Engaging college student athletes in a manner that impact positively between their class work and personal growth has become a great challenge in the field of literature and other concerned organizations such as athletic administrators and higher education institutions (Benes and Mazerolle 108). A lot of questions have been raised by a number of scholars on how much the college athletes gain from their experience at the college as compared to ordinary students. Despite reforms efforts by major institutions of higher education in controlling intercollegiate athletics, it still remains unclear regarding how much time the athletes should participate in intercollegiate athletics and how much time they should spend at the college for class work and socialization. This study seeks to analyze the extent to which students can participate in outside and inside classroom activities without compromising the desired results of undergraduate education.
The National Collegiate Athletic Association (NCAA) has imposed limitations on conditioning and practicing duration to divert much attentions to academics (Baugh et al. 49). As a student, one is required to interact with faculty, participate in various groups and unions, attend class, write, read, and participate in curricular as well as co-curricular activities. The level of participation by students in such activities will depend on both the student and the school environment. This imply that student engagement needs both the students efforts and also the support of the institution by putting in place a culture that encourage active participation in those activities (Baugh et al. 51).
Balancing the academic work and social needs of the school experience is quite challenging for most students (Seiler 281). On top of the already tiresome tasks of attending class, studying, completing homework, the athlete students have additional responsibility of meeting athletics demands which include the daily practice, injuries, competition among others. A number of college athletes have asserted that they spend a great deal of time on sport activities during their holiday seasons since the college sessions leave them with little or no time for other activities such as sports (Clotfelter 18). In order to succeed in athletics, student athletes have to show dedication, emulate hard work, and concentrate on their goals. Such qualities when well transferred to academics will automatically success. Athletic participation complements rather than undermine academic performance (Casa et al. 992). Unfortunately, not all student athletes transfer such skills to their academics especially those who play football and basketball for men which earns revenue.
Though some field and track athletes might have the desire to compete in higher tournaments, not every student who plays in the field have the dream to participate in the Olympics. It is therefore much helpful for counselors and athletic administrators to understand the motivation behind student athletes in order to support them. The student athlete motivation can be measured on the basis of academic, student athlete and career athlete (Stanek 298). Academic scale measures the interests and personal beliefs of the student regarding academic responsibilities. Student athlete scale measures the extent to which students are motivated towards athletic tasks while career athlete scale is used to measure the extent to which students are motivated into pursuing an elite degree in sport or a professional sport career. In examining how much athletic and academic motivation affects the academic performance, academic motivation is the most influential motivational factor on academic performance of student athletes.
Student athlete academic performance.
Academic performance of student athletes can be measured in terms of how many of these students manage to graduate in time and with what grade. Student athletes who are much committed to sports are likely to enter college less prepared than their peers as compared to those who join college with the same background characteristics showing no difference in academic performance (Groves et al. 9). The following measures can be used to ensure increased engagement of college athletes in academic work.
Assess Academic and Athletic Motivation
Students join colleges with different motivations and aspirations regarding academics and sports. Also a good number of student athletes found it quite hard balancing between athletics and academic tasks compared to their peers. Therefore assessing what motivation of student athletes are is very key unlike just making mere assumptions. It is equally important understanding the perception of students regarding their ability to perform in college (Groves et al. 32). This will help in identifying students whose academic motivation are low and formulate a plan to assist in increasing their academic motivation and subsequent academic performance.
Peer Interaction
College administrators should design methods aimed at engaging student athletes with non-athlete colleagues. Peer interaction is especially important for athlete students with limited time by helping them integrate into the campus culture’s academics as well as social system (Stanek, 304). They should therefore partner in getting student athletes participate in academic clubs, service activities, and academic organizations among others.
Student Affairs Collaboration.
Most athletes refute intentions of doing away with their late evening sports, realignment of conference to reduce the distances covered by athletes travelling as well as sitting out their freshman years in order to create more time for their academic work (Clotfelter 14).Athletics department administrators responsible for CHAMPS (Challenging Athlete’s Mind for Personal Success) and academic support services programs should partner with offices of student affairs in college to come up with a program that promotes greater involvement of student athletes with the college community (Clotfelter 19). This will assist reduce duplication of college services and programs besides creating opportunities for more peer interaction between students. Moreover, collaboration between support services of student athlete and student affairs units and academics will help reduce the gap between athletics and academics documented in literature (Linthorne 305).
Living in Campus
Student athletes should try live on campus to encourage them spend more in campus due to limited time they have for balancing academics, athletics and social demands. Having more time on college implies spending more time engaging with peers, staff, and faculty (Ion et al. 4221). The administration should also adopt policies that are encouraging student athletes to live together with non-athlete peers and not the other way round. There should be fewer student athletes per resident halls to increase chances for interaction.
Increase Faculty Interaction
Faculty interaction in or outside classroom are both important ways of involvement for student athletes. Giving faculties opportunities to learn athlete product is one of the sure ways of promoting student interaction. Student athletes can be invited to either sit in a practice or attend a game at home.
Sport specialization
It is less likely nowadays seeing children in groups congregating together in the neighborhood for some games without necessarily influencing the adults. Pressure is mounting on young athletes to focus on one sport and participate at a high level year in year out on multiple teams (Brenner 34). The norm today is that most adolescents do engage in well organized sports managed by their parents and coaches who have different aim for the game compared to the young participants. The selection of travelling team also start as early as 7 years of age. Obtaining college scholarships or making it to the elite degree or Olympics is the drive behind athlete specialization (Brenner 67).
When sport specialization is well timed and done under correct conditions the athletes are likely to succeed in achieving a specific goal however, when started too early can lead to detrimental effect both psychologically and physically (Pardalos and Zamaraev 68). Young athletes doing intensive training are at high risk of adverse consequences on their bodies and minds whether or not they specialize that include overuse injuries, burnouts and overtraining. However, it has been noted that the athletes participating in different sports obtain less injuries and engage in sports for longer period (Pardalos and Zamaraev 89). Even though specialization gives an athlete much time to play a particular game, early specialization is not a direct ticket to athlete’s success because it mostly influenced by the coach. When athletes specialize much early, they encounter altered family relationships, overdependence, loss of self-control, arrested and socially maladaptive behavioral development (Kahane and Shmanske 43). Early diversion is therefore much encouraged because it enables the participants to experience different cognitive, physical as well as psycho-social environments. The foundation skills gained are important in ensuring successful specialization of athletes. Diversification also promotes various social interactions amongst children, their peers as well as adults (Kahane and Shmanske 64). This helps in reinforcing emotional plus self-control skills required for the future. Deliberate play which is intentionally and voluntarily is designed for pleasure unlike early specialization that forces the children practicing sports they might not be interested in playing. Therefore, there are fewer cases of athletes drop out from deliberate games compared to specialize ones that are characterized by boredom.
The big question therefore is, to analyze whether specialization can lead to a successful performance as well as a promising career (Kahane and Shmanske 72). Despite unanimous agreement by authorities that specialization results into higher athlete success, it’s still not yet clearer its optimal timing. However different studies of specialization history of elite athletes have revealed that early diversification followed by late specialization works best and is a sure method of achieving elite status.
Conclusion
From the above discussion it is still challenging to fully achieve a balance at engaging students on matters that ensure their success both academically and sports. However, when analyzed in terms of their motivation to success, it is evidenced that student athletes needs equal time as ordinary students. This is because their demand for sports is deliberate and driven by pleasure. They therefore do engage in athletes mostly for fitness and fun something that helps in improving their academic performance. The case of career athletes is much different they should be given more time to practice in order to achieve their professional goals. Also the career athletes should be encouraged to diversify during early times to enable them choose their sports wisely and specialize later. This will enable career athletes to participate in games they enjoy most giving it their best and hence having little difficulties in terms of training time required to reach elite sports level.
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