Using Psychology to Improve College Athletics Facilities

Lecture halls aren’t the only place for learning and testing on a college campus. You might be surprised, but psychology plays a huge role in creating a great space for student-athletes of all sports.

Recruitment 

Recruiting top athletes is critical for a successful collegiate athletic program. To that end, researchers have been studying decision-making of prospective student-athletes for decades. With the hope of recruiting top prospects, psychologists have conducted multiple studies on behalf of top NCAA athletic programs in the U.S. Perhaps unsurprisingly, the factors influencing student-athletes in their choice of college are different than those influencing traditional students (Letawsky et al., 2003).  

While coaching staff and current team members are most influential, facilities were the second-most frequently mentioned factor among NCAA Division I freshman athletes in one study, with particular emphasis on newly-renovated areas (Howat, 1999). Similarly, a survey of NCAA Division I football recruits included athletic facilities in the top five decision-making factors (Klenosky et al., 2001). Division II prospects report different priorities, though facilities were still among the top ten for a group of 300+ Division II track-and-field athletes (Lin et al., 2017). A particularly strong study of NCAA basketball recruits revealed “glitz and attraction of campus” as a more dominant influence than even coaching style or program recognition (Ryan et al., 2007). Investment in athletic facilities is an investment in recruiting top talent, particularly for NCAA Division I programs. 

Performance 

Most locker rooms lack daylight which might inhibit performance and recovery.

The operations facility serves as the primary point to develop a successful athletic program, encouraging the athletic and academic achievement of collegiate athletes. Using evidence from sports psychology and physiology literature, we can design a facility to support a variety of goals. The primary place of preparation for practice and games, while also a focal point for recruiting visits and donor trips, evidence-based design can ensure we optimize the athletic space to improve outcomes.  

Adaptable wall space to use imagery and visual aids is a crucial component of a successful locker room. Viewing sport-specific imagery reinforces neural networks for athletic performance (Holmes & Calmels, 2008). Goal setting interventions using visual aids in the locker room can also improve cohesion and motivation among sports teams (Durdubas et al., 2020; Senécal et al., 2008). 

Though many locker rooms avoid window views and daylight to reduce distraction, natural elements are a critical piece of athletic performance. Physical activity in natural settings improves physical performance and reduces stress. Even just ten minutes in nature can improve a variety of physiological and psychological markers of well-being for college students (Meredith et al., 2020). In a survey of 175 athletes, over 80% agreed that nature views are motivating during exercise (Abouhadid & Shafik, 2019). Participants in this study also suggested natural daylight was significantly more comfortable than artificial light during training. Windows with glazing for privacy and reduced distraction should be used to encourage natural light. Biophilic elements should be included in the locker room to improve cognitive performance, including natural wood, greenery, and water features. These elements are not at odds with young adult preferences and can be incorporated in more subtle ways to achieve a sleek, athletic aesthetic while still providing psychological benefits. 

Louisiana State University offers a sophisticated convertible rest space for athletes.

Though training is a key task in the operations facility, rest should also be intentionally considered. Student-athletes report being unable to find appropriate time for rest between practice, class, and social responsibilities (Eccles & Kazmier, 2019), so the operations facility may play a role in supporting rest. Proper rest can include both sleeping and wakeful resting, in which one is not thinking about the sport (Eccles & Kazmier, 2019). It is critical to provide a space within the facility to promote sleep by providing sleep pods or nap rooms with dimmable lighting and acoustical control, separate from social areas. Wakeful rest can be achieved by creating non-sports/non-school areas, perhaps also taking advantage of natural views. 

Learning 

Athletic Education 

On-field training is enhanced by off-field analysis and film breakdown. While not considered an academic facility in the context of a university, the operations facility still serves an important role in teaching and learning for athletes. 

Though many Big Ten football players report they occasionally watch film in their own dorm rooms, some are restricted from watching film outside of the facility and indeed, a greater number shared they prefer to watch film in the facility. Players stated they often like to watch alone and go late at night to avoid distractions (Wittry, 2019). Multiple players suggested they like being around the facility to watch film, because they can also access coaching staff easily if they have any questions or want to break down a particular play. 

To facilitate the needs of both individual and group education, architects should provide spaces for varied group sizes. Based in literature on college learning outcomes, an auditorium or large viewing area should be wider rather than deeper, to encourage physical proximity to the coach and film (Niemeyer, 2002). Flexible areas should be prioritized without permanently attached furniture, so groups can gather and collaborate more easily (Lei, 2010). Furniture should be highly comfortable to ensure athlete attention is fixed on learning materials (Veltri et al., 2006).  

Academic Development 

Collegiate athletes experience stressors unique to the student-athlete population, balancing the demands of competition with traditional academic and social stress (Cosh & Tully, 2015). Proper facility design goes beyond athletic performance to assist athletes in issues of mental health, social support, and academic development. 

Watching game tape is a typical student-athlete expectation, especially for special-play-heavy sports like football.

Academic support service facilities serve student-athletes and a variety of specialized staff. Enhancing academic support services, either in an operations facility or a free-standing building, is becoming a priority among the NCAA’s largest Division I conferences (Judge et al., 2018). Division I athletes, particularly male football and basketball athletes, consider these services a necessity to maintain eligibility and succeed academically (Ridpath, 2010).  

Team Building 

Perceptions of team support and cohesion influence student-athlete well-being and performance (Cho et al., 2020). The facility should support collaboration and cohesion. By providing places for collaborative learning and training, but also creating spaces for informal social interaction, the operations facility can improve team relations. These informal interactions often happen in “third” or “fourth” places, away from school and work (Simões Aelbrecht, 2016), like hallways, kitchens, and physical therapy areas. Providing a variety of comfortable seating and entertainment options can improve team atmosphere and morale (Miller, 2005).