Too often we are reminded of the negative outcomes of collegiate athletics, or of the special treatment that athletes receive -- that they are coddled to or removed from taking responsibility for their own education -- or that student-athletes' education and their developmental maturation might perhaps be subordinate to the coach's goal of winning and the institution's focus on achieving prominence.

But approached from another, more positive, viewpoint, the athlete's competitive collegiate experience can be -- and should be -- used for enhancing the athlete as a complete person during a time when athletes may be assisted toward developmental maturity and mastering appropriate developmental tasks.

East Stroudsburg University of Pennsylvania established the Student-Athlete Center for Excellence (SACE) to provide all student-athletes with the right to access guidance, counseling and instruction necessary to successfully compete both academically and athletically. SACE makes clear to student-athletes that with this right comes the charge of being a responsible citizen of the university community. In other words, the student has all the tools available to be successful; however, it is his or her responsibility to access these tools and to attend classes, complete homework and projects on time, study for tests and seek out assistance when needed.

East Stroudsburg's SACE is a collaborative effort to provide the opportunity for student-athletes to successfully complete those tasks. It is composed of a multidisciplined staff that includes two exercise physiologists, an academic advisor for student-athletes and a psychologist. In short, it provides a challenging and supportive environment, not under the auspices of any coaches, for students-athletes to work on those areas that they or members of the SACE team have identified.

The mission of SACE is to encourage student-athletes to strive toward their individual potential in both academics and athletics that parallel Havighurst's Developmental Tasks, which are defined as those that:

* Constitute a healthy and satisfactory growth in our society.

* A person must learn if he or she is to be judged and to judge himself or herself to be a reasonably happy and successful person.

* Arise at or about a certain period in the life of the individual, successful achievement of which leads to his or her happiness and to success with later tasks. Failure leads to unhappiness in the individual, disapproval by society and difficulty with later tasks.

These tasks are based on middle-class values with latitude for lower- and upper-class influences; however, they all consist of three main components: (1) the biological structure and function of the individual, (2) the particular society or culture in which the individual lives, and (3) the personal values and aspirations of the individual.

Lifelong productivity

For the college-aged student-athlete, or young adult, the biological realm would represent establishing healthy and life-long commitment to physical activity. This developmental task might include awareness of the long-term negative effects of performance-enhancing substances or disordered eating. Regarding the particular society or culture in which the individual lives, the college student-athlete functions in at least two realms and will learn those rules. Developmental tasks in this area could include acceptable behavior on the practice field and in the academic arena (for example, class attendance, participation and interaction with the professors). In the area of personal values and aspirations of the individual, examples of tasks could include exploring or establishing a viable personal belief and value system.

Havighurst's developmental-task model identifies a biological basis for the growth and maturation of an individual. When examining the student-athlete, the influence of past physical activity experiences may impact the individual's success in achieving lifelong commitment to physical activity. Scientific literature clearly demonstrates the abundance of physical and mental benefits from engaging in required physical education activity classes on alumni attitudes and exercise habits. Alumni graduating from programs requiring four or more credits of physical education activity place significantly higher value in the health benefits of regular exercise.

Other studies have found that former world-class athletes maintained their physical fitness for a longer period of time and on a more regular basis than the general population. Does the unique experience of the college athlete enhance the lifelong commitment to physical activity? Another study indicates that only 65 percent of former college athletes reported continued post-graduation physical activity as compared to individual-sport athletes. Clearly, the experience the student-athlete has while competing may greatly impact the decision to continue activity.

Helping student-athletes cope

When considering the society and cultural values in which the student-athlete lives, the academic component is paramount. From an academic standpoint, we meet with all incoming freshmen or "at-risk" student-athletes identified by the coaches or the admissions office. We can consider the importance of time management, study skills and priority management of tasks -- academics, athletics and socialization. Additionally, we stress the importance of personal responsibility for all aspects of their education, but we also let them know that assistance and help is available. We encourage regular interaction with faculty with respect to assignments and absences due to illness or athletics competition in order to promote effective and responsible communication skills.

From a personal values component, we provide individual counseling for those individuals who experience psychological impediments to their development. For instance, these impediments could be interpersonal relationships that are unrewarding or unfulfilling, post-loss or grief issues or anger-management issues. SACE attempts, at the student-athlete's request or from a referral, to offer those services that enhance the student's values and aspirations.

At East Stroudsburg's Student-Athlete Center for Excellence, our model is used not only to assist the athletes in their transition through the developmental tasks but also to assist them in establishing lifelong habits that allow them to achieve their potential in the mental, physical and intellectual realms after graduation. SACE provides a comfortable, nonthreatening place where they can come to discuss issues and ensure confidentiality. The student-athletes know that their information will not be used by the coach to effect status or playing time; hence, they can work on what they consider to be their tasks without the repercussions of parents, coaches or professors.

Donna Leitner is an assistant professor and staff counselor at East Stroudsburg University of Pennsylvania; Shala Davis is an assistant professor in movement studies and exercise science at East Stroudsburg; and Julie Del Giorno is the academic coordinator for intercollegiate athletics at East Stroudsburg.