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Essay about student-athletes: experiences, benefits, coping mechanisms, and programs
Essay about student-athletes: experiences, benefits, coping mechanisms, and programs
Struggles of student athletes
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Linda Moore has had a variety of roles including social worker, professor, Chairman of the TCU Social Work department, Director of the TCU Social Work Undergrad program, and most recently, retiree. While retired from the TCU faculty, Mrs. Moore continues to be involved in the TCU community through the Athletic Department. In fact, Linda Moore created the Athletic Academic Services Center within the Athletic Department when she recognized student athletes who weren’t receiving academic help. Through perseverance and raising hell, she was able to get the department established and now spends her time there to maintain ties with the students she worked with. Specifically, she works at the Athletic Academic Services Office within the Athletics …show more content…
The Athletic Academic Services Office serves student athletes who play NCAA Division 1 sports at TCU. The services provided include academic advising, academic mentoring, access to learning assistants and specialists, monitoring of academic progress, writing specialists and study hall hours. With access to the Athletic Academic Services Office, TCU student athletes receive tools and assistance to balance the rigorous demands of a TCU education as well as athletic requirements. Linda Moore’s current position responsibilities are focused on the students and providing the instruments and guidance that is necessary. On a daily or weekly basis, Mrs. Moore engages in teaching her clients organizational skills, writing skills, methods to think critically, and tools to express their full ideals with details. Linda Moore pointed out that at TCU, athletes spend 56 hours a week in their sport, and if they skip any athletic activities they lose their scholarship. Furthermore, she mentioned that while a few athletes have learning disabilities, it is more common for these student athletes to come into TCU with less knowledge than non-athletic TCU students.
Rosa Lee Cunningham is a 56 year old African American female. She is referred to the facility from Howard University Hospital. She was treated for a condition called osteomyelitis, which resulted from a bacterial infection while using heroin (Dash, 2006). Rosa Lee states that on October 7, 1983, she injected cocaine, which resulted in her being hospitalized at D.C. General Hospital (Dash, 2006). Prior to her hospital visit in 1983, she injected heroin, cocaine, and various substances. After a horrible breakup with her girlfriend, she used heroin for the first time (Dash, 2006). She stated that she uses speed ball of cocaine, heroin mixed injection as well as Prelundin, occasionally (Dash, 2006).
There are many women who are currently in an abusive relationship, or have been in an abusive relationship. The most common reason these women do not leave their abuser is because they are scared, financial, or family reasons. Amy McGee would be alive today to tell her own story if her situation was handled differently.
Rosa Lee Cunningham is a 52-year old African American female. She is 5-foot-1-inch, 145 pounds. Rosa Lee is married however, is living separately from her husband. She has eight adult children, Bobby, Richard, Ronnie, Donna (Patty), Alvin, Eric, Donald (Ducky) and one child who name she did not disclose. She bore her eldest child at age fourteen and six different men fathered her children. At Rosa Lee’s recent hospital admission to Howard University Hospital emergency room blood test revealed she is still using heroin. Though Rosa Lee recently enrolled in a drug-treatment program it does not appear that she has any intention on ending her drug usage. When asked why she no longer uses heroin she stated she doesn’t always have the resources to support her addiction. Rosa Lee is unemployed and receiving very little in government assistance. She appears to
Joyce Stewart is seventy two year old, white female that lives in the small town of Candor New York. She has spent the majority of her life taking care of other people, including her eight children; now six due to tragic circumstances. She also was a house wife trying to survive being a mother to her children while her husband was away in the Navy. She now is a widow; her second husband passed away about ten years ago. She grew up on a farm with a low socio economic status; she overcame circumstances that she was dealt by working her entire life and eventually living a more financially stable life. Joyce is not rich by any means, but is able to live comfortably. She owns her own house that she and
...n conclusion, the University of Oklahoma successfully demonstrates its commitment to success in the classroom and on the field by providing the SHC, which ensures a family atmosphere for community members. This community is kept strong by assuring its members are provided with the tools, resources, and “home-like” atmosphere necessary to excel both academically and athletically. My observations of this community are that structure, fun, and educational support tools helps guides athletes in the right direction since performativity plays a large role in their lives.
Represents the department on a conference and national level; serves as an ex officio member of the Athletics Advisory Committee; ensures that coaching and administrative staff actively support the department and university=s joint commitment to academic achievement, which entails helping each student athlete make normal progress in completing his/her degree and to graduate within a five year period; serves on university and other committees that involve intercollegiate athletics.
Marcia K. Anderson. ”Women in Athletic Training.” Journal of Physical Education, Recreation & Dance 63.3 (1992): pp. 42. Journal Article.
When I was accepted into the University of Oklahoma, I was not aware of the tradition or prestige that the football team carried. Moreover, I had no idea about the honor it was to don the crimson and cream in the arena of athletics. And, I never envisioned rooming with them. I enjoyed sports, but I loved reading and writing more. Initially, I was focused on building a collegiate career that one day would propel me to my goal of studying law. Yet, the more time I spent interacting with the athletes, the more parallels I noticed between their personalities and mine. Their diligence, perseverance and compassion were all traits that I could identify with since they were reflective of me. For the most part, the majority of the athletes were hungry to achieve and they desired knowledge at all costs; a combination that still resonates with me today.
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....
Both on an off the field, my enthusiasm and motivation to obtain a goal is a trait that I am very proud of. I have faced many tasks where a leader had needed to step up and I am always willing to do so. I am also willing to get help when I need it. If I can’t complete a task by myself I do not mind asking a classmate, teammate, friend or a teacher for guidance. By bringing that openness and leadership to University of Charleston’s Athletic Training Program I believe that I can also attribute to the University of Charleston’s Mission Statement “to educate each student for a life of productive work, enlightened living, and community involvement.” By bettering the Athletic Training community by providing care to our Athletes I believe that I will be a great addition to the Athletic Training
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.
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...
During the past three years of college, my interest in counseling has been affirmed through a variety of experiences. One important experience that influenced my decision to pursue a career as a school counselor was my involvement in my community service sorority, Chi Delta Alpha. Through Chi Delta Alpha, I volunteered on several occasions, among them I babysat children to provide parents with a night off; I was responsible for a group of elementary students as they experienced college classes and I painted a caboose for a local playground. A theme that has remained constant throughout all my different experiences is that making a difference in a person’s life is a rewarding experience, and I know that I desire a career that enables me to support high school students as they face difficult situations.
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.