fall-out from the constant pressure to rush and perform was
to slow down and waste time when opportunities arose. ‘I put
things off; I push it aside to the end of the week’. Several mentioned
that putting things off was an easy habit to slip into but that in
order to perform well, ‘I can’t afford to procrastinate between
schoolwork and sport.’
SOCIAL ISSUES
Wasting time on social media was a factor for several
participants. One 15-year-old who researched her use of
Facebook said ‘I figured out that I spent 26 per cent of my time
on Facebook… so in Term two I deactivated my account and ever
since then my academic and sporting results have increased’.
However, social media enabled athletes to keep in touch with
peers and friends, as many participants had restricted social
activities due to training and competition requirements.
Participants often referred to this as making ‘sacrifices’ for their
sporting goals. One athlete explained that she always had to
be in bed early and never went to ‘blue light discos or even an
all night movie or things that kids her age would be doing’. Most
participants acknowledged this was normal practice for a high
performance athlete.
EDUCATIONAL ISSUES
With regard to school, athletes spoke about learning difficulties
due to missed class time and the need for more empathy from
teachers. Missed class time created difficulties with trying to
catch up on schoolwork. Some referred to the importance of
mentors and one-on-one tutoring to assist them in dealing
with the pressure of missed classes.
PSYCHOLOGICAL ISSUES
Bullying was a universal issue for female participants but
interestingly none of the males mentioned this (O’Neill,
Calder & Allen 2013). A tall poppy culture was suggested by
some who identified jealousy as a reason for the bullying they
experienced. Developing resilience and the right mindset
were important strategies mentioned by several; ‘it helps to be
in the same sort of familiar mindset with my other school friends
who are athletes and who want the same as me’.
ECONOMIC ISSUES
Economic issues for several athletes were associated with low
socio-economic status levels of their families or the school they
attended. Most athletes were concerned about the financial
demands placed on their families as a result of their sporting
requirements, as illustrated by this comment; ‘mum only has a job
that fits around dropping and picking me up from training sessions’.
Summary: Results from this study support the theoretical
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