From the playing field to the classroom: The academic challenges for NCAA Division I athletes

Huml, Matt R.; Bergman, Matt; Newell, Emily M.; Hancock, Meg G.

doi:10.1080/19357397.2019.1578609

Cited by 26 publications

(21 citation statements)

References 52 publications

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“…For college athletes, summer bridge programs have been posited as one mechanism to support the transition. 28 Given the elevated levels of stress and depressive symptoms reported in our study, we speculate that bridge programs might be particularly practical in the near-term.…”

Section: Discussionmentioning

confidence: 73%

“…Prior to the COVID-19 pandemic, barriers toward academic success were known. 27 , 28 What is more, the normal approach to help college athletes (eg, athlete-specific academic support services, excessive assistance, emphasizing athletics over academics in season) has questionable success, as the focus is often on helping athletes maintain eligibility, rather than developing skills for long-term independence and career success. 29 Athletes may encounter more school-related messages than their peers, but there is no noticeable change in grades, and other researchers have suggested that these practices may be more ornamental than practical.…”

Section: Discussionmentioning

confidence: 99%

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Change-Event Steals “Athlete” from “College Athlete”: Perceived Impact and Depression, Anxiety, and Stress

Garver¹,

Gordon²,

Philipp³

et al. 2021

JMDH

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Introduction: This research sought to establish the impact of the change-event of COVID-19 on college athletes and members of other campus groups (eg, marching band, eSports, Reserve Officers Training Corps). The specific purpose was to assess the perceived impact and impact on mental health (eg, depression, anxiety, and stress). Methods: The survey battery presented a total of 37 items. Demographic, sport or groupspecific, and academic-related questions were included alongside the assessment of psychological well-being coming from the Depression Anxiety Stress Scale-21. Results: There were 249 participants completing some or all of the survey battery. It is notable that 172 participants (69.1%) indicated "a lot has changed". Common one-word responses to the experience surrounding this change-event were feeling disappointment, upset, frustrated, sadness, annoyance, and depression. Life events that conjured similar magnitude of emotion included significant injury, surgery, and losing a loved one. There were no differences by sport for the depression subscale, but 110 participants reported elevated scores and females had a higher mean depression subscale score compared with males. Differences between sports for the anxiety subscale were negated when evaluating Bonferroni correction for multiple tests, but 69 participants reported elevated scores and females had a higher mean anxiety subscale score compared with males. There was no difference by sport for the stress subscale, but 77 participants reported elevated scores and females had a higher mean stress subscale score compared with males. Discussion: Authors urge the campus and athletics community to be diligent in monitoring the holistic wellness of college athletes and members of other campus groups. Mainly, we contend it is important to consider that COVID-19 is a significant and widespread changeevent, and other change-events are known to have significant impact. We should consider that COVID-19 may be acutely and longitudinally impactful to the American college student.

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Section: Discussionmentioning

confidence: 73%

Section: Discussionmentioning

confidence: 99%

Change-Event Steals “Athlete” from “College Athlete”: Perceived Impact and Depression, Anxiety, and Stress

Garver¹,

Gordon²,

Philipp³

et al. 2021

JMDH

View full text Add to dashboard Cite

show abstract

“…If academics takes a backseat to athletics as some scholars assert (Hirko and Sweitzer, 2015;Huml et al, 2019), one would expect athletes to express more dissatisfaction toward their academic experiences. However, this is not what the athletes in this sample indicated.…”

Section: Athlete Experiencementioning

confidence: 99%

NCAA Exit Interviews and Surveys: Academic Experiences of College Athletes

Harry

2021

JIS

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Institutions are required to conduct exit interviews and surveys (EIS) with departing athletes, however, these instruments are currently an untapped data source for further understanding the college athlete experience. This study examined 17 FBS institutions’ exit interviews and surveys with 528 athletes, focusing on athletes’ academic experiences. Analyses revealed that EIS questions pertaining to educational experiences focused on the following areas: academic services, overall academic experiences, time demands, coach support of academics, and faculty support. Athletes in this sample expressed overall positive academic experiences and gratitude for the academic services provided. Additionally, the majority of athletes noted few issues with time demands, strong coach support for their academic progress, and positive faculty interactions. These findings challenge some of the current literature noting negative educational experiences and opportunities for college athletes. Implications and recommendations for the field are discussed.

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“…One potentially negative outcome of allowing athletic academic advisors to report to athletics department administrators is academic clustering (Gurney et al, 2017;Huml et al, 2019;Smith & Willingham, 2015). A survey of NCAA Division I athletic academic advisors indicated that coaches and athletic academic advisors can persuade a college athlete to select an academically clustered major, although college athletes sometimes decide to do so on their own (Case et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Academic Clustering and Athletic Academic Support Center Reporting Lines in NCAA FBS Programs

Watkins

Slater

Chang

2022

JIS

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This article investigates whether an association existed between the clustering of NCAA Division I Football Bowl Subdivision (FBS) student-athletes and the reporting lines of athletic academic support departments at their institutions during the 2017-18 academic year. Academic reform groups and university faculty members have argued that student-athletes cluster into a major at a higher rate when athletic academic support departments report to athletic department officials instead of university administrators not employed by athletics. The authors contacted athletic academic support directors at NCAA Division I FBS institutions to determine whether their departments reported to an administrator employed by or outside of the athletic department. Then, the authors used annual football media guides provided by athletic departments to ascertain the amount of student-athletes that were enrolled in each academic major. Finally, the authors used an ANOVA to calculate whether an association existed between an athletic academic support department’s reporting lines and the rate that football student-athletes clustered into one or more majors. The results indicated that the association between the rate that football student-athletes clustered into one or more majors and the reporting lines used by athletic academic support departments at their institutions was insignificant.

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From the playing field to the classroom: The academic challenges for NCAA Division I athletes

Cited by 26 publications

References 52 publications

Change-Event Steals “Athlete” from “College Athlete”: Perceived Impact and Depression, Anxiety, and Stress

Change-Event Steals “Athlete” from “College Athlete”: Perceived Impact and Depression, Anxiety, and Stress

NCAA Exit Interviews and Surveys: Academic Experiences of College Athletes

The Relationship between Academic Clustering and Athletic Academic Support Center Reporting Lines in NCAA FBS Programs

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