Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
the effects of athletic participation to academic performances of student athletes
the effects of athletic participation to academic performances of student athletes
sports affect on academic success
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Academic Performance of Student Athletes Current research offers little guidance on the specific relationship between participation in athletics and academic achievement (Jordan, 1999). In a study conducted by Will J. Jordan, participation in school-sponsored sports was examined to see if there was an increase in school engagement and achievement. The purpose of this study was to measure the effects of sports participation on academic achievement. This study focused on the effects of school sports participation on academic achievement for African American students, as well as White and Hispanic students. Approximately 15,000 students from over a thousand different schools were used in this study. This sample included students from all geographical locations and communities, as well as public and private schools (Jordan, 1999). The data collection process began by describing the word ‘participation.’ Essentially, the researchers designed a numerical system that correlated with different levels of participation. Participation was defined as follows. “Students who did not participate in a sport were categorized with a “0”. Students who participated in sports less than one hour a week were assigned a “1”. Students who participated one to four hours a week were assigned a “2”, five to nine hours a week were assigned a “3”, fourteen to nineteen hours were assigned a “4”, and students who participated twenty or more hours a week were assigned a “5” (Jordan, 1999).” The researchers stated that this accounted for the fact that some of the measures, such as GPA and self-confidence may have been different in students who barley participated in sports. To measure GPA, the students’ self reported their grades in mathematics, Englis... ... middle of paper ... ...ticipate. As a result, they are more likely to maintain their grades academically. In a study that focuses on college student-athletes, and contradicts the research carried out by Whitely and Stegall, Herbert Simons, Derek Rheenen, and Martin Covington, stated that “the more commitment to the athletic role and the less to the academic role, the lower the university GPA (Simons et al., 1999).” When student-athletes reach the collegiate level, the amount of time student-athletes spend in their sport, in and out of the athletic season, is immense. Simons et al., noted that students-athletes are required to devote 20 to 30 hours per week, miss numerous classes for competition, and deal with injuries and fatigue (Simons et al., 1999). As a result, student-athletes are not able to dedicate as much time as non-athletes to academics, directly effecting academic motivation.
“Maintaining good academic standing is part of the student athlete culture,” according to women’s head soccer coach Jack Hyde, “It’s part of their responsibility...they embrace it,” he said (Stricklen). “I love football and I wouldn’t want to mess it up by not getting good grades in all my classes,” said Narayan, a student athlete (Given and Tribou). However, more and more student athletes are not finding studying and keeping their grades up a priority. Most student athletes dream of one day becoming a professional athlete, but without good grades, they won’t be able to go to a good college to play for. Being an athlete with good grades also benefits them when trying to get scholarships. Becoming a professional
Throughout the country young men and women are losing their priority for an education. To attend a university should be a highly cherished privilege, and it should be an even greater honor to play athletics for the university. Therefore, the writer supports the decision that the “student” comes before “athlete” in student-athlete. Playing for pay should be considered a job for “professionals”. In the rulebook, the NCAA views college athletes as armatures. This statement sums it up best. When athletes go to college, not all of them go in with the mindset that athletics is going to be their future job....
Potuto, Josephine (Jo) R., and James O'Hanlon. "National Study Of Student-Athletes Regarding Their Experiences As College Students." College Student Journal 41.4 (2007): 947-966. Humanities International Complete. Web. 21 Nov. 2011.
Playing a sport in college is equivalent to working a full-time job (Thomas). There are rules that allow major-college football coaches to only demand twenty hours of the players time each week (Wieberg). However, studies show that those athletes are doubling those hours per week during the season (Wieberg). Other sports are putting in the equivalent of a full time work week (Wieberg). Some NCAA officials are concerned with the amount of time spent stating that beyond forty hours is inhumane (Wieberg). Most of the athletes compete and do whatever it takes to succeed, so they enjoy spending countless hours on sports (Wieberg). Many athletes even have struggles in the classroom because they do not have enough time to study. Student-athletes at top Division I schools think of themselves as athletes more than students (Wieberg). Less than one percent of college athletes actually make it professionally (Wieberg). That means these kids should focus more on their education than on athletics. In reality, these official...
Howard-Hamilton, Mary F., and Julie Sina. "How College Affects College Athletes." New Directions for Student Services (2011): 35-43.
All college students sitting in classrooms today face challenges that can impede their success. A challenging course schedule, competing demand for the student’s time, and college readiness are all factors that can hinder a student’s performance in the classroom. Moreover, these challenges also have the ability to impact the student’s overall student development. While most students share a common set of stressors, there are certain groups on campus that face pressures and challenges that are not shared by the majority of their peers. Student athletes are such a group. Joshua Watson (2005) noted the positive benefits of participating in intercollegiate activities, but also noted that such participation can lead to issues of “maladjustment, emotional illness, and psychological distress” (p. 442).
College athletes are a busy bunch. In a USA Today article by Steve Wieberg, a study found that college athletes spend anywhere from 36-48 hours on their sport alone. These athletes also spent 30-45 hours on academics (Wieberg). With only 168 hours in a week, more than half of these students’ weeks are spent on mandatory athletic or academic activities. Additionally, many of these students participate in volunteering, extra study sessions, clubs, etc. These students also must budget into their schedules time to eat, sleep, shower, clean, and socialize. With all of these commitments, the actual recommended sleep amount o...
Education and Athletics, two of the most prized activities within our society. So is it any surprise that the two are so closely linked in one of our societies favorite pastimes College Sports? Some believe that these two things benefit each other and some don’t. In this Rhetorical Analysis I will be analyzing the argument presented by the article titled Rethinking the Benefits of College Athletics, which questions the academic benefit that college athletics provide. The article which appeared in Forbes magazine is written by Johnathan Robe a research fellow at the Center for College Affordability and Productivity. The author describes his thesis in the first sentence of the article stating “In my short life, I’ve long been perplexed with the way many higher ed administrators–particularly college presidents–tend to laud college sports for the benefits they accrue to institutions of higher learning.“ (Robe 1) arguing that college athletics are not beneficial to colleges and in some ways can even be harmful. Robe's argument does provide supporting evidence, however it is unlikely to convince those readers that come into it with an opposing view.
It is very clear that college athletes are very devoted and committed adults. It is also very easy to see that these young adults are swamped with practice and game schedules. Many people don’t realize exactly how much time is devoted to practices. An article by O'Shaughnessy (2011) provides a run down of how much time each athlete puts into different sports. Division I baseball players spend 42.1 hours a week practicing on the field.(O'Shaughnessy, 2011) Divi...
The impact of college athletic programs on academics has always been a controversial and contentious topic. It seems that athletic programs have some contemplative effects on academics of colleges and universities. Different people have different ideas about how college athletic programs should be carried on. College presidents, administrations, student athletes, parents of students, and athletic trainers are along with these people who point out different facts about the fallouts of athletics on academics. A bunch of people suggest that athletic programs should be dropped from college system, while another group suggests that athletic programs should be taken care with more advertence. An analysis on the effects of college athletics on academics has two personal approaches: college athletics undermine academics, and athletics amplify academic experience.
The concept of college athletics has been around for more than approximately 150 years (Siegel). From the very beginning, college athletics were destined to become a full-fledged, vital part in higher education. Their importance and significance from the start until now is undeniable. College athletics play a valuable role and are beneficial to institutions in ways such as promoting positive character development among athletes, establishing unity from a surplus of people, and supporting college experiences and traditions. These are just a few of their contributions to higher education. Although there are various controversies surrounding these points, they are just some of the reasons that athletics will remain embedded in university life for decades to come.
Not only can sports teach you great life characteristics, it can also get you into a good college. Student athletes in high school dream of getting scholarships for the sport th...
For decades there has been a debate on student athletes and their drive to succeed in the classroom. From the very beginning of organized college level athletics, the goal to want to succeed in athletics has forced students to put academics to the back burner. In spite of the goal to want to succeed over a hundred years of attempts to check limits of intercollegiate athletic programs on colleges' academic standards still seems to struggle to this day. This brings to surface one of the most asked questions in sports, “What effect does college sports have on academics and economics?” Herbert D. Simons, Derek Van Rheenen, and Martin V. Covington, authors of “Academic Motivation and the Student Athlete” researched the topic on whether athletics and academics benefit each other. Bryan Flynn, the author of “College Sports vs. Academics” poses the question “Should institutions of higher learning continue to involve themselves in athletic programs that often turn out to be virtual arms races for recruiting talented players who bring big money and prestige, but put academics to the back burner?” Although both authors agree that sports have an impact on an athlete’s academics, the focus of their argument differs.
Participation in sports has proven to increase self-discipline and self-esteem, and can teach athletes to learn from their mistakes and move on (Issitt). Athletes playing team sports also develop the ability to work well with others and use teamwork in their everyday lives. Teammates form relationships that are strengthened over a common passion and goal. These relationships can last long after high school is over (Chen). These social skills translate into better communication used with an athlete’s family, peers, and in the community. Likewise, “A 2006 study in Maryland found that student athletes are 15 percent more likely than non athletes to be involved in their communities and to take the time for civic engagements, including participating in voting and volunteer activities” (Issitt). The same study also concluded that athletes are far more likely to be comfortable with public speaking than non-athletes. This study provides concrete evidence that high school sports can help to gain mental and social skills that will be used later in life
It has been known a proven fact that participation in high school sports encourages better moods, self-esteem, and a higher level of academic achievement. This has been proven through various studies, one of them being a study done in New York. In 2006, the Carnegie Corporation of New York discovered that students benefited from participating in high school sports. An improvement in grades, confidence, and personal health and welfare were appreciably noted in ...