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Jan 03, 2024 | #1
Athletics and their influence on student performance in the classroom has long been a subject of debate and scrutiny amongst critical stakeholders in schools and institutions of higher learning. Despite many strong opinions being present on the subject, far less critical literature that actually scientifically examines pertinent data to the equation exists. In an effort to examine the academic performance of student athletes versus non student athletes, this work will draw from peer reviewed literature to analyze findings related to the study. As a result of the multitasking and commitment required for athletic endeavors, it was hypothesized by the researcher that students who participate in organized sports would have higher GPA's than those who did not. Based on the literature collected, however, this perspective proved to be erroneous. In all of the studies examined, there was no direct relationship between sports and higher GPA's. In some instances, participation in sports was equitable to lower academic performance. Though some sources suggested that positive skills relevant to the workforce could be gained through organized sport participation, student athletes tended to have more stress, lower academic performance and more problems with socialization than their non athletic counterparts.
According to Rensburg, Surujlal and Dhurup (2011), "University student athletes, constitution of the primary clients of the university, and are regarded as the heart and soul of every educational institution" (p. 248). In Western culture, student athletics are often embraced and even looked upon with admiration from the general public. What is clear, however, is that the university experience of the student athlete is innately different than their non athletic counterparts. The physical, time management and psychological demands are different than those of students who do not have stressors related to balancing the two aspects of their university lives (Rensburg, Surujilal & Dhurup, 2011). Some of the stressors that adversely affect the student athlete include but are not limited to regimented schedules, negative stereotyping by media, faculty and students; time constraints, physical stress, fatigue, commitment to attend practice sessions and games as well as the dual role of student and athlete. Using a research mechanism to judge wellness, Rensburg, Surujilal and Dhurup concluded that student athletes had more problems with wellness than their non student athlete counterparts because of poor time management, poor choice of company and the lack of transportation. Essentially, the student athlete, when judged under these parameters, significantly underperformed on the academic and social levels.
Building on the social components of the aforementioned study, Tuncel, Semiyha and Dolasir (2010) concluded that "there were not significant effects of participants on showing more prosocial behaviors in terms of, athletes and non-athletes" (p. 81). The initial hypothesis embraced by the researchers was similar to the initial one taken by this particular study. The authors felt that participation in sports was going to positively impact the social behaviors of students. As was demonstrated, there was no correlation between sports and more positive social behavior in university students. Athletics, therefore, cannot be argued to help students achieve on the social interaction levels. While the social and wellness related factors of student athletes showed not positive effects, alone these two studies did not necessarily dispel the possibility that a student athlete could have higher academic performance than their non athletic counterparts. Though unlikely, the potential that a person with less wellness and less socialization behaviors could perform well in academia was still a possibility until Pedescleaux's (2011) study was consulted for the review of literature.
Pedescleaux (2011) set up a research study to investigate non cognitive motivational factors as indicators of academic achievement in male athletes and male non athletes based on GPA scores from a period that spanned 2003 - 2005. In this particular study, male student athletes had the same social motivation and lower GPA's than their non-athlete counterparts. Though the social motivation was determined to be the same for both groups, it was found that non-athletes were "more likely to enjoy classroom discussion and feel comfortable with the high level of intellectual activity that often occurs in the college classroom than male athletes" (Pedescleaux, p. 3555). As a result, it could be concluded that the social skills related to athletics were non transferable to the classroom. In addition, if the results of Rensburg, Surujilal and Dhurup (2011) are entered into the equation, it could be concluded that the stressors related to student athlete life are significant to the extent that they directly affect the student academic performance, as measured by GPA, negatively. According to Pedescleaux, "The results of this study indicate the need for academic and social support programs for male athletes...to ensure positive progression towards academic achievement" (p. 3555). Based on the study results, the author does admit that both student athletes and non athletes could benefit from such support programs.
While participation in athletics may not directly cause a positive impact on academic achievement, it cannot be concluded based on the selected research that there are no positive social components to athletic participation. In a book by Goff (2005) called, From the Ballfield to the Boardroom, the author identifies a number of skills that are emphasized in organized sports that are directly transferrable to the business world. It is acknowledged by business professionals throughout the world that academic achievement in college is not the only or even necessarily the best indicator on individual achievement in the workforce (Goff, 2005). As a result, it is possible that the skills and socialization obtained by the student athlete could be advantageous to workplace success even if they do not necessarily translate into academic advantages. Based on the material put forth by Goff (2005), student athletes have some advantages when entering the business world that other non athletes do not have. Future research on the matter should be conducted to see if former athletes outperform their non athlete counterparts when entering the workforce. Based on the literature reviewed, though the initial hypothesis was disproved, the positive impact sports may have on real life applications beyond GPA and student socialization was neither proved or refuted. Enough data was not collected to make such sweeping conclusions.
References
Goff, B. (2005). From the Ballfield to the Boardroom: Management Lessons From Sports. New York: Praeger.
Pedescleaux, J. (2011). Motivational factors as indicators of academic achievement: A comparative study of student athletes and non athletes and academic and social motivation. Dissertation Abstracts International Section A: Humanities and Social Sciences, 71(10), 3555.
Rensburg, C. J., Surujlal, J. & Dhurup, M. (2011). Exploring wellness practices and barriers: A qualitative study of university student athletes. African Journal for Physical, Health Education, Recreation and Dance, 17(2), 248-265.
Tuncel, S. D. (2010). Comparing prosocial tendencies of athletes and non athletes. Journal of Physical Education and Sport, 28(4), 81-86.
OUTLINE
A Comparative Look Into Student Athletes and Non Athletes Academic Performance
I. Proposed Hypothesis
As a result of the multitasking and commitment required for athletic endeavors, it was hypothesized by the researcher that students who participate in organized sports would have higher GPA's than those who did not.
II. A Social Examination Part I
Rensburg, Surujlal and Dhurup (2011) concluded that student athletes had significantly more stressors than non student athletes that had the potential to disrupt their social and academic performance.
III. A Social Examination Part II
Tuncel, Semiyha and Dolasir (2010) concluded that "there were not significant effects of participants on showing more prosocial behaviors in terms of, athletes and non- athletes" (p. 81).
IV. Academic Examination
Pedescleaux (2011) found that male student athletes had the same social motivation and lower GPA's than their non-athlete counterparts. Though the social motivation was determined to be the same for both groups, it was found that non-athletes were "more likely to enjoy classroom discussion and feel comfortable with the high level of intellectual activity that often occurs in the college classroom than male athletes" (p. 3555).
IV. Conclusions
While participation in athletics may not directly cause a positive impact on academic achievement, it cannot be concluded based on the selected research that there are no positive social components to athletic participation. In a book by Goff (2005) called, From the Ballfield to the Boardroom, the author identifies a number of skills that are emphasized in organized sports that are directly transferrable to the business world. Based on the literature reviewed, though the initial hypothesis was disproved, the positive impact sports may have on real life applications beyond GPA and student socialization was neither proved or refuted. Enough data was not collected to make such sweeping conclusions.
According to Rensburg, Surujlal and Dhurup (2011), "University student athletes, constitution of the primary clients of the university, and are regarded as the heart and soul of every educational institution" (p. 248). In Western culture, student athletics are often embraced and even looked upon with admiration from the general public. What is clear, however, is that the university experience of the student athlete is innately different than their non athletic counterparts. The physical, time management and psychological demands are different than those of students who do not have stressors related to balancing the two aspects of their university lives (Rensburg, Surujilal & Dhurup, 2011). Some of the stressors that adversely affect the student athlete include but are not limited to regimented schedules, negative stereotyping by media, faculty and students; time constraints, physical stress, fatigue, commitment to attend practice sessions and games as well as the dual role of student and athlete. Using a research mechanism to judge wellness, Rensburg, Surujilal and Dhurup concluded that student athletes had more problems with wellness than their non student athlete counterparts because of poor time management, poor choice of company and the lack of transportation. Essentially, the student athlete, when judged under these parameters, significantly underperformed on the academic and social levels.Building on the social components of the aforementioned study, Tuncel, Semiyha and Dolasir (2010) concluded that "there were not significant effects of participants on showing more prosocial behaviors in terms of, athletes and non-athletes" (p. 81). The initial hypothesis embraced by the researchers was similar to the initial one taken by this particular study. The authors felt that participation in sports was going to positively impact the social behaviors of students. As was demonstrated, there was no correlation between sports and more positive social behavior in university students. Athletics, therefore, cannot be argued to help students achieve on the social interaction levels. While the social and wellness related factors of student athletes showed not positive effects, alone these two studies did not necessarily dispel the possibility that a student athlete could have higher academic performance than their non athletic counterparts. Though unlikely, the potential that a person with less wellness and less socialization behaviors could perform well in academia was still a possibility until Pedescleaux's (2011) study was consulted for the review of literature.
Pedescleaux (2011) set up a research study to investigate non cognitive motivational factors as indicators of academic achievement in male athletes and male non athletes based on GPA scores from a period that spanned 2003 - 2005. In this particular study, male student athletes had the same social motivation and lower GPA's than their non-athlete counterparts. Though the social motivation was determined to be the same for both groups, it was found that non-athletes were "more likely to enjoy classroom discussion and feel comfortable with the high level of intellectual activity that often occurs in the college classroom than male athletes" (Pedescleaux, p. 3555). As a result, it could be concluded that the social skills related to athletics were non transferable to the classroom. In addition, if the results of Rensburg, Surujilal and Dhurup (2011) are entered into the equation, it could be concluded that the stressors related to student athlete life are significant to the extent that they directly affect the student academic performance, as measured by GPA, negatively. According to Pedescleaux, "The results of this study indicate the need for academic and social support programs for male athletes...to ensure positive progression towards academic achievement" (p. 3555). Based on the study results, the author does admit that both student athletes and non athletes could benefit from such support programs.
While participation in athletics may not directly cause a positive impact on academic achievement, it cannot be concluded based on the selected research that there are no positive social components to athletic participation. In a book by Goff (2005) called, From the Ballfield to the Boardroom, the author identifies a number of skills that are emphasized in organized sports that are directly transferrable to the business world. It is acknowledged by business professionals throughout the world that academic achievement in college is not the only or even necessarily the best indicator on individual achievement in the workforce (Goff, 2005). As a result, it is possible that the skills and socialization obtained by the student athlete could be advantageous to workplace success even if they do not necessarily translate into academic advantages. Based on the material put forth by Goff (2005), student athletes have some advantages when entering the business world that other non athletes do not have. Future research on the matter should be conducted to see if former athletes outperform their non athlete counterparts when entering the workforce. Based on the literature reviewed, though the initial hypothesis was disproved, the positive impact sports may have on real life applications beyond GPA and student socialization was neither proved or refuted. Enough data was not collected to make such sweeping conclusions.
References
Goff, B. (2005). From the Ballfield to the Boardroom: Management Lessons From Sports. New York: Praeger.
Pedescleaux, J. (2011). Motivational factors as indicators of academic achievement: A comparative study of student athletes and non athletes and academic and social motivation. Dissertation Abstracts International Section A: Humanities and Social Sciences, 71(10), 3555.
Rensburg, C. J., Surujlal, J. & Dhurup, M. (2011). Exploring wellness practices and barriers: A qualitative study of university student athletes. African Journal for Physical, Health Education, Recreation and Dance, 17(2), 248-265.
Tuncel, S. D. (2010). Comparing prosocial tendencies of athletes and non athletes. Journal of Physical Education and Sport, 28(4), 81-86.
OUTLINE
A Comparative Look Into Student Athletes and Non Athletes Academic Performance
I. Proposed Hypothesis
As a result of the multitasking and commitment required for athletic endeavors, it was hypothesized by the researcher that students who participate in organized sports would have higher GPA's than those who did not.
II. A Social Examination Part I
Rensburg, Surujlal and Dhurup (2011) concluded that student athletes had significantly more stressors than non student athletes that had the potential to disrupt their social and academic performance.
III. A Social Examination Part II
Tuncel, Semiyha and Dolasir (2010) concluded that "there were not significant effects of participants on showing more prosocial behaviors in terms of, athletes and non- athletes" (p. 81).
IV. Academic Examination
Pedescleaux (2011) found that male student athletes had the same social motivation and lower GPA's than their non-athlete counterparts. Though the social motivation was determined to be the same for both groups, it was found that non-athletes were "more likely to enjoy classroom discussion and feel comfortable with the high level of intellectual activity that often occurs in the college classroom than male athletes" (p. 3555).
IV. Conclusions
While participation in athletics may not directly cause a positive impact on academic achievement, it cannot be concluded based on the selected research that there are no positive social components to athletic participation. In a book by Goff (2005) called, From the Ballfield to the Boardroom, the author identifies a number of skills that are emphasized in organized sports that are directly transferrable to the business world. Based on the literature reviewed, though the initial hypothesis was disproved, the positive impact sports may have on real life applications beyond GPA and student socialization was neither proved or refuted. Enough data was not collected to make such sweeping conclusions.