The purpose of this study was to answer the following research questions: (1) Does experiencing burnout affect an athlete’s attitude towards their sport? (2) Does experiencing burnout affect athletic identity? Results presented above show that athletic identity was not affected by burnout, and athletes’ attitudes towards their sport varied due to experiencing high levels of burnout. The following two main themes emerged: external and internal factors.
4.1. External Factors
Many stressors can lead athletes to experience burnout; however, one of the most prominent factors is coaching staff and their relationship with their players [
9]. According to Judge et al. [
12], positive coaching influence is associated with lower indices of burnout, whereas negative coaching influence is associated with higher indices of burnout. This research provides evidence that when coaches have a strained relationship with their athletes, they will most likely experience burnout. The participants in this research stated that they did not feel as though they were being given the opportunity to play as much as they deserved. Ultimately, playing time is the coach’s decision. Unfortunately, as seen in Gonzalez-Garcia and colleagues’ [
9] research, favoritism is prominent in collegiate athletics. Favoritism within teams reflects poor coaching ability and links athlete burnout to the treatment received by athletes from coaches [
9]. In contrast to this, one participant in this study stated that they had a good and healthy relationship with their coach. Democratic behavior from coaches, social support, and positive feedback are positively related to psychological well-being in athletes [
8]. This participant did not experience burnout consequently from coaching behavior; however, due to burnout being a multidimensional construct, there were other factors that influenced their high indices of burnout.
Athletes often form social connections and friendships within their sport communities. Burnout may lead to decreased social interactions, as they may withdraw from teammates and coaches due to their emotional exhaustion and decreased interest in their sport. This further impacts their sense of belonging and attachment to their athletic identity [
22]. The diminishing sense of belonging and attachment to their athletic identity can have far-reaching consequences. Athletes may begin to question their purpose and significance within their sport, leading to the feelings of inadequacy and self-doubt [
22]. The loss of their social connections within the sports community can exacerbate the feelings of isolation, making it even more challenging to navigate the complexities of burnout [
22].
Early specialization in sports refers to the practice of young athletes focusing intensely on a single sport at a very young age, often at the expense of participating in other sports or activities [
23]; therefore, consideration of how early specialization contributes to burnout should be considered. While this approach may seem beneficial for developing high-level skills in that particular sport, it can also lead to burnout and negative consequences in the long run. According to Baker [
23], there is a wealth of evidence supporting early specialization, which maintains the development of expertise in sport. However, there are a number of consequences that stem from early specialization, including potential burnout and/or dropout from sport. In this study, all participants partook in early specialization in their sport, having all started between the ages of 5 and 9 years, and all of them experienced burnout, or considered dropping out of their sport during their collegiate career.
Another explanation of these results can be found using the entrapment view, which explains that athletes who perceive that they have no way out of their athletic career due to too much invested and no other attractive alternatives, will be likely candidates to experience burnout [
2]. Similar to Wiggins et al. [
7], who found that athletes who maintain sport participation when experiencing the feelings of entrapment do so due to high cost and low reward, the participants in this study reported feeling like they had no way out mainly due to financial responsibilities. Many athletes who participate in collegiate athletics receive financial aid or scholarships. According to the NCAA, more than 180,000 athletes receive scholarships for Division I and Division II programs totaling close to USD 4 billion annually in athletic scholarships across the United States [
24]. This can lead athletes to feel entrapped due to the need for scholarships and financial aid to complete college, in contrast to wanting to continue their participation in the sport for their own enjoyment. Therefore, coping strategies to alleviate the adverse impact of the feelings of entrapment is vital for any athlete experiencing symptoms of burnout [
3].
4.2. Internal Factors
Self-Determination Theory is a theory of human behavior and personality development that identifies motivation as a continuum of controlled to autonomous motivation [
25]. Deci and Ryan [
25] proposed that autonomous motivation is achieved by having three basic psychological needs met as follows: competence, autonomy, and relatedness. When an athlete has these three needs met, they are more likely to be motivated for intrinsic reasons, such as for pleasure and skill mastery versus for reward and compensation [
26]. Therefore, athletes have a higher probability of experiencing burnout when the three psychological needs are not met in their sport [
27]. These results showed that the participants were unable to achieve their self-determination needs whilst participating in their sport; as a result, participants experienced a negative change in attitude towards their sport and heightened levels of burnout. This consequently led to the athletes considering terminating participation in their sport.
Athletes who are unable to cope with the challenges they encounter within their sport in a healthy and effective manner are more likely to suffer from burnout [
3]. Coping abilities consist of internal sources, such as sleeping patterns, fitness level, and nutrition, as well as external sources such as perceived social support [
3]. Internal coping sources are more imperative to prevent burnout compared to external coping sources [
28]. Consequently, athletes who perceive that they possess high internal coping ability, will be able to shield themselves from experiencing severe burnout. All five participants in this study demonstrated that they do not possess high levels of internal coping ability through the lack of emotional resilience, which could explain why the demands of their sport had become too much for them to endure.
Burnout can also lead to a reevaluation of an athlete’s priorities in life. Initially, being an athlete may have been at the forefront of their identity; however, burnout can shift their focus towards other aspects of life, such as education, relationships, or other hobbies [
22]. While this shift can be healthy, it may also create a sense of loss if the athlete has heavily identified with being an athlete for a long time.
4.3. No Change in Athletic Identity
Erik Erikson stated that an individual’s identity is fully developed by the time they reach their early 20’s [
29]. Individuals undergo a series of stages in which their athletic identity can be developed [
29]. Brewer et al. [
30] defined athletic identity as the degree to which an individual associates with their athlete role. This definition justifies why athletic identity did not change in athletes who experienced burnout in this research. Collegiate athletes are usually between the ages of 18 and 25 years, which means that their identity will already be fully developed by this stage. According to Guerrero and Martin [
31], athletic identity is developed based on the following two factors: cognitive structure and social role. From a cognitive structure perspective, athletic identity provides a framework for processing, coping, and behavior. Conversely, from a social role perspective, athletic identity is influenced by the degree to which others attribute the athletic role to the individual [
31]. This means that even though athletes endure burnout, their athletic identity levels will not undergo a substantial change due to the importance athletics have within their cognitive processes and social attributions. In this study, participants stated that they still consider themselves athletes regardless of their experience with burnout, that their sport has an important role in their lives, and that playing sports is part of who they are.
Burnout can have significant effects on an athlete’s identity and attitude towards sport. Athletic identity is a crucial aspect of an athlete’s self-concept. It is often formed over years of dedication and hard work in their sport, and it becomes a significant part of who they are. Research shows that burnout can cause identity confusion [
29] as athletes may start to question their role as an athlete. They may struggle to reconcile the idea of being an athlete with the exhaustion and negative emotions experienced by symptoms of burnout. This confusion can lead to the feelings of self-doubt and loss of a sense of purpose [
29].
For some athletes, their self-worth and self-esteem may become heavily tied to their athletic achievements and performance. When burnout affects their ability to perform at their usual level or when they start losing interest in the sport, they may perceive it as a personal failure. The decline in performance and motivation can lead to a decrease in self-worth, causing athletes to feel inadequate and unfulfilled [
29].
Many athletes initially engage in sports because of their passion for it. However, burnout can disconnect athletes from that initial spark, causing them to lose sight of the reasons why they loved the sport in the first place [
29]. As a result, they may struggle to find enjoyment in training and competition, leading to decreased motivation to participate.
4.4. Limitations and Future Research
Some limitations of this study should be mentioned. First, the sample size of 5 participants in the qualitative portion of this study was low. The COVID-19 pandemic affected recruitment for this study when “Zoom fatigue” was at a high point, resulting in a low sample size due to athletes lacking interest in additional virtual meetings. Replicating this study with more participants will provide a better understanding of how attitude about one’s sport is impacted by burnout. Another modification that could improve this study is to conduct a longitudinal study that examines the impact burnout has on athletic identity and attitude over time. The participants in this study were evaluated while experiencing burnout using a single interview, which may not reflect an accurate change in their athletic identity. Thirdly, recruiting more participants from a variety of sports may be necessary to evaluate if there is a trend within specific sports.
In addition, there were cultural limitations as most of the participants in this study were international students. Cultural differences, along with differences in values, language differences, and socioeconomic status were not taken into consideration when analyzing the data. It should also be noted that international students usually receive scholarships, which can have an impact on their level of dedication and the feelings of obligation to participate in their sport. This should be explored further. Researchers should also consider focusing on potentially quantifying psychological flexibility and emotional resilience to differentiate positive versus negative psychological flexibility and emotional resilience. Researchers should focus on researching preventive methods for burnout to help athletes increase the quality of their collegiate athletics experience. Finally, future research should focus on a longitudinal approach to evaluate what influence early specialization has on burnout in athletic careers.
4.5. Applications
The purpose of this research was to investigate burnout and its potential effects on athletic identity and athletes’ attitudes towards their sport. By understanding how burnout can affect these facets, coaches, parents, sport psychology consultants, and athletes themselves, we can understand what to do to prevent or mitigate the feelings of burnout. Based on the findings provided above, several practical applications and interventions can be implemented to address, prevent, and mitigate the feelings of burnout among collegiate athletes.
A mental skills training program should be developed and implemented among teams and individual athletes. By developing a comprehensive mental skills training program, athletes can learn the skills necessary to prevent burnout and apply them to situations they may encounter during the season and offseason. This mental skills training program should include components such as education and awareness, individualized support, group or team support, collaboration with coaches and support staff, and integration into athletic programs.
First and foremost, the main focus of this mental skills training program should be education and awareness. Education is a very important component of a training program as it will contribute to athletes understanding what burnout is, what it looks like in different athletes, and how athletes may feel if they are experiencing symptoms of burnout. In addition to this, the mental skills training program should include individualized athlete support, along with group or team support. Individualized support is an essential component to the appropriate delivery of a successful mental skills training program. This type of support should include open and transparent discussions, where no judgment is present. By establishing athlete support services within the athletic department, such as mental performance consultants and counselors, this type of intervention could help athletes navigate the challenges of burnout, to develop coping mechanisms, and to enhance their mental well-being. This support should be confidential and readily accessible to athletes seeking assistance.
The mental skills training program should also include group or team support. By providing group or team support within this program, athletes cannot only benefit individually but also experience a sense of belonging and support from their teammates. When athletes experience greater feelings of relatedness they are more likely to have greater intrinsic motivation [
13], which may help to decrease symptoms of burnout. This collective approach can enhance team dynamics, resilience, and overall well-being within an athletic team. Some activities to enhance group or team support can include team-building activities, team accountability, group workshops and discussions, increased peer support networks, group feedback and reflection, and creating team rituals and traditions.
Collaboration with coaches and support staff is also an important aspect that should be considered when implementing mental skills training programs. By fostering collaboration and communication between coaches, support staff, and athletes, coaches and support staff will be better educated about the importance of athlete well-being, burnout prevention, and the role of mental skills training. When coaches and support staff are properly educated about burnout, its symptoms, and its effects, they can encourage a supportive team culture, involve athletes in decision-making, and monitor training load to prevent excessive stress.
The integration of mental skills programs with athletic programs can help foster an environment that values and supports athletes’ development. By integrating mental skills training, burnout prevention strategies, and promoting positive athletic attitude and healthy athletic identity, athletes can have more structured support from the athletic department as well. This can include incorporating mental skills training sessions into team practices and providing resources and materials to athletes.
It is essential to tailor these applications to the unique needs and context of collegiate athletes and specific sport programs. Collaboration among athletes, coaches, and support staff is crucial for successful implementation. By implementing these strategies, collegiate athletic departments can proactively address burnout, promote mental well-being, and facilitate the development of a positive athletic attitude and a healthy identity among athletes.