145). .
Much of the research surrounding student-athletes has focused on various characteristics and challenges this sub-population face. For instance, topics related to identity development, career development and maturity, identity foreclosure, team development and socialization, and retirement of student-athletes (Brown, Glastetter-Fender & Shelton, 2000; Murphy, Petitpas, &; Brewer,1996; Parham, 1993). In addition to alcohol and drugs, exercise, health issues, life balance and conflict, academics, gambling, eligibility, and managing injury have all been researched (Broughton &ump; Neyer, 2001; Hill, Burch-Regan, and Yates, 2001). Some qualitative data suggest student-athletes indicate that being an athlete complicates adjustment in academic, social, and personal aspects of their lives. .
In order to accomplish excellence in the athletic and academic realm, student-athletes must quickly adjust to balancing the roles of athlete and student in conjunction with their personal lives. The adjustment to college may differ from the average student based on the time commitments and demands student-athletes experience in their sport. These demands especially while in season may restrict the athlete's peer interaction outside of athlete-concentrated groups. Therefore, creating an environment where student-athletes feel socially isolated and less involved in academic and other campus related activities (Blinde & Greendorfer, 1992; Parham, 1993). Student-athletes have reported isolation and lack of involvement outside of athletics has led to feelings of depression and alienation. In a national survey 53% of athletes said they had not spent as much time on academics as they would have liked, and 80% cited their athletic commitment as the reason. Approximately 68% stated they would like to participate more in what the institution has to offer educationally (Potuto & O'Hanlon 2006, as cited in Jolly p.
