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Tempe, AZ – Throughout the 2024-25 college tennis season, members of the ITA Student-Athlete Council will have the opportunity to be featured in monthly spotlights that will give the greater college tennis community an inside look at some of our Student-Athlete Council members and what they are accomplishing on and off the court.
In this spotlight, Marissa Markey of Pomona-Pitzer will share a little bit about herself and some of her experiences serving on the ITA Student-Athlete Council.
Read more about Marissa in this spotlight below:
Hi! My name is Marissa Markey and I am a senior at Pitzer College in Claremont, California. Outside of tennis, I am pursuing a degree in Psychology, with a minor in data science. After college, I hope to enter the field of sport psychology and coaching.
Why was it important to you to apply to the ITA Student-Athlete Council, and what does it mean to be a voice for fellow Division III college tennis players?
It was important to me to apply to the ITA Student-Athlete Council because I wanted to be a voice in shaping the college tennis experience for incoming student-athletes. I am so grateful for my time playing on a college team, and I saw this as an amazing opportunity to help continue to improve the college tennis experience. Personally, I’ve been very passionate about mental health and community service within college athletics, and it has been rewarding to contribute to discussions and projects focused in these areas. The council has also allowed me to connect with like-minded individuals who share a commitment to improving the student-athlete experience. Being a part of a team that is so passionate about making a positive impact has been motivating and inspiring.
Reflecting on your involvement in both the ITA Student-Athlete Council and the ITA Student-Athlete/Alumni Mentorship Program, what advice would you share with other student-athletes seeking to cultivate their leadership potential and prepare for life after college athletics?
I would encourage student-athletes to get outside their comfort zones and seek out all different kinds of leadership opportunities. As a student-athlete it is easy to focus only on your team and your athletic success, but there are so many great opportunities to make connections and become a leader through clubs, on-campus jobs, community service organizations, or even athletic governing bodies like the ITA! Being on the ITA Student-Athlete Council and in the Alumni Mentorship Program are two completely different experiences than my other extracurriculars, but they have taught me so many valuable skills in communication, networking, and problem-solving that I would not have found elsewhere.
Additionally, I would encourage student-athletes to reach out to as many people as possible and not be afraid to ask for help! The ITA Mentorship Program has shown me that there are so many mentors who are eager to connect with current college students, and how valuable it is to have conversations with someone more experienced in your field. It’s also important to build connections with athletes outside your own team because you will hear advice from different perspectives which can be incredibly helpful.
Given your experience in sports psychology and as an ACEing Autism program director, what are the most significant insights you’ve gained about the impact of diversity and inclusion within our sport?
Through ACEing Autism, I have learned that there is no “right” way to play or teach tennis. As a coach, it is extremely important to listen to the individuals you are working with, and be flexible when creating lessons or session schedules. This ensures that every athlete is playing in an environment where they feel understood and empowered to contribute in meaningful ways.
I have also learned that when athletic communities are built on inclusion and acceptance, athletes feel more welcome and supported. This can lead to athletes developing a healthy relationship with the sport, and increase the likelihood that they will build confidence, resilience,and a sense of purpose. These skills contribute to their development as athletes but also their overall well-being. This is something that I will always remember when I am coaching, especially when working with youth athletes from diverse backgrounds!
Why was college tennis the right choice for you, and what have you learned from playing college tennis that you think will benefit you throughout your life?
Since my high school didn’t have a tennis team, I knew from very early on that I wanted the opportunity to play for a team when I got to college. While playing tennis individually as a junior was enjoyable, I was excited to experience the unique dynamic of playing for a college. Over these past 4 years on a college team, I have learned skills in collaboration, time-management, self-advocacy, and maintaining a positive attitude in the face of adversity. Most importantly however, college tennis has shown me how sports can be used as a way to build community, whether that’s through connecting with alumni, other teams, or organizations like ACEing Autism. I’ve seen how tennis brings people together and creates a lasting impact beyond the court. I am excited to continue using tennis as a way to create connections and positive change as I continue to coach and explore sports psychology.
The ITA Student-Athlete Council is a committee of student-athletes who play college tennis assembled to provide insights regarding the sport with a special emphasis on the student-athlete experience. The goals of this committee are as follows: Present a student-athlete voice within the Intercollegiate Tennis Association (ITA) (1), Offer input regarding matters pertaining to the sport, particularly issues impacting the lives of student-athletes (2), Work to enhance the student-athlete experience specific to college tennis across all divisions (3), Invest in the leaders of tomorrow by creating leadership and professional development opportunities (4).
