Students will work with their primary and secondary advisors throughout the semester to create one full paper that includes both the introduction and discussion, as well as a title page, signature pages, abstract, reference list, and any supporting tables/figures. Formatting requirements will be reviewed and regular revisions will be made in this course and in consultation with your secondary advisor. This is the last and final revision everything must be nicely structured and MAKE SURE YOU ADD 5 MORE SOURCES TO YOUR PAPER . THE FINAL GRADING RUBRIC IS BELOW !!!!!! Final Paper Rubric Criterion Description INTRODUCTION (FOR EVERYONE) Hook Introduce your research question The research question is open-ended Literature Review Points /5 (credit/no credit) /5 (credit/no credit) Provide justification for this project in a way that gains the audience’s attention and demonstrates that exploring this /5 (credit/no research problem/question will provide helpful insights to credit) professionals in the field of Sport Management. Research that is discussed is clearly relevant to your research /5 (credit/no problem/question. Specific insights from the research discussed credit) are discussed. /5 (mostly) Research is discussed is synthesized. (Paragraphs include insights from several articles, which are clearly connected to one another.) Articles are not discussed in isolation. OR /10 (completely) Theory requirement removed Limitations of existing research and/or gaps in prior research are /5 (credit/no addressed. credit) All sources discussed in the literature review are peer-reviewed /10 credit/no sources. credit DISCUSSION (FOR STUDENTS COMPLETING A CAPSTONE PAPER ONLY) /5 (minimal and/or vague) Overall findings are summarized in a way that is clearly original (your thoughts, not ideas shared by the researchers who wrote Summary OR the articles you discussed) and not redundant with your literature review. /10 (thorough and clear) /5 (minimal and/or vague) Practical implications of your research are suggested (i.e., how could the insights you discussed in your literature review be OR helpful for professionals in the field of sport management?) /10 (thorough and clear) /5 (minimal and/or vague) Avenues for future research in this area are discussed — this Future should include what research could be done to address the OR Directions limitations of, or gaps in, research that you discussed /10 (thorough and clear) WRITING QUALITY (FOR EVERYONE) /5 (credit/no Clear and logical structure credit) /5 (credit/no No or minimal mechanical errors credit) APA formatting throughout (including title page and references) /5 (credit/no credit) Times New Roman, 12pt font, doublespaced, 1-inch margins /5 (includes 1519) Uses at least 20 peer-reviewed sources /10 (includes 20+) OVERALL /100 Practical Implications 2ND PART Students will work on their slides and presentation for the final capstone presentation. Students are encouraged to practice their presentation with me and classmates prior to the two graded presentations – one for sport management faculty on Zoom during Week 8 of the Capstone course and a second, public, presentation with MAIS capstone students (likely on May 4th or 5th). The rubric for this assignment is structured differently from others to provide some consistency among the feedback provided by SPMT faculty members, particularly regarding how the presentation may be further developed for your in-person presentation in May. Presentation Rubric Score 3 2 Visual Appeal Mechanics Delivery Introduction Discussion (Thesis students: Methodology & Methods) Research question is Delivery clearly Clearly provides demonstrates stated, concise summary, preparedness Effectively uses space relevance of practical implications, (minimal or to clearly present research limitations, and future no reading of information. question to directions. presentation, the field of smooth SPMT is Presentation includes a Text Thesis transitions clearly combination of text and contains no students: Clearly from slide to explained, provides concise images to convey or minimal slide); through and explanation of methods information. mechanical information clear review for gathering and errors. is explained of previous analyzing data, and Text is used sparingly in a clear research; the either reliability and to highlight key points manner (is theoretical validity (quantitative (so that they can be audible, uses framework studies) or elaborated on verbally). minimal is clearly trustworthiness filler words, explained. (qualitative studies) etc.) All components are Delivery All included, 1-2 are Text mostly components Mostly effectively uses minimally discussed contains demonstrates are space to clearly present (summary, practical some preparedness included, 1information, some implications, mechanical (heavy 2 are slides are disorganized limitations, future errors; reliance on minimally or crowded; directions). some reading discussed presentation includes a information presentation (research combination of text and Thesis students: All is unclear at times); question, images to convey components are but viewers information relevance of information; and/or included, 1-2 are are still is mostly research some text is dense, minimally discussed able to explained in question to crowding slide and (methods for gathering follow the a clear the field of contributing to reading and analyzing data, and ideas manner SPMT, the slide rather than either reliability and presented. (some parts review of elaborating on key validity (quantitative were not previous points verbally. studies) or audible, research, trustworthiness frequent use theoretical (qualitative studies) of filler framework). words, etc.) 1 0 Delivery demonstrates Most limited components preparedness are (heavy included, 1- 1-2 components are Some slides are very reliance on missing (summary, 2 disorganized or reading components practical implications, crowded; presentation Text are missing limitations, future at several contains directions). (research points during and/or presentation many question, includes only text or mechanical the relevance of Thesis students: 1-2 presentation) only images to convey errors; research components are missing information; parts of the ; information question to presentatio is sometimes the field of (methods for gathering explained in n are and/or text is very SPMT, and analyzing data, and dense, crowding slide difficult for an unclear review of either reliability and viewers to manner and contributing to previous validity (quantitative (many parts reading the slide rather follow. research, studies) or were not than elaborating on key theoretical trustworthiness audible, very points verbally. framework). (qualitative studies) frequent use of filler words, etc.) Delivery Text does not contains demonstrate many preparedness mechanical (read the errors; the Uses space very majority of ineffectively, resulting majority of 3+ the Discussion/Methodolog the in a confusing introduction presentation) y & Methods not presentation/presentatio presentatio components ; information present. n is n that is difficult to are missing. is often difficult for follow. explained in viewers to an unclear follow. manner (many parts were not audible, very frequent use of filler words, etc.) Relativ e X2 Value Total 6 Points Presentation Total: x2 X2 X4 X4 6 6 12 12 / 42 1 How do college sports recruitment strategies influence athletes and their decision to commit to a college? Skye Green Dr.Line 2.9.25 2 Introduction One of the most important stages in determining the course of a student-athlete's academic and athletic career is the college recruitment process. For prospective collegiate athletes, choosing a college is a life-changing decision that affects their athletic, career, and personal growth. It goes beyond simply deciding where to continue their education. In this decision-making process, college sports recruitment tactics are essential because they show connections with potential athletes and their families while displaying the program's culture, beliefs, and resources. Beyond the obvious benefits of facilities and scholarships, recruitment strategies encompass intricate and multidimensional methods that attend to the logistical, emotional, and social demands of recruits. Recruiters try to create a feeling of community and alignment with their program through team interactions, campus visits, individualized communication, and digital outreach. These tactics' efficacy varies, though, and their effects frequently go beyond the initial commitment, affecting how successfully players adjust to college life and fit in with their team (Wiedenman et al., 2023). This research project seeks to answer the following question: How do college sports recruitment strategies affect the socialization and development of the identity of athletes? In this paper socialization means the extent to which an athlete identifies with the team or program, and the interaction they have with the coaches and their teammates. Thus, this process plays great importance in matters concerning their psychological well-being, integration, and success as student athletes. Hence this study will employ the Socialization Resources Theory (SRT) as the major theoretical framework. SRT presupposes that relations with coaches and teammates and other athletes and other members of the athletic community have been significant due to social 3 status and inclusion of athletes (Cranmer, 2018). This theory will be used as a guide for examining how recruitment strategies affect the integration of athletes into college sport team. Cranmer (2018) noted that athletes’ interactions with their colleagues and coaches create perceptions of team processes among the athletes. This implies that the recruitment initiatives promoting these interactions may enhance the coordination of available resources and, eventually, the performance level. Moreover, the effective formation of a student-athlete identity serves as the main component of the psychological adjustment of an athlete, as well as the use of coping resources and academic performance. Parker et al. (2021) showed that positive student-athlete identity was positively related to decreased stress, improved psychological well-being, and educational interest. Literature Review The major theory utilized in this paper is the Socialization Resources Theory (SRT). According to SRT, talking to the coaches, teammates, and other individuals in the athletic context assists athletes to be embraced in socially categorize groups. It shows how these relationships are affective to an athlete with regard to his or her reception, personal-selves, and health. Cranmer (2018) conducted cross-sectional questionnaire survey with Division I student-athletes as a target population and established that organization-based socialization was mainly confined to interacting with assistant coaches and teammates. This calls for the development of close relationships between the athletes and the coaching personnel that would enable them integrate into the so cricket team easily. It is exactly for this reason that recruitment strategies have to be different and should entail factors other than the athletic potential of the athlete. Coaches have a constant interaction with the students making them feel accepted by other members of the society; thus, social integration is 4 attained as explained by Cranmer (2018). Social integration is therefore an important variable that has a positive direct effect on the psychological well-being and academic achievement of athletes. Student-athlete populations experience a daunting double bubble because of the two roles that they have to perform. The distinction of being a student and being an athlete can affect the performance of the two roles to an extent. Smith et al. (2019) were continued by Parker et al. (2021) to employ the Structural Equation Modeling (SEM) analysis and established that an articulated social identity has a calming effect on athletes as well as enhances their academic performance. Based on their study, they concluded that perhaps intensive recruitment policies where teamwork and structured support programs on social psychological improvement should be developed for the best performance of athletes. The results disclosed that an athlete’s identity within the team helps to reduce the level of stress and improve students’ academic performance. Other works also support aspects of social relatedness for athlete performance and overall satisfaction in college. According to Huml et al. (2020), the participants with the high level of perceived belonging at sporting events were more likely to be engaged in their academic activities and had better psychological well-being. On the other hand, social exclusion resultant from rejection among the youths led to low educational achievements and emotional difficulties. This goes to prove why it is crucial to ensure that the employer recruits the best personnel and that socialization methods integrate all the employees. Pre-screening, orientation activities, and organizational affiliation should be deemed important facets of any recruitment strategy since they will help in enhancing interpersonal relationships within the organizational setup thus enabling the formation of interactional relationships between the recruits, their peers as well as their coaches. A critical research gap that has been noted is that the role of recruitment in creating positive social identity for children is yet to be explored. As for the effects of the given aspects, research 5 provides the corresponding data (Cranmer, 2018; Huml et al., 2020; Parker et al. 2021) however, there are no studies that focus on the impact of student-athlete recruitment patterns in particular. Therefore, this research project seeks to contribute to filling this gap by examining the effects of recruitment processes on an athlete’s social integration and identity in collegiate sport. To some extent recruitment strategies differ from one institution to another or even from one sport to another. However, there are certain general ideas applicable for effective recruitment. First, interaction with potential athlete, including coaches’ interest toward each student, helps a recruit to have a positive perception of the program in question. According to the study done by Dehghansai et al. (2021), this means that, direct gesture, as well as active participation in team events prior to making a particular decision influences the entire decisional aspect of an athlete. Campus tours, discussions with active athletes, and other activities enable the recruits to think about the position they’ll occupy within the team. These experiences aid the notion that once the athlete joins this program, they will be part of a supportive and systematic sport community that enhances the satisfaction and retention. Also, the general trends in the recent years have affected the practice by embracing social media and digital means of reaching potential employees. Simons and Bird (2022) explain that institutions have recently embraced digital communication that includes video messages from the coaches and team members in enhancing early engagement. Such a method of engagement helps the recruits prepare themselves regarding the team culture and expectations even before joining the campus. It can be said that such type of interaction contributes to the overall sense of belonging and enables the recruits to arrive at appropriate decisions concerning their college futures. Promotion is also another important factor with regard to recruitment as is academic and career support. Several recruits harbor problems of balance between the sports activities and 6 academic and their pursuing career. According to Gurgis and Kerr (2021), recruitment programs should focus on the services provided by academic advisors as well as the other learning and professional development activities and opportunities that are offered to students to assist those that graduate or associated career prospects. There is the need to balance the development of student-athletes so that programs will attract recruits who are disputing between athletic and academic values. Additionally, methods of recruiting students and trainees should also vary depending on international students and learners from diverse groups. Various findings show that roster diversification yearning to collegiate sports makes some recruits encounter brand new socialcultural hurdles while joining the system. Mentorship of athletes and specially designed successfully implemented programs help to foster successful integration and enhance the longterm well-being of the athletes (Yukhymenko-Lescroart, 2018). Therefore, recruitment is also an act of identifying possible problems that can hinder an athlete’s social, academic, and psychological development at school and providing them with a nurturing environment. Through identity, support, and social incorporation, recruitment can have a significant impact on the recreational experience of the student- athletes. This investigation intends to extend the previous research by examining the impact of recruitment methods on the socialization and identification processes, in order to inform comprehensively about the mechanisms of optimizing the collegiate athletic programs. Recruitment Strategies Direct Coach-Prospective Interaction Direct coach-prospective student-athlete interaction involves interaction and relationship established between coaches as well as the potential athletes which are central to creating the initial 7 impression, selling the athletic program and creating impressions of the athletic team culture. The most widely used is the on-campus visits which include official visits and unofficial visits. These are organized by the school to offer the recruits reality of how the school facilities and team looks like. Recruits, in turn, are usually taken around, interviewed by the coaches, and given the chance to watch practice sessions or even games, so that they can determine whether the team spirit matches the one they had in mind (Anderson et al., 2021; Parker et al., 2021). Personal communication is also part of the direct interaction which would include phone conversations, messages as well as emails, handwritten or even hand delivered letters. Exchanging calls or texting now and then aids in building rapport helps the recruits to feel that they are being important and needed hence, they will have the energy to work hard (Simons & Bird, 2022). Individualized letters and notes that assure the recruit they are wanted not only for their athletic abilities but also for their leadership qualities, work ethic, teamwork, and potential cultural fit within the team can make them feel valued and more committed to the program (Pankow et al., 2020). In-person meetings, such as home visits or meetings at sports tournaments, are another effective strategy. Such face-to-face interactions are productive in that they help coaches establish a strong perception of the recruit and their experiences and goals (Cranmer, 2018). The final one is video communication, which has also adopted significance as an organizational communication tool when face-to-face meetings are not possible. Video calls also afford coaches and the recruits opportunities to communicate and get related and be close even as they conduct their recruitment online (Dehghansai et al., 2021). Current Athlete-Prospective Interaction 8 The current players are among the best sources of information for the recruits as they explain the team environment, the balance between academics and sports, and other relevant aspects of students’ lives at the university. One of the most often used methods is host programs where student recruits are placed with student athletes when on their campus visit. This enables the recruits to gain different perception as to how the specific team culture, as well as their academic experience is and can be more candid and genuine as compared to knowing it from the coaches or the staff (Yukhymenko-Lescroart, 2018). Furthermore, shadow days also provide the recruits with an opportunity to have outing as a student-athlete. In these days, the recruits follow the track and field of a current athlete including their classes and practices and other activities. This allows the recruit to be familiar with the balance between academics and sport implemented on them as well as give a touch of reality on the live they would lead if they joined the program (Parker et al., 2021). Highlighting Academic and Career Support The welfare and well-being of recruits should be a priority and makes sure that recruits are well supported and encouraged to succeed academically as well as in the team. One of the ways of achieving this is by stressing the concept of academic fit, this means making academic programs to correspond to the recruit’s areas of passion. Emphasizing things like tutors, academic advisors or resources for the athletes in academic achievement can be useful tools in signing the athletes especially because their biggest concern is balancing between the roles, which may prove difficult for them (Simons & Bird,2022). Another factor is ensuring that relevant groups, such as the College Media & Communications Office or the Alumni Office, showcase the jobs available for post-graduates. Students particularly desire to understand that the knowledge acquired throughout the course of 9 their studies will put them in a position to snap decent jobs upon graduation. Career guidance along with answers provided to recruits by coaches, mentors, and former athletes along with hearing success stories of successful athletes in their careers builds additional confidence in their decision. This proves that the program bears allegiance to the athletes not only in their college playing time but also in their careers after college (Gurgis & Kerr, 2021). Facility and Program Showcases Quality and reputation of athletic and academic facilities have a significant bearing for a recruit’s decision. This is why facilities can be effectively presented through the use of the virtual tours, especially the 360 virtual tours. These tours include stays and services such as the ability to tour athletic facilities, dorms and other campuses virtually so that the recruits do not have to get physically present on the campus. This is particularly important for SC candidates who can be located far away or have a tight working schedule to avail traditional physical training (Elliott et al., 2021). Special attention is to be paid to modern programs and equipment of facilities: medical, athletic training, and conditioning, as well as sports recovery. Stressing on these uniquely provided amenities helps the recruits realize that their health, performance, as well as general well-being is a priority in the program. For instance, the organization can show that it cares for the recruits’ wellbeing through showing top-notch recovery rooms or the newest training equipment (Anderson et al., 2021). Competitive Opportunities Many recruits have competitive goals with the university and this requires coaches to explain how the recruits complement the planned vision of the team. However, one of them has to do with identifying and developing the athletic vision of the given program, the goals of the related 10 team, and the chances for the recruits to become valuable assets to the program right away. This helps the recruits understand how they can in one way or the other make contribution to the success of the team and in the same manner, highly align themselves towards the progressive direction of the program (Parker et al., 2021). Another major factor about which information is needed is scholarships and other types of financial aid. Scholarships, stipends and other forms of financial aid which are offered and detailed clearly to recruits will enable them to determine the cost that is incurred while attending the college. This is especially good for the underrepresented athletes or those ones who don’t have possibilities to finance their education themselves (Gurgis & Kerr, 2021). Finally, stressing unique selling points such as conference performance or media publicity may help in the sale of a program. This is because the recruits get to be exposed, and have a chance of participating at a certain level that could have a positive impact on their athletic and career progress (Keaton & Cooper, 2022). Influence on College Decision Making Recruitment has an impact on the decision of recruits in this process by attending to some determinants. One of them is the reputation and success of the athletic program, which is crucial to the success of any institution. This is because the candidates aspiring to be recruited need to join teams which have had success in both game performance and student fellowships to feel that they are representing a team of winners (Mikkonen et al., 2021). Another consideration is academic suitability and professional objectives. Recruits consider whether the school has the program they want as well as whether the program caters for the part time student that is also athlete. It is crucial in order to maintain long-term effectiveness and functioning of the organization (Nikander et al., 2020). 11 Financial aid and scholarships are also key factors of consideration, especially for the underprivileged or marginalized athletes. According to Gurgis & Kerr (2021), financial assistance can be one of the critical factors that will influence the ability of a recruit to accept a certain program. Also, more points concerning their decision-making include proximity to home or to a preferred site of operations. There are those who are more inclined towards staying where they are while others look forward to change and embrace a new surrounding mainly because of the lifestyle it has to offer or the chance to groom themselves (Cooper & Newton, 2021). Finally, relationships with the other teammates, coaches and school community will play the last role. The recruitment process makes it easier for the recruits to establish their compatibility with the team and other members of the school which is a key factor influencing the recruitment satisfaction level for the long term (Parker et al., 2021). Impact on the Relationship of the Team Recruitment strategies also do not only affect the decision making of recruits when choosing where to go but also how they are going to interact with members of that team once they join it. This is especially important in constructing team bonding. This approach ensures that the recruits are given the chance to interact with other athletes in the college either through social events or casual visits, hence making them more associated with the teams before joining the teams (Cranmer, 2018). Another determinant is the value of culture. Team cohesiveness is created by hiring personnel who have positive characteristics that align with the organization’s values. Recruiting personnel who will fit into the team is essential since this will ensure that the new employees feel welcome hence embracing the team’s values. It establishes a fundamental foundation for large 12 scale culture that the patients develop towards the program and subsequently the long-term success within it (Yukhymenko-Lescroart, 2018). Also, it is pertinent to mention that leadership development is essential in contributing to the experiences of recruits. Concerns important for a team can be communicated to recruits and these are; as a team, what capacity does one get to grow, take responsibility or be a leader? It is worthwhile to instill these qualities within an athlete as well as the college sports experience since they not only improve the performer but also consolidate the group (Simons & Bird, 2022). Beyond Recruitment – Preparing for Success The recruitment process should not only focus on attracting top athletes but also on preparing them for success once they commit to the school. It’s essential that recruits are adequately equipped for academic, athletic, and social success once they arrive on campus. This comprehensive approach will help create a pipeline where recruits thrive both during their college years and in their post-graduation careers (Elliott et al., 2021; Gurgis & Kerr, 2021). Theoretical Framework SRT will be used as the primary theoretical framework of this study. SRT presupposes that various interactions with coaches, teammates, and other people within the athletic environment are critical for the socialization and inclusion of athletes (Cranmer, 2018). Studies have further revealed that developing and maintaining good relationships with peers and coaches enhances psychological wellness and healthy being. Individuals who use digital communication technology to interact with their peers in meaningful ways are likelier to have a well-developed sports identity at the team level. Exploring the social structures created and negotiated during the recruitment processes of college sports teams becomes easier when the interactions between recruits, coaches, and teammates are well-established and meaningful. 13 Discussion From the above literature review,it is evident that recruitment strategies are central in how student-athletes are prepared to become who they are. Recruitment techniques involve using coach contacts, contacts with existing students, and appeals to academics and business opportunities. These do not only define the decisions which the prospective student-athletes make on the level of commitment towards a certain program but they also influence the integration of the student-athletes into teams and overall their efficiency at collegiate level (Cranmer, 2018; Parker et al., 2021). This points towards the need to lay down good rapport between the recruited students and the athletic department. Some of the factors that can make a difference include Athlete -to-coach contact, visits to the campus, /older athletes’ friendship, and other related interactions. When a recruit personally gets a good reception from the coaching staff and the players, the prospects of his/her assimilation into the team are high. Moreover, recruitment that is well coordinated aims at showing the various reasons why a particular institution can best support all their needs and desires such as the desire to excel today in athletic activities, and tomorrow in a classroom. For their part, Simons & Bird (2022) and Gurgis & Kerr (2021) posit that prospective studentathletes are willing and ready to commit to programs that include aims for academic success and further employment opportunities other than sports. There is also self-identification in a given organization as another crucial factor on recruitment. As the results revealed, perceptions of athletic identity positively correlate with psychological, school-related, and overall well-being when athletes feel a great sense of team belonging (Huml et al., 2020). Recruitment that is more focused and involves embraces of the communities especially promoting any activities that would encourage the athletes to work hard, 14 acts as key to success. There are certain levels of visits that are conventional such as team activities, observing current players in practice and even interacting with academic tutors that help in providing support. This indicates when athletes believe that their social and academic requirements will be fulfilled, they observe a positive association between the two sides and be in a better position to foster - positivity . However, it is revealed that specific recruitment mechanisms should be developed depending on demographic category of athletes. There are challenges that new international student-athletes and those from diverse population backgrounds are bound to experience in college sports. These reasons included first, language barriers, second, difference in culture, and third, lack of connection with networks. To address such challenges, athletic departments should hire coaches and mentors who would offer additional support for such athlete’s recruitment, cultural sensitivity training, and academic assistance. Nikander et al.(2020) and Mikkonen et al.()2021 argue that the action of delivering recruitment strategies makes athletes more inclined to continue training and engrossing in a way that satisfy them. Financial factors cannot be left out because they have a critical influence on the entire recruitment process. Tuition fee waivers, grants, and bursaries are some of the elements that athletes must consider when deciding in which program to enroll. It is, therefore, crucial to make available relevant information on availability and terms of grants and loans to recruits and their families. Moreover, people can always hear stories of other alumni who benefitted from such points from the program to enhance long term athletes’ success. In future studies, more effort should be directed towards exploring the effects of recruitment in studnet-athlete development, progress and well-being. It brings the idea that a longitudinal research design would be appropriate because of how recruitment experiences 15 various aspects of athletes’ experiences at university, including their academics, mental health, and post-graduation careers. A better understanding of the particular procedures that ensure satisfaction and high achievements in student-athletes allows determining what recruitment model is more successful for a particular institution. Recruitment is not only about getting hold of the most talented student-athletes but it is about cultivating for the best environment for student-athletes in all spheres of their life: in the classroom, in interactions with their peers, and in relation to their future career. Prioritizing working on and building the interpersonal relations, providing learners with academic help, encouraging the trainees to embrace diversity, and maintaining informational presuppose that conceptual approaches to recruitment may also play a crucial role in the student-athletes’ longterm success. Practical Implications The conclusion and recommendations made by this research could inform athletic departments' decisions, particularly regarding issues relating to recruitment efforts involving socialization and identity construction processes for student-athletes. By implementing these components within recruitment activities, institutions can assist more student-athletes to stay enrolled and boost the teams' performances on both the athletic and academic fronts. They may include insights into formulating even better recruitment campaigns focusing on the overall welfare of student-athletes in colleges. These results may also apply to the trainers and the personnel in charge of recruitment to show the potential of developing a positive interaction with the athletes during the recruitment phase. Thus, these colleges might provide the relevant management to help coaches create environments that support and enhance the new student-athletes’ socialization and identity. 16 Limitations There will be potential limitations that the studies will declare, such as the self-report method of administering surveys, and the study may need to be able to generalize its findings to other establishments besides Division I. Thus, the self-report data can be biased due to social desirability and personal bias. Also, since the study is restricted to Division I institutions only, the findings may need to be more generalizable to the other Divisions and types of colleges. Subsequent research should aspire to expand the studies on particular athletes in different NCAA divisions and sports to provide research on the effects of recruitment and ways to influence athletes to commit. More research on various institutions will offer a richer understanding of the subtle processes at play during recruitment. Future Directions Further studies can continue by analyzing the impacts of recruitment on athletes’ careers and reviewing how particular recruitment processes affect their careers further. Knowing how recruitment patterns influence athletes’ movement to the next phase, either in professional athletics or other related jobs, could help explain the effects of socialization and identity change on them. Furthermore, research may explore the potential consequences of different selection approaches implemented within teams on athletes’ communication and emotional state, expanding existing understandings of the importance of recruitment in the athletes’ experience. Future research that can also examine the effects of recruitment strategies on different groups of students, like international students within specific focused on student-athletes or athletes belonging to a minoritized social group, may also help understand the complexities of recruiting college sports teams. Conclusion 17 This research proposal seeks to detail the research on the impact of college sports recruitment tactics on social experience and identity formation among athletes. the study intends to add value by establishing the exact role of recruitment in creating social relations and improving athletes’ psychological health. Focusing on athletes' social requirements during the recruiting process, colleges should be able to create the right environment for winning, both on the field and in the classroom. In this sense, this research may change the current nature of college sports recruitment, leading to positive outcomes for athletes. 18 References Anderson, M., Petit, K. M., Wallace, J., Covassin, T., & Beidler, E. (2021). Factors associated with concussion Nondisclosure in collegiate Student-Athletes. Journal of Athletic Training, 56(2). Cooper, J. N., & Newton, A. (2021). Black female college athletes' sense of belonging at a historically black College and university (HBCU). Cranmer, G. A. (2018). An Application of Socialization Resources Theory: Collegiate StudentAthletes' Team Socialization as a Function of Their Social Exchanges with Coaches and Teammates. Communication & Sport, 6(3). Dehghansai, N., Pinder, R. A., & Baker, J. (2021). Perspectives on talent identification and Development in Paralympic Sport. Frontiers in Sports and Active Living, 3. Elliott, S., Drummond, M. J., Prichard, I., Eime, R., Drummond, C., & Mason, R. (2021). Understanding the impact of COVID-19 on youth sport in Australia and consequences for future participation and retention. BMC Public Health, 21(1). Gurgis, J. J., & Kerr, G. A. (2021). Sport Administrators' perspectives on advancing Safe sport. Frontiers in Sports and Active Living, 3. Keaton, A. C.I., & Cooper, J. N. (2022). A Racial Reckoning in a Racialized Organization? Mikkonen, M., Stenvall, J., & Lehtonen, K. (2021). The paradox of gender diversity, organizational outcomes, and recruitment in the boards of national governing bodies of sport. Administrative Sciences, 11(4). Nikander, J. a. O., Ronkainen, N. J., Korhonen, N., Saarinen, M., & Ryba, T. V. (2020). From athletic talent development to dual career development? A case study in a Finnish high- 19 performance sports environment. International Journal of Sport and Exercise Psychology, 20(1). Pankow, K., McHugh, T. F., Mosewich, A. D., & Holt, N. L. (2020). Mental health protective factors among flourishing Canadian women university student-athletes. Psychology of Sport and Exercise, 52. Parker, P. C., Perry, R. P., Coffee, P., Chipperfield, J. G., Hamm, J. M., Daniels, L. M., & Dryden, R. P. (2021). The impact of student-athlete social identity on psychosocial adjustment during a challenging educational transition. Psychology of Sport and Exercise, 56. Simons, E. E., & Bird, M. D. (2022). Coach-athlete relationship, social support, and sport-related psychological wellbeing in National Collegiate Athletic Association Division I studentathletes. Journal for the Study of Sports and Athletes in Education, 17(3). Wiedenman, E. M., Kruse-Diehr, A. J., Bice, M. R., McDaniel, J., Wallace, J. P., & Partridge, J. A. (2023). The role of sport participation on exercise self-efficacy, psychological need satisfaction, and resilience among first-year college students. Journal of American College Health. Yukhymenko-Lescroart, M. A. (2018). On identity and sports conduct of student-athletes: Considering athletic and academic contexts. Psychology of Sport and Exercise, 34. 
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