Student athletes preparing for life after playing college sports

By Natalia Bowles

Staff Writer

For senior athletes at Trevecca, their final days as members of a sports team are approaching.

Student-athletes spend years dedicating themselves to their sport, often leaving little time to focus on career development. On average, student-athletes spend about 70 hours a week on athletic and academic demands, according to the NCAA.

While their experiences instill discipline, teamwork, and leadership, these same experiences also mean athletes don’t have as much time to network, complete internships, or participate in career-ready activities, said Karen Weaver, a sports management professor at the University of Pennsylvania.

A study published in The Sport Journal on Aug. 14, 2024, by Cameren Pryor and Lindsay Ross-Stewart states: “Former collegiate student-athletes completed semi-structured interviews via Zoom to assess their experience with career transition programming during their time as athletes and the level of effectiveness they felt the program offered. The findings of this study suggest that NCAA athletic departments need to implement effective athletic career transition programming that better prepares student-athletes to transition from collegiate sport.”

Guiliano Palma, graduate student and former athlete at Trevecca, agrees.

“Unfortunately, when we end our soccer career, many of us feel lost. I think that the NCAA could do much more to help athletes prepare for life after sports,” he said. “They should offer more career programs, mentorship, and personal branding to help us find our next path. If the NCAA invests more in these areas, they can help athletes not just succeed in sports but also build a great future beyond the game.”

Trevecca Director of Athletics Mark Elliott said he knows that athletes on campus don’t always have the same time as other students to devote to networking, internships, or other career-related experiences.

“You can’t do it all,” Elliott said. “At some point, there are commitments you have to be able to make in order to be on the team. If you want to start, or if you want a lot of playing time, a coach has decisions to make. If you’re not at practice, you get pushed down the depth chart.”

Fewer than 2% of student-athletes across all NCAA divisions end up competing after college, so making sure they are prepared for life after sports is crucial, he said.

“Athletes pour so much of themselves into their sport that when it ends, they sometimes don’t know what to do next,” said Elliott. “That’s why it’s crucial to have career resources available that are tailored to their unique experiences and schedules.”

Universities and athletic departments are implementing structured programs to help student-athletes prepare for their careers before graduation. Some schools have integrated name, image, and likeness (NIL) opportunities into career development, teaching athletes how to apply their personal brands beyond sports. Career services departments are also expanding their support by offering specialized guidance for athletes transitioning into the workforce.

“We do have people in professions who understand that our athletes need something, and they’re willing to volunteer to help,” Elliott said.

One of the strongest resources for student-athletes preparing for life after college is the support of dedicated professors who go beyond traditional coursework.

Frankie Carreras, a senior baseball player and sports management major, noted that some faculty members, like Leigh Ann Danzey-Bussell, sports management professor at Trevecca, have played a key role in bridging the gap between academics and career preparation.

“Dr. Bussell has been one of the most helpful professors in terms of networking and real-world experience,” Carreras said. “She brings in professionals and provides opportunities that make a real difference.”

Carreras said he would benefit from more support as he begins to think about life after college.

“If we start early and give athletes the tools they need, we can set them up for success beyond their playing days,” Elliott said. “It’s about ensuring they don’t just leave with memories but with a plan for their future.