Transformational Learning Within The Student Athlete

Recent studies have demonstrated the powerful impact of transformational learning on feelings of cynicism among college students (Duarte, 2010). Transformational learning within the student-athlete population has not been empirically studied, although the potential benefits are enormous as student-athletes have been found to experience feelings of cynicism throughout their collegiate careers, despite initial feelings of optimism (Adler Adler, 1985). The commercialized nature of intercollegiate athletics today presents a unique environment in which to implement effective student-athlete focused career development interventions. Student-athletes face developmental difficulties unique to the student-athlete experience within a socially, athletically, and academically micromanaged context (Duarte, 2010). Transformational learning can exist as a byproduct of emancipatory learning, which can help student-athletes navigate the demands of conflicting roles, reflect critically, and negotiate profound transitions. Transformational learning has the potential to enhance student-athlete specific career development initiatives. The barriers of transformational learning among the student-athlete population will be examined within a social, developmental, and psychological context. 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