Athletes Research Paper

Abstract

Table of Contents Introduction3 Background of the Study3 Statement of the Problem4 Purpose of the Study4 Literature Review Methodology5 Findings from Review of Literature6 Factors Promoting the Academic Performance of Student-Athletes6 Athletic Performance and Academic Motivation6 Access to Tutoring Programs7 Athletics Facilitate Disciplined Allocation of Time to Studies.9 Social and Emotional Satisfaction11 Greater academic Oversight from their Coaches11 Support Programs Offered to Student-Athletes12 Higher Grades and Low Drop-Out Rates in High School14 Programs Targeting High School Student Athletes15 The Role of Parental and Romantic Relationships16 Limitations that Athlete Students Encounter18 Lower Average Performance Measures18 College Responsibilities20 Prospects of an Athletic Career22 Managing the Emotional Toll of Athletics23 Setting Priorities25 Summary of Findings and Conclusion26 Summary of Findings26 Conclusion27 References28 Athletes Research Paper Introduction Background of the Study 21st-century education has focused on the holistic provision development of students rather than limiting programs to cognitive skills. Sports have become a central part of learning institutions' services to their students. According to Brecht & Burnett (2019), organized sports have increased participation and the proportion of students participating in practice and competitions. Learning institutions have increased the allocation of resources to their athletic departments to cater to staffing, resources, and the services offered to student-athletes. Additionally, the past two decades have experienced an increase in the interest in research on how participation in sports affects students' academic performance (Brecht & Burnett, 2019). On the one hand, the proponents of increasing the involvement of students in sports have cited the role this has on the holistic development of students' skills. However, opponents have claimed that the time spent by student-athletes in practice and competitions should be directed to activities related to academics, including classroom activities and assignments. Determining the impact of the students' involvement in sports could positively contribute to the development of effective athletic programs in learning institutions. The primary goal of learning institutions is to prepare students for their future careers. The skills gained inside and outside the classroom add up to the ability of students to be responsible adults and contribute to the welfare of their community (Brecht & Burnett, 2019). Education contributes to the skills that prepare learners for their careers, and ensuring their academic success is the most fundamental role of any learning institution. Sports' adverse effects on education is a critical issue for administrators and educators in learning institutions. On the other hand, the benefits of participation in athletics are diverse and include physical and mental welfare (Fortes et al., 2010). Despite these advantages, education's overall impact on academic success is critical as it would determine policies necessary to facilitate the academic performance of student-athletes. Statement of the Problem The effect of participation in athletics on students is unclear as positive and negative effects have been identified in the research. While student-athletes have the potential to access professional careers from their skills in the field, it is critical to determine how their involvement in sports affects their grades. With the disputed impact on the overall benefits and disadvantages of sports on participants, there are no conclusive findings on the relationship between these services as provided by learning institutions. The current literature review aims to determine the effect of sports participation on student-athletes' academic performance. Purpose of the Study The current study aims to determine the implications of participation in organized sports on academic performance. Studies have identified the positive and negative effects of involvement in athletics on education. The study will compare the academic performance of student-athletes and non-athletes to inform policies on athletics departments. Through the current literature review, stakeholders, including students, educators, coaches, and parents, will make informed decisions on sports' impact on education. The literature review findings will identify the programs that could help students navigate barriers to improving their grades while participating in athletics. Literature Review Methodology The current literature review aimed to compare the academic performance of student-athletes and non-athletes. Research articles from Google Scholar were used to compile the literature on how the two groups of students performed academically. Current sources were used for the purpose of this literature review research dated from 2010-2022 to ensure that the information was updated. Additionally, the literature review was conducted from sources published in recognized journals, including; Educational Foundations, NACADA Journal, Journal of athletic training, and the Journal of Issues in Intercollegiate Athletics. Search libraries included JSTOR, Academic Journals, and ProQuest. The keywords used for the literature review search were; student-athlete, non-athlete, academic performance, GPA, and collegiate athletics. The literature review findings were organized based on the topics and chronologically within each area. The first section shows the positive factors associated with participation in collegiate athletics, while the second section lists the limitations of organized sports in college. Within each area are subsections, each addressing a particular issue in the literature showing the results chronologically by the dates of the sources' publication. Findings from Review of Literature Factors Promoting the Academic Performance of Student-Athletes Athletic Performance and Academic Motivation In addition to grades, athletic performance is a key factor of consideration for entry in National Collegiate Athletic Association (NCAA) colleges. Fortes, Rodrigues, & Tchantchane (2010) investigated the role of athletic involvement as a motivating factor for academic performance and found the variables had a positive correlation. Students who believed that their performance in sports would increase their chances of admission in college were motivated to gain higher grades. However, the findings demonstrated that students were also likely to focus on their future athletic careers as opposed to having a career related to their academic performance (Fortes et al., 2010). The study's findings demonstrate that students' performance in colleges would be improved by knowledge of the possibility of a career in professional athletic competitions. Increasing athletic motivation among high school and college students would contribute to a rise in their focus on academics (Harris et al., 2014). According to the findings, the advisors and counselors of student-athletes play a vital role in motivating the participants of sports in colleges to improve their grades. Contrary to traditional assumptions, scholarship student-athletes perform as well as their non-scholarship counterparts. According to Milton, Freeman, & Williamson (2012), stereotypic beliefs have led to doubts about scholarships' value to colleges and universities. The cost of scholarships offered to student-athletes has included the assumption-based view that they will have lower grades than their non-scholarship counterparts. According to Milton et al. (2012), the contrary is true, as student-athletes on scholarships had higher average GPAs than their non-scholarship counterparts. The findings demonstrated that male and female scholarship students performed significantly higher than their non-scholarship counterparts. Consequently, students' performance in athletics led to scholarships and higher GPAs for the participants in the study. Increasing the value of athletic scholarship funding is critical in facilitating access to higher education among talented students (Harris et al., 2014). Since the students on such scholarships performed better than other student-athletes academically, there is justification for more resources for the athletic departments of NCAA colleges. Access to Tutoring Programs The academic engagement of student-athletes improves performance when facilitated by educators, parents, and school administrators. Harris et al. (2014) conducted interviews with two successful black student-athletes to determine the success factors leading to their academic performance. Their research findings demonstrated a positive relationship between the cultural empowerment of student-athletes and their classroom performance. Student-athletes performed better in the classroom when they were aware of the limitations and challenges associated with their admission and retention in school (Harris et al., 2014). In particular, the concept of race and inequality in athletics and academics led to positive study behavior among minority student-athletes. Participation in organized sports in education increased access to resources that promoted the students' academic success. Harris et al. (2014) observed that student-athletes were likely to focus on their studies when a team approach inclusive of all stakeholders worked towards this goal. The support their educators, parents, and coaches provided to student-athletes was critical in facilitating their cultural competence. Tutoring programs organized by coaches, parents, and educators allow students to work on their weakest areas and improve their grades in high school or college. Both student-athletes and non-athletes can benefit from tutoring outside the classroom activities (Harris et al., 2014). However, it is more likely that a student-athlete enters into a program to improve their grades than a student not participating in sports at school. The motivation for the students in organized sports to pass their examinations is greater than that of a non-athlete since they need to be on the team. Individuals who fail to meet the grade requirements, particularly in elite schools, may be kicked out of their teams (Erickson et al., 2019). Therefore, they have to work harder since the repercussions of failure in the classroom are greater than those of non-athletes. Students and coaches organize programs to help students work on their weakest academic areas to meet the minimum grade requirements (Pellegrini & Hesla, 2018). Moreover, the students are motivated to request support with their academics from their parents or coaches to meet the required grades to be on the team. Student-athletes are encouraged to participate in programs that increase their likelihood of graduating from high school and college since they want to remain on their teams. Moreover, tutoring is one of the support resources that coaches and parents could use to ensure that their students meet the requirements to participate in sports. There is a greater focus on student athletes' grades than non-athletes since there is a need to meet the threshold of academic success. The introduction of support programs for students includes resources directly aimed at ensuring their performance is as required for individuals to participate in athletics (Pellegrini & Hesla, 2018). The resources provided in school as well as at home are aimed at ensuring the success of the students. Therefore, the parents and coaches of student-athletes readily avail all the resources that the individuals may need to be retained in the teams. College and high school students participating in athletics are more likely to benefit from tutoring programs to increase their grades than non-athletes. Athletics Facilitate Disciplined Allocation of Time to Studies. While NCAA has claimed that sports participation increases students' academic performance, various studies have disputed this view. Pellegrini & Hesla (2018) investigated the existence of a direct relationship between time allocation and the performance of student-athletes and non-athletes. Their findings showed that students allocated 20 hours a week to sports and an equal amount of time to their studies. The research also demonstrated that student-athletes performed better than other students in anatomy, physiology, and overall GPA scores. According to the surveys conducted by the researchers, the student-athletes demonstrated better time management skills than their non-athlete counterparts (Pellegrini & Hesla, 2018). Despite the disputing results of studies on student-athletes, there is evidence of the positive effects of participation in sports on education. Moreover, involvement in athletics increased emotional and cognitive exercise that promoted academic performance (Brecht & Burnett, 2019). Despite spending time in practice and competitions, the overall effect of participation in sports was a positive change in academic performance. Participating in athletics is an opportunity for student-athletes to be enrolled in focused support groups that increase academic success. Brecht & Burnett (2019) observed that the existence of organized sports in colleges increased the availability of support services targeting students with various needs. Programs targeting minority and low-income student-athletes offered social support and mentoring for the target groups. Such support was critical in the capacity of the students to effectively monitor their studies as well as excel in the field. A key requirement for the players to be in such groups was that they participate fully in their classroom activities and complete their assignments (Brecht & Burnett, 2019). Additionally, the support programs provided by college athletic programs are associated with conduct and behavior requirements. Student-athletes benefit from the programs provided by the social support programs that increase their focus on academics. Athletic teams identify students with needs and develop focused programs to meet them. Student-athletes have access to resources that increase retention by ensuring the players focus on their classroom performance. According to Brecht & Burnett (2019), one of the essential measures of academic performance is the retention of students. Focused groups identify the factors leading to low retention rates among the players in organized sports. By assisting the students in navigating both the cognitive and noncognitive risks of low retention, focused groups increase the graduation rates of student-athletes (Erickson et al., 2019). A fundamental approach used by the athletic teams and their leaders is to support each member balance their study time and focusing on their academics. Coaches use creative and resourceful methods to influence the attitude that students have towards their books and push students to work harder in academics. Therefore, students are offered a wide range of resources and support systems to ensure they balance their studies with their practice in the field. Participating in sports is associated with positive skills and values that foster life-long skills for student-athletes. The participants in athletic activities in high school and college are expected to demonstrate a high level of discipline that applies to their studies and academic life. In addition to being skilled in a particular sport, student-athletes must show discipline and devotion to practice and competitions. According to Scott (2017), the discipline and social values developed in the field contribute to students' behavior and attitude toward their studies. Since student-athletes are expected to balance their studies and time in sports, they develop critical skills that make them better time planners. 21st-century education requires that sports be included in the daily activities of each student to ensure balanced academic and behavioral development (Drum et al., 2014). Student-athletes benefit from the skills and values they gain from participating in sports from the need to balance their practice with academic achievement. Social and Emotional Satisfaction The holistic focus and performance of student-athletes in sports and academics are promoted by their parents' and coaches' emotional and physical support. Brecht & Burnett (2019) investigated the role of support systems on the capacity of college student-athletes to focus on their studies as well as their performance in the field. According to the findings, participants in college sports relied on their parents for emotional, financial, and physical support critical to their academic performance. As Drum et al. (2014) observed, the participation of college students in organized sports motivated their parents to provide the support systems required for them to excel in academics as well as in their sports. Parental involvement in the students' sports activities was critical in enduring that they focused on their academic studies as well (Drum et al., 2014). Consequently, student-athletes benefit from the additional support systems that help the learners focus on their studies. The perceived needs of the learners increase the availability of emotional and social support, particularly from their parents or guardians. Greater academic Oversight from their Coaches In addition to monitoring players' performance on the field, coaches monitor the academic performance of their players. They have the opportunity to supervise each student individually and have the resources to influence the students' behavior when necessary (Erickson et al., 2019). The coach can decide the students who participate in competitions and determine the time each individual has to study. Additionally, they can reward individuals who demonstrate positive changes in their academic performance while punishing those who do not follow the classroom-field time balance (Erickson et al., 2019). Students must abide to the regulations and requirements placed by the teachers as well as their coaches to ensure they remain on the team. While these programs are available for coaches to use with their student-athletes, they are not available to non-athletes. The motivation for students not involved in organized sports to work harder in their studies solely depends on their individual resolve to focus on class work (Drum et al., 2014). Student-athletes benefit from the oversight their coaches have over their academic performance and behavior outside the classroom. Additionally, the coaches have a unique opportunity to determine students the existence of social and emotional challenges affecting the performance of students in the classroom. Challenges that students may be facing at home, including neglect, abuse, and the mental health of family members, could have significant implications on classroom performance. Coaches have the opportunity to determine the causes of declining grades among their students and provide guidance and solutions that meet each individual's needs (Erickson et al., 2019). The relationship between coaches and players is critical in determining the performance of players in and out of the field. For the coaches to influence success among their students, it is crucial that there is sufficient communication between the parties. Erickson et al. (2019) observed that the mentor-mentee relationship contributes to positive performance among the players on the field and in the classroom. By working closely with team members, coaches can assist student-athletes in navigating challenges that could affect their academic performance. Support Programs Offered to Student-Athletes Participating in athletics offers students opportunities to engage in programs that promote academic success in high school and college. In particular, coaches act as mentors to student-athletes, providing supervision and assistance to learners with intellectual difficulties. According to Drum et al. (2014), the change from high school to college can be academically challenging for all students. The expectations of high school educators are limited to memorizing materials and choosing the best side of an argument without necessarily concluding. Learners must synthesize concepts and demonstrate an understanding of theories introduced in the classroom when they join college (Drum et al., 2014). Starting college education requires learners to utilize a wide range of materials, support from their tutors, and peer studies with other students. Consequently, the transition from high school to college is associated with higher expectations, which makes this change quite a challenge to students. Being in supportive programs makes it easier for students to join college and athletic teams offer this kind of support to members. Coaches and teammates play a crucial role in offering the assistance students need to begin their college education. I particular, student-athletes have opportunities to gain leadership skills that improve the decision-making abilities students need in their studies. Nichols, MLough, & Corkill (2019) observed that students with leadership skills performed better in reading, math, science, and vocabulary examinations. The chance to be in leadership positions in sporting teams and events improves the academic performance of athlete students with leading responsibilities in their teams. Being a student-athlete offers individuals the chance to be responsible over their peers and coordinate programs for practice and competition (Nichols, MLough, & Corkill, 2019). Consequently, the students receive support from their coaches making the transition though college much easier compared to the experience of other students. In addition to the opportunity to have a career in athletics, students socialize beyond the activities in their classrooms. Student-athletes have access to resources that make it possible to manage the physical and emotional toll of adapting to a college education. According to Ohlson & Gregg (2021), coaches and team advisors use their positions to influence positive behavior among the members of their teams. In particular, coaches could incentivize their students to perform better in academics through the policies and requirements for their players. Requiring that student-athletes pass their examinations in class is a critical tool that ensures the players balance their time on the field and on their studies As Lumpkin & Favor (2013) observed, unlike other students, learners involved in athletics have to meet the discipline and performance requirements placed by their coaches. The additional motivation and incentive to study contributes to higher grades and discipline among the students involved in athletics. Coaches use their positions and resources available to them to incentivize positive behavior and improve the performance of student-athletes. Higher Grades and Low Drop-Out Rates in High School The role of high school education is to prepare students for their studies in higher education in colleges and universities. Therefore, the impact that participation in sports has on high school students is critical as it demonstrates the overall role athletes have on education. In a study conducted in Kansas, Lumpkin & Favor (2013) observed that high school students who were involved in sports performed higher in their SAT scores and were less likely to drop out of school. Additionally, the findings showed that differences in grades were observed across racial and gender lines (Ohlson & Gregg, 2021). The researchers concluded that the higher grades and low rates of dropping out of high school among athletes could be caused by the increased likelihood of academically gifted students being likely to participate in sports. Academic services provided within athletic departments promote the academic success of the target students. In particular, staff members help student-athletes identify and work through their limitations in high school programs. According to Hazzaa, Sonkeng, & Yoh (2018), the services offered to students may affect the existence and quality of tutoring, advising programs, and the staffing the institution provides to the athletics departments. The members of the athletic teams have access to the programs offering services that align to their academic strengths and weaknesses. According to Hazzaa et al. (2018), these programs have a significant positive effect on the academic performance of students at different levels. The introduction of academic services and an increase in the allocated resources would contribute to greater effectiveness in the capacity of the programs to meet the needs of the students. Additionally, the motivation of students to increase their academic performance and their inclusion in support programs is a critical determining factor in grades in high school (Ohlson & Gregg, 2021). The services offered by athletic programs prepare the learners for more challenging courses and programs in colleges and universities. Programs Targeting High School Student Athletes The University of North Florida's athletic program created the Collegiate Achievement Mentoring Program (CAMP), which works with public schools targeting the learners in the community. The goal of the program is to prepare student-athletes to become mentors of high school students in athletic programs in their neighborhood to help both parties socially, emotionally, and academically. While such programs are initially meant to help students in high schools in the community, the benefits are both ways (Rubin & Moses, 2017). The programs provide learners with the skills they need to navigate challenges in college while improving the leadership and social skills of the mentors tasked with meeting the needs of the targeted group. Since these programs are community-based, they provide high school student-athletes with the knowledge to navigate the challenges in their neighborhoods (Ohlson & Gregg, 2021). Collegiate mentors increase their academic achievement, improve public speaking skills, and gain employable skills working with K-12 students. On the other hand, the apprentices experience an increase in classroom attendance and academic performance. The outcome of community-based athlete programs organized by learning institutions is improved academic performance and positive behavior for mentors and mentees. Community-based targeting of high school students increases student athletes' preparedness to enter college. Learning institutions have created programs focusing on the issues affecting the students in their community to increase their chances of accessing higher education. Particularly, these programs aim to prepare high school athletes for college and their future careers as professionals. Mentorship programs involving successful college athletes and coaches are formulated based on the challenges students may encounter transitioning through higher education. Ohlson & Gregg (2021) observed that the most effective strategy to create these programs and meet the needs of the target students...