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DOI

https://doi.org/10.51221/sc.jiia.2026.19.1.10

Abstract

This mixed-methods study examined how athletic participation relates to perceived career readiness development and explored relationships between athletic identity, academic performance, and post-graduation plans among 124 Division I student-athletes (varsity and club) at a private university. Participants completed surveys measuring athletic identity (AIMS), perceived development of NACE Career Readiness competencies, and open-ended questions about how athletics prepared them for future careers. Varsity athletes reported significantly higher perceived development than club athletes across five competencies: professionalism, critical thinking, communication, technology, and career and self-development. Male athletes reported higher perceived development in professionalism, critical thinking, and technology. Athletic identity demonstrated significant positive correlations with seven of eight career readiness competencies but showed no relationship with GPA. Qualitative analysis identified three themes: collaboration and inclusion, communication, and personal development. Contrary to concerns that strong athletic identity compromises academic or career development, findings suggest that stronger identification with the athlete role is associated with higher perceived career readiness without detriment to academics. Results support a strengths-based approach that helps athletes recognize and articulate transferable competencies gained through sport participation.

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