.

3. Jeffreys, I. I. (2004). A system for monitoring training stress and recovery in high school athletes. Strength & Conditioning Journal, 26(3), 28-33.

4. Kellmann, M. M. (2010). Preventing overtraining in athletes in high-intensity sports and stress/recovery monitoring. Scandinavian Journal Of Medicine & Science In Sports, 2095-102.

Organized sports played among youth participants are usually in the form of club sports or school athletic teams. It is also likely that those who participate in club sports are also members of their high school teams. Having the opportunity to represent your school at a city or provincial championship engenders a sense of school pride while creating a lasting bond among schoolmates. Clubs sports create an environment where athletes can develop in their preferred sport while competing and training at the highest level.

A competitive high school season could last up to three months depending on the sport. Club sports are usually contested year round, thus enabling athletes to train and compete on a consistent basis. The reality is that club athletes participate in the high school season while training for and competing in their chosen sport all year long. In order to avoid conflicts or putting an athlete in a difficult situation, it is important that coaches on both the club and high school level take into consideration an athletes well-being along with their athletic development.

Smart coaches are always willing to understand and evaluate situations involving their players. Being aware that an athlete is on two teams at the same time may actually help to improve the odds of winning games. It would also minimize any conflicts between the coaches and the athlete-coach relationship.

How do you manage athletes competing on both high school and club teams?

1. Shorten practices – If they have been to one practice already, shorten practice to minimize over-training, burnouts and injuries.
2. Manage playing time – A coach wants their best player on the court but if you’re winning by a great margin or visa versa, it’s important to rest those players who need it. Playing minutes do add up and the more tired the athlete is, the higher the chance of an injury.
3. Rest and recovery – Players need to rest in order to recover properly. If you have a hard practice set for Monday, make sure they did not have two games over the weekend.

Both high school sports and club sports provide different aspects of sport participation. In order to get the best out of the athletes who participate at both levels of involvement, coaches have to be able to accommodate and look out for the well-being of their athletes. An athlete who is able to recover and is well-rested is always more likely to perform better.

References Available from the SIRC Collection

1. Dobosz R, Beaty L. The Relationship Between Athletic Participation and High School Student’s Leadership Ability. Adolescence. Spring99 1999;34(133):215.

2. Guan J, Ping X, McBride R, Keating X. Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Athletic Settings. Journal Of Sport Behavior. June 2013;36(2):149-170.

3. Harrison Z. TOPIC: HIGH SCHOOL VS CLUB SWIMMING CONFLICTS OR CHOICE. ASCA Newsletter. June 2012;2012(6):12-15.

4. Howie L, Lukacs S, Pastor P, Reuben C, Mendola P. Participation in Activities Outside of School Hours in Relation to Problem Behavior and Social Skills in Middle Childhood. Journal Of School Health. March 2010;80(3):119-125.

5. Mattila V, Parkkari J, Koivusilta L, Kannus P, Rimpel A. Participation in sports clubs is a strong predictor of injury hospitalization: a prospective cohort study. Scandinavian Journal Of Medicine & Science In Sports. April 2009;19(2):267-273.

6. THOMPSON T. LETTER TO EDITOR HIGH SCHOOL VS CLUB SWIMMING. ASCA Newsletter. September 2012;2012(9):18-20.

At the end of each school year, senior high school students have to make important decisions about the future. For student athletes, this heralds an exciting time in their lives, since some will have the opportunity to be collegiate athletes. For these young people, the process of being recruited and offered a scholarship, often by an American university can be daunting. There are many decisions to be made and depending on your talent level, a lot of pressure.

For aspiring future NBA players who hope to eventually enter the draft, there is a requirement that they be at least 19 years of age and a year removed from high school graduation. In the NFL, an athlete has to be 3 years removed from high school to be eligible for the draft. For most athletes hoping to make it to the big leagues, the best option is the post secondary route. Collegiate sports enable athletes of all abilities and levels to remain involved in their chosen sport.

If you are a high school student athlete hoping to combine your studies while competing in college or university sport, there are a few things which you should take into consideration:

1. Figure out your academic eligibility requirements in the CIS, NCAA, etc. There are core requirements that you should familiarize yourself with as soon as you begin high school.
2. Be aware of recruiting regulations such as when you can make an official visit, when the coach can contact you and what is a quiet period. Know your rights, what is expected and what is not – both on your end and that of the institution recruiting you.
3. Take the required standardize test such as the SAT and ACT and know the required minimum score to be accepted at the prospective institution(s).

For prospective collegiate athletes, the final year of high school can be hectic. With finishing up high school, maintaining good grades, performing on the field at a high level and deciding which post secondary institution best fits your academic and athletic abilities, the year can be a roller coaster of mixed emotions. Familiarizing yourself with the intercollegiate rules and regulations, and understanding what is required of you by the institutions vying for your academic and athletic talents, can make the process much smoother.

References from the SIRC Collection:

There is a common perception that college athletes are tough and should be able to resolve problems that might lead to depression. In fact, just the opposite might be true. Having to handle what is essentially a full-time job and keep up with schoolwork might leave them feeling less well-adjusted than non-athletes. Along with the stigma attached to mental health issues, especially in the sporting world where mental toughness is as valued as physical toughness, it can be difficult for athletes to seek help.

Mood disorders sometimes are called Affective Disorders, but more frequently are simply called “depression.” Common contributors to depression are:

• trouble adjusting to the transition from high school to college
• overtraining or injury
• pressure to perform
• lack of free time
• stress from schoolwork

Signs/symptoms of depression include*:

• Low or sad moods, often with episodes of crying
• Irritability or anger
• Feeling worthless, helpless and hopeless
• Eating and sleeping disturbance (reflected in an increase or decrease)
• A decrease in energy and activity levels with feelings of fatigue or tiredness.
• Decreases in concentration, interest and motivation
• Social withdrawal or avoidance
• Negative thinking
• Thoughts of death or suicide. In severe cases, intent to commit suicide with a specific plan, followed by one or more suicide attempts.

While there is often pressure to get the athlete back to play as soon as possible, it’s important that the athlete’s health and safety remains the highest priority.

Researchers have found that injured athletes experience clinically significant depression 6 times as often as non-injured athletes.

It’s important for parents and coaches to recognize their limitations when trying to help someone with a mood disorder. The best way to help is to be able to recognize the symptoms and refer the athlete to a professional. An athlete will need a good support system in order to recover fully, whether it comes from a coach, family, friends or a therapist.

 *This is by no means an exhaustive list, but is intended as a list of common symptoms.

References from the SIRC Collection:

1. Gagne M. A DIFFERENT KIND OF PAIN. Sports Illustrated. December 12, 2011;115(23):82.
2. Hart C. THE PSYCHOLOGICAL IMPACT OF INJURY. Triathlon Life. Fall2009 2009;12(4):44-45.
3. Maniar S, Chamberlain R, Moore N. Suicide risk is real for student-athletes. NCAA News. November 7, 2005;42(23):4-20.
4. Potera C, Delhagen K. Beat the injury blues. Runner’s World. October 1990;25(10):18.
5. Reardon C, Factor R. Sport Psychiatry A Systematic Review of Diagnosis and Medical Treatment of Mental Illness in Athletes. Sports Medicine.
6. Weigand S, Cohen J, Merenstein D. Susceptibility for Depression in Current and Retired Student Athletes. Sports Health: A Multidisciplinary Approach. May 2013;5(3):263-266.