147). The feeling of isolation and lack of involvement outside of athletics is a recent concern for the NCAA. They have looked into better ways of integrate student-athletes into the student population so they are around peers other than athletes (Horton &ump; Mack, 2000). The NCAA has passed some regulations regarding housing to better integrate student-athletes and have restricted the hour athletes may practice. In 1991, the NCAA set limits on the time commitment for all sports to 20 hours per week; this includes required practice and competition (NCAA, 2007). .
While student-athletes are faced with a number of challenges that may make their transition to college more demanding, it is also possible that involvement in athletics has a positive influence. Student-athletes report positive satisfaction with their college experience related to personal growth, interpersonal skills, and leadership abilities gained from their athletic experiences (Ryan, 1989). They gain insights into their own personal development, social-group membership, and institutional fit (Cantor &ump; Prentice, 1996). Therefore, being involved as a student-athlete contributes to their development and may help explain concerns related to their athletic identity. .
General Student Development Theory .
Erik Erikson (1968), defined identity as "a primarily unconscious process that unites personality and links the individual and the social world" (Josselson, 1987, p. 10). Erikson model proposed an eight age specific stage theory of identity formation and development. Marica (1966) extended Erikson's fifth stage "identity vs. identity diffusion" by distinguishing different forms of identity. Both researchers based their models off research done with male participants. Josselson (1987) developed her theory on the work of Marica's (1966) four stages of identity development based on the conflicts and commitments with a focus on female development.
