Jay Vinson
Student-athletes at the University of West Georgia are beginning to name pressures they once pushed aside, fueled by a new course that challenges them to confront the mental toll of competition and reclaim their well-being. Designed by instructor Jay Vinson to shift the culture around toughness, the class is giving athletes the language, tools and confidence to prioritize their mental health in ways that ripple far beyond the field, court or track.
“There’s been a growing conversation around mental health in athletics but not enough structured education that prepares future coaches, leaders and sport professionals to actually support athletes in real time,” Vinson began. “I wanted to help bridge that gap by creating a course that not only raises awareness but also provides practical tools, leadership strategies and real-life applications. This course is about shifting the mindset from just performance to holistic development, helping student-athletes and future sport leaders understand that mental wellness is just as important as physical performance.”
In 2022, the NCAA surveyed 23,000 student-athletes and reported that 44% of female athletes and 17% of male athletes said they feel “constantly overwhelmed.” One of the biggest challenges student-athletes face, Vinson said, is identity. Many tie their entire sense of self to their sport, so when performance declines, injuries happen or their career ends, it can create major internal struggles. Add the constant pressure from coaches, expectations, social media and even internal pressure to succeed.
Balancing academics, training and personal lives can seem overpowering, with many athletics feeling like they must “push through” it all, which can make it harder for them to speak up or seek help.
“Performance affects confidence, confidence affects academic focus and both influence how students see themselves,” Vision continued. “If an athlete is struggling on the field, it can impact their mindset in the classroom. If they’re overwhelmed academically, it can affect performance. When identity is tied heavily to success, any setback can feel personal instead of situational. That’s why it’s important to teach athletes how to separate who they are from what they do while helping them develop a strong sense of purpose beyond their sport.”
Vinson also observed that once students realize they’re not alone in what they’re experiencing, everything changes – the conversation becomes more open and students start engaging at a deeper level. That’s powerful, Vinson added, because it moves the conversation from awareness to ownership.
“I was excited about this course because I felt like I was holding so much inside that I could finally talk about,” said Parris Parham, a freshman in the class and a player for Wolves women’s basketball. “Before, it wasn’t something we discussed, but now I’m more open with my teammates and honest when I’m having a tough day. It showed me that a lot of us go through similar things, and talking about them can bring us closer as a team.”
Parham said she’s used the breathing techniques learned in class during practice, which allows her to reset and focus. In academics, she’s discovered how to break things into smaller steps instead of stressing over everything at once, which helps her stay in control.
Classmate and senior softball player Emma Nixon said learning how to develop resilience, push through adversity and overcome stressful moments genuinely changed the way she thinks about her own mental wellness as a student-athlete.
“I have found more joy in my sport, and I feel less under pressure knowing that my identity is not based on my athletic performance,” she shared. “I’ve learned to communicate my feelings in a healthy way as well as listen to others who need to open up. I feel very prepared for when I face moments of stress and extremely equipped to navigate through tough times in my sport and once I have a career.”
A double College of Education alumnus himself, Vinson – who earned a bachelor’s degree in media in 2017 and master’s degree in sport management in 2023 – is happy that students like Parham and Nixon are leaving his class with a deeper understanding of themselves and the tools to manage pressure, navigate challenges and help others. This course, he said, is an environment where students feel supported, not evaluated.
“It means everything to come back to UWG in this role,” he concluded. “As a student, I was developing my foundation, and now I’m pouring into the next generation. Being able to contribute to the same program that helped shape me is something I don’t take lightly. It truly is a full-circle moment.”
