Preparing for the Next: Helping Athletes in the Transition to Retirement

On-demand (recorded) content

1.5 CE credit hours

This course is funded by the North Dakota Department of Health and Human Services, Behavioral Health Division.

CE/CEU credits included: 1.5 continuing education hours (see below for approval details). You must view at least 90% of the webinar and pass the quiz (details below) to receive continuing education credits (partial credit not awarded).

Format: On-demand (recorded/asynchronous). We also have a companion course for athletics staff (coaches, AAS, administrators, etc.).

Quiz: there is a quiz at the end to ensure viewing, which you must pass (75%; allowed 3 attempts. If you do not pass within 3 attempts, you must re-purchase the course for additional attempts). It is required by all CE/CEU approval organizations.

Investment: Free for professionals living or physically working in North Dakota (through June 30, 2025). $29 for professionals who are not in North Dakota.

Course access: Free registrants will have access to the course through June 30, 2025, which means the course must be completed and the CE certificate must be downloaded by that date. After that participants must pay for course access. Paid registrants have lifetime access to this course (for the lifetime of this course and/or course portal).

Presenter: Erin Haugen, PhD, LP, CMPC (see bio below)

Abstract:

Many student-athletes are unsure of what their steps are when they retire from collegiate sport (McCarthy, 2019). Exiting competitive sport is a complex transition that can result in a wide range of challenging experiences for student-athletes (Simon & Docherty, 2014), especially because it occurs during young adulthood. In fact, approximately 20% of athletes experience retirement as a crisis, and athletes who do not plan for retirement are most at-risk for needing professional intervention post-retirement (Park et al., 2013). Retirement from sport presents numerous personal challenges, such as a significant shift in identity, changes in social support, and threats to physical and mental well-being (Ferrara et al., 2023; Manthey & Smith, 2023; Roberts et al., 2023). Mental health concerns tend to exacerbate or manifest during times of transition (Conley et al., 2020), and this is true during sport retirement. Because transition to retirement is associated with a variety of mental health challenges, it is important to connect student-athletes with resources designed to help them navigate the transition to retirement. This is an intermediate-level sport designed to help licensed mental health and sports medicine professionals understand how they can help student-athletes during the transition to retirement from their sport. Although information is geared toward collegiate student-athlete populations, professionals working with high school student-athletes will also benefit from this course.

Objectives:

1. Describe factors impacting collegiate student-athletes in the transition to retirement.
2. Explain specific actions to take to help student-athletes with the transition to retirement.
3. Identify resources to help support student-athletes in the transition to retirement.

Non-Discrimination:

HPC and ATAGF do not discriminate on the basis of race, color, national origin, religion, sex, gender identity, disability, military status, sexual orientation, or age.

Conflict of Interest Statements:

There is no known commercial support for this program, nor are there any relationships between the CE sponsor, presenting organization, presenter, program content, research, grants, or other funding that could be construed as conflicts of interests. Dr. Haugen receives an honorarium for instructing this workshop and is the Founder & CEO of Haugen Performance Consulting, PLLC. There is also no commercial support or benefits for endorsement of products (e.g., books, training, drugs).

The presenter will inform participants of the utility and validity of content discussed (including the basis for statements about utility/validity), as well as limitations of the approach and the most common and severe risks, if any, associated with program content.

Requests for Accommodations:

HPC and ATAGF are committed to accessibility and non-discrimination in all aspects of its continuing education activities. Participants with special needs should contact program organizers so reasonable accommodations can be made.

To request accommodations, contact ATAGF's Continuing Education Vice Chair, Christine Boulton-Olson, PhD, LP, at [email protected].