The transitioning process: A qualitative case study of international swimming and diving student-athletes competing in the NCAA

Prior studies examining international student-athletes’ transition experiences to life on American colleges campuses have generally focused on outcomes related to their recruiting experience and change adaptation. Few studies included the adjustment process and challenges faced by the individuals. The primary purpose of this case study was to add to the existing literature by expanding on the psychological transition process of international swimming and diving student-athletes experience after joining an American intercollegiate athletics team. Utilizing Bridges (1986) model, the present study employed semi-structured interviews amongst 10 international student-athletes from a large NCAA Division I university. A thematic analysis revealed seven major themes, which were: realization that change was necessary, reflecting on the decision, language barrier, education system, cultural adjustment and valuable lessons,international bond, and words of wisdom. The findings suggested transition is a multi-stage process that occurs throughout student-athletes’ experiences on campus. Key words: college athletics, international student-athletes, transitioning process

Social Capital and the U.S. College Experiences of International Student-Athletes and Non-Athletes

This study shifts the tendency to focus on international students’ negative experiences of undertaking education in a host country to a group that enjoys an elevated level of support. By looking at international student-athletes compared with non-athletes, it is shown how the former group experiences the benefits of social capital. Insights relating to international student-athletes in the US reveal strong and ongoing support from coaches and teammates. It is shown that international student-athletes have far greater support structures compared with international non-athletes. In doing so, this study presents a new perspective to debates on what higher education institutions in host countries can do to support their international student populations.

A-02 Baseline Symptom Reporting Scores Vary Between International and Domestic Athletes as Measured by SCAT-5 and ImPACT

Objective Prior research has not evaluated symptom-reporting differences between international and domestic athletes for baseline concussion symptoms. Since universities enroll both, it is important to consider differences for interpretation of post-trauma assessments. This study compared symptom endorsements between international and domestic athletes utilizing the Sport Concussion Assessment Tool-5th Edition (SCAT5) and Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT). Method 622 domestic collegiate athletes, aged 17-25 years (M = 19.29, SD = 1.44; 65% male), and 167 international collegiate athletes, aged 17-24 (M = 20.27, SD = 1.61; 62% male) were administered the SCAT5 and ImPACT. All symptoms were compared. Results International participants (M = 3.46; SD = 3.99) reported significantly more symptoms, U = 42561, p < 0.001 (Mann-Whitney U Test), on the SCAT5 compared to domestic participants (M = 2.43; SD = 3.20), and at a greater severity, U = 43404, p = 0.001, among international participants (M = 5.04; SD = 7.27) compared to domestic participants (M = 3.70; SD = 5.54). Of the 22 SCAT5 symptoms, 9 were endorsed more frequently by international students. International participants (M = 4.95; SD = 7.57) also reported significantly more symptoms, U = 43514, p = 0.001, on the ImPACT compared to domestic participants (M = 3.18; SD = 5.35). Of the 22 ImPACT symptoms, 12 were endorsed more frequently by international students and 2 by domestic. Conclusions International athletes report significantly more symptoms and at a greater severity on ImPACT and SCAT5 compared to domestic athletes. Differences did not appear related to travel and fatigue such as sensitivity to light and noise, difficulty concentrating, and feeling more emotional. Over 20,000 international student-athletes are enrolled in the NCAA, it is important to note differences observed in symptom reporting for appropriate baseline evaluation (NCAA, 2019).

Experiences of International Student-Athletes at a Historically Black University

The purpose of the study was to scrutinize and explain the academic, social, and athletic experiences of international student-athletes attending a historically Black university. Participants were six international studentathletes (five men and one woman). Situated in position theory, the research design was explanatory multiple case study. The primary data collection method was semi-structured interviews. The interviews were analyzed using a constant comparative approach and revealed that the participants were positioned by language differences and academic difficulties, were disengaged from some teammates, and endured athletic disadvantages in resources and training. To amply support international student-athletes, we assert that athletic departments, coaches, faculty, and students should respect and value the identities, as well as the linguistic and cultural backgrounds of international student-athletes.