The Holistic Approach to Academia: Traditional Classroom Instruction and Experiential Learning of Student-Athletes

Abstract

National Collegiate Athletic Association (NCAA) student-athletes represent a unique subculture on college campuses, and the athlete must balance the rigors of coursework, athletics, and the non-traditional dynamics associated with being an athlete, which include "dumb jock" stereotypes, isolation, negative criticism, and the fear associated with athletic retirement. Unlike non-athletes, these students face increasing pressure from outside sources, including family, coaches, and fans, to be the best. However, participation in athletics gives student-athletes an opportunity to learn valuable skills and characteristics that are transferrable to the workplace. This mixed-method research extracted descriptive data to identify the characteristics learned through athletics, the skill-sets potential employers value the most, and how those skills are transferable to the workplace. Those characteristics include refined leadership, communication skills, and an ability to multi-task with a laser-sharp focus. Student-athletes are assertive, driven, understand the concept of teamwork, and handle constructive criticism without adverse reactions. The results show that when student-athletes engage in the classroom and absorb the learning opportunities provided through athletics, student-athletes can have a competitive advantage in the job marketplace. Educ. Sci. 2019, 9, 125 2 of 23 internships and study abroad programs, which provide additional training and translate into missed opportunities for the athletic community [10].In the midst of these rigorous athletic demands, student-athletes must also make formidable decisions related to career planning [9], transitioning from college to the workplace [11], and adjusting to life without competitive sports [11]. Student-athletes must come to terms with the disappointment of not becoming a professional athlete, and of athletic retirement [11]. Furthermore, research suggests that athletes who capitalize on their transferable skills have an easier transition to sports retirement [9]. On average, three percent of all collegiate athletes move onto the professional ranks per year [3], which indicates the necessity for athletes to capitalize on the curriculum learning and experiential learning at the university level. All of the conversations and decisions above are inherent to the athletic culture and add a layer of stress for these young adults.Nevertheless, student-athletes gain valuable experiential learning that can prove to be beneficial in the workplace [12]. Experiential learning is often defined as the practical knowledge and experience gained from engaging in activities outside of the classroom that bridge the gap between curriculum instruction and real-time experiences [12]. Experiential learning is the focal point of this research study to determine the skills that are transferable to the workplace and the skills employers most desire from student-athletes. The purpose of this study was two-fold and examined from two viewpoints. The first goal was to outline the skills stude...

Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review

“…Within those geographic locations, the included articles covered several distinct settings. University-based contexts were the focus of 28.9% of the articles in the review ( n = 11), with three focusing on undergraduate courses (Howley et al, 2012; Lucas & Goodman, 2015; Salisbury et al, 2012), three on university-based extracurricular activities (L. Coffey & Davis, 2019; Fuller et al, 2017; Gassman et al, 2014), and five on adolescent summer residential programs (Chan, 2003; Feldhusen & Kennedy, 1988; Lee et al, 2007, 2008; Lee & Olszewski-Kubilius, 2006).…”

“…Thirteen of these programs were open to all students (Archard, 2013; Carruthers & Busser, 2000; A. Coffey & Lavery, 2018; L. Coffey & Davis, 2019; Eva & Sendjaya, 2012; Gassman et al, 2014; Guest, 2018; Henderson et al, 2007; Hilliard et al, 2019; Kagay et al, 2015; Langram, 1997; Preus et al, 2016; Whittington et al, 2017) and five were for students identified as gifted or academically advanced (Feldhusen & Kennedy, 1988; Howley et al, 2012; Lee et al, 2007, 2008; Lee & Olszewski-Kubilius, 2006).…”

“…There were indications that leadership can develop early, but the process takes time. In one study (L. Coffey & Davis, 2019), the scholar-athletes in the sample credited athletic participation from childhood through emerging adulthood, over and above school coursework, with helping them develop leadership skills that were also marketable professional workplace competencies (e.g., collaboration, multitasking).…”

“…Within those geographic locations, the included articles covered several distinct settings. University-based contexts were the focus of 28.9% of the articles in the review (n = 11), with three focusing on undergraduate courses (Howley et al, 2012;Lucas & Goodman, 2015;Salisbury et al, 2012), three on university-based extracurricular activities (L. Coffey & Davis, 2019;Fuller et al, 2017;Gassman et al, 2014), and five on adolescent summer residential programs (Chan, 2003;Feldhusen & Kennedy, 1988;Lee et al, 2007Lee et al, , 2008Lee & Olszewski-Kubilius, 2006). Secondary school-based contexts were explored in 31.6% (n = 12) of the studies with four studies focused on leadership curriculum (Archard, 2013;Eva & Sendjaya, 2012;Langram, 1997;Schneider et al, 1999) and eight that examined leadership in extracurricular activities (Bush et al, 2019;A.…”

“…Eighteen of the studies included psychosocial skills in definitions of leadership (Archard, 2013;Bush et al, 2019;Chan, 2003;A. Coffey & Lavery, 2018;L. Coffey & Davis, 2019;Conner & Strobel, 2007;Eva & Sendjaya, 2012;Gassman et al, 2014;Halsall & Forneris, 2018;Hilliard et al, 2019;Howley et al, 2012;Kagay et al, 2015;Langram, 1997;Liu et al, 2019;Mitra et al, 2010;Schilling et al, 2007;Schneider et al, 1999;Whittington et al, 2017).…”