McCarthy, Claudine, ed. “Increase Student-athlete Success by Establishing Effective Partnerships with Alumni.” College Athletics and the Law 12.1 (2015): n. pag. Web.
This article discusses some of the benefits that student-athletes have after school. One major area that student-athletes are a step above everyone else is they have more connections. A normal student has some alumni that they can go to and who wants to help out. However, the connection throughout an athletic program is so much stronger. Almost every former athlete is willing to help the present athletes if they need help finding a job, or anything else for that matter, after school. Todd Stansbury understands this well when he says “One of the real assets of any university and athletics program is the strength of its alumni and access to the power of its network.” This is the case mainly because a team bond is very strong, and that includes the alumni. Many alumni feel like they are apart of their team for the rest of their life, and that is welcomed by schools. This leads to a great advantage when a student-athlete graduates and is looking for a job. More likely than not, he will know someone that can help out, and it’s because they played for the same school.
Schneider, Ray G., Sally R. Ross, and Morgan Fisher. “ACADEMIC CLUSTERING AND MAJOR SELECTION OF INTERCOLLEGIATE STUDENT-ATHLETES.” College Student Journal 44.1 (2010): 64-70. ProQuest. Web. 14 Apr. 2016.
This article talks about the “easy way out” when it comes to student-athletes. In history, and especially recently, there have been scandals at many schools over the classes that athletes take and whether teachers make it easy for them because athletics helps the schools so much. This article specifically talks about “clustering” which is when many athletes are pushed into certain majors because they are athletic friendly. Whether that means they are easier or the schedules line up with practices and games, it is attractive for the coaches to put their players in those majors. However, players are supposed to major in what they find interesting and then figure out their athletic schedule. This is related to student-athletes at Rollins picking classes early because we won’t have to worry about a situation like this occurring. If we can strategically schedule the classes we want around our practices, we are taking full advantage of every aspect of college, and we are doing it the way it’s supposed to be done.
“3 Benefits of Playing Sports in College.” NCSA Athletic Recruiting Blog. NCSA Athletic Recruiters, 2013. Web. 12 Apr. 2016.
Although more obvious upsides such as physical health may come to mind, the benefits of playing a collegiate sport are more abundant than most people think. Supporting my claims regarding the positive effects of sports on student-athletes’ development, this NCSA report suggests that relationship development and a greater opportunity at job placement are realistic possibilities improved by dedication to a collegiate sport. A study performed by NCSA asked 100 CEOs who they would hire – a collegiate athlete or a non-athlete, with all else being equal. 100% of the responses favored student-athletes, and even 60% of those CEOs said they preferred the athlete over the non-athlete even if the latter had better test scores. These results are a true testament to the personal development that occurs when a student-athlete must keep an even keel despite adverse conditions often associated with an inherently busy academic and athletic schedule. This adaptability and drive to succeed is recognized, and employers understand that “the lessons learned through years of being an athlete translate into a quality employee” (“3 Benefits…in College”). The future for student-athletes is bright, and there is no downside to the health and social development that are as prevalent as their opportunity to be hired and succeed in the professional world.
Hamilton, Kendra. “Creating a successful student-athlete: discipline, focus and hard work are just a few attributes, says advising expert Dr. Ruth Darling.” Black Issues in Higher Education 8 Apr. 2004: 30+. Academic OneFile. Web. 8 Apr. 2016.
In this article, Ruth Darling talks about how athletics can help many students succeed in their academic lives. It’s an article I also use for paper two, and I think it’s an interesting perspective on an athlete’s life in terms of juggling school and sport. It’s all about using sports, what most student-athletes are passionate about, to motivate an athlete to succeed in the classroom. However, the lessons she teaches her athletes are also applicable when looking at all other aspects of a student’s life. It’s about taking full advantage of non-athletic activities because you can learn different concepts that can improve your athletic ability. This is a great method because whenever you can relate two or more aspects while you’re learning something, it means it’s helping your overall education and life instead of just being one dimensional. It also means the skill set is being applied to real life situations and there is critical thinking that goes along with that. By understanding the relationship between academics and athletics, the education you attain from both is infinitely more useful.
Décamps, Greg, Emilie Boujut, and Camille Brisset. “French College Students’ Sports Practice and Its Relations with Stress, Coping Strategies and Academic Success.” Frontiers in Psychology 3 (2012): 104. PMC. Web. 7 Apr. 2016.
College sports have various effects on athletes, some of which are more obvious than others, including better physical health, access to a group of people sharing a similar passion, and recognition from peers and the institution because of dedication to a sport. In addition, sports have other areas of positive influence on athletes who go to school to learn and grow in an independently supportive environment. Naturally, one may think that a busy schedule, less time spent on studies, and the pressure of performing present a problem for athletes that would ultimately lead to more bad than good. Studies have shown, however, that these “problems” are actually constraints that drive athletes to work more efficiently and effectively. Past studies analyzing scheduling and athletics for college sports “reported lower scores of general stress [and] academic stress,” as well as “higher scores of self-efficacy” in comparison to those less involved athletically (Décamps, Boujut, and Brisset). With clear signs of an increase in efficiency, a decrease in stress, and an overall positive experience for college athletes who must still focus on academics, I think a new wave of understanding arises. Playing a college sport, I have personally learned how to better manage my time and deal with stress. What interests me most are the statistics supporting this belief, and I hope that this source as well as other supporting research can move readers toward tackling misconceptions and forming a more accurate opinion about college athletes.
Tarrant, Michael A., Donald L. Rubin, and Lee Stoner. “The Added Value of Study Abroad: Fostering a Global Citizenry.” Association for Studies in International Education 18 (n.d.): 141-61. 21 Aug. 2013. Web. 2 Apr. 2016.
This journal study addresses how a study abroad experience adds value to a student’s overall education by looking at the skills gained by studying abroad. The study takes an experimental approach by examining and comparing how students perform during studying abroad versus studying on their home campus, in specific classes. The students’ academic performance is measured not only by their grades, but also by being given a pre-test before the semester, and a post-test after the semester. The study shows that pre-test scores were fairly even between abroad and home students. However, students studying abroad scored marginally higher on the post-test than the students who were studying at home. While the test scores did not provide staggering results in the area of academics, the conductors of the stud were able to conclude that studying abroad gives students value in an area other than academics: global citizenship.
“Success in college sports improves academic standards, study says.” PR Newswire 16 Dec. 1987: 1216NY18. General OneFile. Web. 2 Apr. 2016.
College sports are one of the most recognizable outlets through which a college expresses itself. Championships, star players, and overall team history represent not only a school’s past, but also its future. Being a college athlete myself, I have had a first-hand experience with balancing academic, athletic, and social life. I think it is important for people to understand the challenges and stories of success and failure that collegiate athletes experience, helping them define their character, as well as the character of their school. Studies have also shown that athletic success bolsters academic reputation too, noted in Robert E. McCormick and Maurice Tinsley’s work, “Journal of Political Economy.” The dedication of collegiate athletes toward their sport not only sets them up for athletic success, but prolific academic success as well. The Clemson economists’ study showed that “increases [in] financial contributions to college athletic programs…also [led] to more donations to university academic programs,” increasing the number of applicants and resulting in lower acceptance rates and a higher academic standard (Success in…study says). Impressed by this research, I have made it a point to educate others on the effect student-athletes have on their own future, as well as the future and reputation of the school they represent athletically.
Jespersen, Ejgil. “Education Through Sport: Towards Recognition of Popular Practice.” N.p.: n.p., 2009. N. pag. Sports, Ethics and Philosophy. Rutledge Taylor and Francis Group, 30 Oct. 2009. Web. 1 Apr. 2016.
In the chapter “Education Through Sport: Towards Recognition of Popular Practice” of the book “Sports, Ethics and Philosophy,” Ejgil Jespersen focuses on the learning aspects of the athletic part of young people’s lives. He mainly concentrates on the point of practicing to increase your ability rather than studying. This is a concept that is applied in athletics more than any other aspect of life. It is so important to have some experience with hands-on learning because until someone tries it, there is no way to know how they learn best. Also, it compliments learning by studying well because when it comes time to have to know something, using multiple methods helps attack the problem in many ways. That can only help out someone’s education because it works different parts of the brain. The other thing Jespersen ponders is which type of learning should children begin with. Personally, they should both be taught, but once a child develops and understands his strengths, he should dominantly use that method while improving the other style.