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

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The purpose of this study was to examine the impact that increased perceptions psychological contract breach between student-athletes and their coaches have on student-athletes' affective trust in their coaches, cognitive trust in their coaches, and intentions to leave their team. Based on a sample of 248 NCAA Division I and Division II student-athletes, the results reveal that increased perceptions of psychological contract breach significantly lower student-athletes' cognitive trust in their coaches and significantly increases their intentions to leave their team. Higher levels of psychological contract violation acted as a partial mediator on the relationship between psychological contract breach and cognitive trust. Psychological contract violation also acted as a partial mediator on the relationship between psychological breach and intentions to leave. Neither perceptions of psychological contract breach nor psychological contract violation were significantly related to affective trust.

More and more intercollegiate athletics programs are allocating strategic resources toward building attractive athletics facilities, lavish training and academic complexes, and high-quality support services. Strategic investments in these areas continue to be a high priority for major college athletics programs, all with the hopes of enhancing the overall college experience for student-athletes. As such, researchers have begun to examine the role these various support services play in the overall athletic program. In this aim, the present study seeks to understand how academic support services are successful in enhancing this experience. Findings indicate that freshmen student-athletes' perceptions of service quality provided by their academic athletic services influence satisfaction, student involvement, and emotional adjustment. Building from these findings, university athletic departments should reevaluate and adjust their academic services based on the perception of student-athletes and how the provided services influence their overall college experience.