A RACE AGAINST TIME
There are 24 hours, 1,440 minutes, 86,400 seconds in one day; yet, most college athletes still find that there is not enough time in the day. Having proper time management skills is vital to being a successful college student athlete because they have to balance time between academics and athletics. A typical day for a college athlete would include a workout, classes, practice, and maybe a study hall depending on the university. Aside from practices and games, college athletes are needed to participate in all sorts of school events, volunteer work, etc. With a constantly packed schedule, many find it difficult to find the time to study, rest, or work.
Effective Time Management Strategies:
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Get a Planner and Create a To-Do List:
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Download a Focus Keeper App​:
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Stay Away from Social Media:
While this may seem obvious, many overlook it. With the use of a weekly/ monthly planner, it’ll be easier to keep track of everything coming up and what is still far ahead. Make a To-Do list each day, focus on just those tasks, and cross them off as you go. Breaking down tasks like this will help with procrastination and ensure a heightened feeling of accomplishment.
​Whether you have apple products or android, there are numerous free focus keeper apps that will help you when studying. These apps remind you to take a break every now and then. Cramming the day before an exam is highly unsuccessful. Instead, space out studying and allow for breaks. A few recommended apps are Focus Keeper Free, Focus To-Do, and Be Focused.
Smartphones and social media platforms consume so much of our time without us realizing. In today’s society we are so accustomed to pulling out our phones and scrolling through multiple feeds whenever there is down time. One post leads to another, then all of a sudden its been an hour of scrolling! All the downtime spent scrolling social media could have been used for studying or sleeping.
References
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students' time management. Journal of Educational Psychology, 82(4), 760-768. doi:10.1037/0022-0663.82.4.760