Division I student-athlete special admits: Who are they? An exploratory study of demographics and graduation rates within a single conference

2021 ◽  
pp. 1-28
Author(s):  
Alexandra M. Ingram
Keyword(s):  
Graduation Rates ◽  
Exploratory Study ◽  
Division I ◽  
Student Athlete

Advising Student Athletes: An Examination of Academic Support Programs with High Graduation Rates

2003 ◽  
Vol 23 (1-2) ◽  
pp. 50-57 ◽  
Author(s):  
Joy L. Gaston-Gayles
Keyword(s):  
Graduation Rates ◽  
Support Services ◽  
Student Athletes ◽  
Academic Support ◽  
Division I ◽  
Support Programs ◽  
Student Athlete ◽  
Academic Support Services ◽  
Academic Support Programs

Seven directors of academic support services for student athletes with relatively high graduation rates were interviewed about the elements of their programs that contribute to student athlete success. Data on current graduation rates among six Division I-A conferences and the results from interviews with directors are presented. Implications for administrators of academic support programs and advisors of student athletes are discussed.

scholarly journals Fact vs. Fiction: An exploratory study of graduation rates of Division I student-athlete “special admits” within a single conference

2021 ◽  
pp. 55-81
Author(s):  
Alexandra Ingram
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Academic Outcomes ◽  
Educational Outcomes ◽  
Exploratory Study ◽  
Graduation Rate ◽  
Division I ◽  
Student Athlete ◽  
Student Body ◽  
Academic Characteristics

Currently, the NCAA does not track the academic outcomes of student-athlete special admits. The purpose of this exploratory study was to gain an understanding of educational outcomes for Division I specially admitted student-athletes. Findings showed the special admit population had the same six-year graduation rate as the overall FCS student body cohort (55%). Only a small percentage (4.5%) of special admits were dismissed for academic reasons. Further study is suggested regarding the demographics and incoming academic characteristics of this population in order to pave the way for academic best practices for this severely understudied group of students within higher education. 

Addressing the Problem of Student- Athlete Sleepiness: Feasibility of Implementing an Interactive Sleep Workshop at a Division I School

2016 ◽  
Vol 10 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Emily Kaier ◽  
Danielle Zanotti ◽  
Joanne L. Davis ◽  
Kathleen Strunk ◽  
Lisa DeMarni Cromer
Keyword(s):  
Academic Performance ◽  
Longitudinal Data ◽  
Student Athletes ◽  
Sleep Hygiene ◽  
Division I ◽  
Daily Functioning ◽  
Student Athlete ◽  
Daytime Functioning ◽  
Sleep Behaviors

Sleep concerns are prevalent among student-athletes and can result in impaired athletic and academic performance. The current study investigated the feasibility and effectiveness of a brief sleep workshop for student-athletes. Athletes (N = 152) completed baseline and follow-up questionnaires (n = 104) after the intervention. Greater than half of the athletes (51%) who attended the workshops and followup reported at least one change in sleep behaviors. Results revealed a significant decrease in sleepiness from baseline to follow-up and an improvement in daytime functioning. Although athletes reported an increase in problematic sleep hygiene behaviors, they recorded significant increases in sleep knowledge from baseline to follow-up, which was maintained at the second follow-up. These longitudinal data provide evidence that a brief psychoeducation sleep workshop for student-athletes is promising for improving sleep knowledge and daily functioning.

Sport Knowledge: The Effects of Division I Coach Communication on Student-Athlete Learning Indicators

2021 ◽  
pp. 1-10
Author(s):  
Rikishi T. Rey ◽  
Gregory A. Cranmer ◽  
Blair Browning ◽  
Jimmy Sanderson
Keyword(s):  
Student Athletes ◽  
Team Sports ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Division I ◽  
Student Athlete ◽  
Power Bases ◽  
Expert Power ◽  
State Motivation ◽  
Practical Implications

Sporting environments are informal contexts of learning that are dependent upon coaches’ use of effective instructional communication strategies. Coaches’ use of power while communicating instruction to athletes is especially germane, as coaches must appropriately use relational influence to inspire optimal athletic performance. Using French and Raven’s power bases (i.e., expert, referent, reward, legitimate, and coercive power), this study considers Division I student-athletes’ reports of affective learning for their sport and coaches, cognitive learning, state motivation, and team winning percentages as a function of their coaches’ use of power. Data collected from 170 student-athletes participating in team sports at Power 5 institutions revealed two significant canonical correlation roots. The first demonstrated that the increased use of prosocial power and avoidance of antisocial power were associated with greater amounts of affective learning for coaches, cognitive learning, and state motivation. The second revealed that expert power was associated with increases in cognitive learning and winning. This research has heuristic implications for expanding the assessment of athlete experience, as well as practical implications regarding the identification of effective modes of relational influence in coaching.

Mindfulness Training for Coaches: A Mixed-Method Exploratory Study

2015 ◽  
Vol 9 (2) ◽  
pp. 116-137 ◽  
Author(s):  
Kathryn Longshore ◽  
Michael Sachs
Keyword(s):  
Mixed Method ◽  
Exploratory Study ◽  
High Stress ◽  
Well Being ◽  
Emotional Stability ◽  
Mindfulness Training ◽  
Division I ◽  
Semistructured Interviews ◽  
Mixed Method Design ◽  
Time Point

Mindfulness-based research in sport has focused on athletes, while coaches remain unexplored. Research consistently shows that coaches experience high stress, which can lead to burnout, reduced performance, and emotional mismanagement. The present study developed and explored Mindfulness Training for Coaches (MTC), which is aimed at increasing mindfulness and emotional stability while reducing anxiety. Participants were 20 Division I coaches. The mixed-method design included trait and state measures of anxiety, mindfulness, and emotion, along with qualitative semistructured interviews. Trained coaches reported significantly less anxiety and greater emotional stability from pre- to posttraining. The state measures showed trained coaches were lower in anxiety and adverse emotions at each time point. Interviews showed six distinct positive impacts on coaches: anxiety and stress; emotions; mindfulness; coaching; athletes; and personal life. MTC is a promising intervention for coaches to reduce stress, improve well-being, and enhance coach-athlete interactions.

scholarly journals Athletic Subculture Within Student-Athlete Academic Centers

2017 ◽  
Vol 34 (4) ◽  
pp. 317-328 ◽  
Author(s):  
Lisa M. Rubin ◽  
Ron A. Moses
Keyword(s):  
Intercollegiate Athletics ◽  
Symbolic Interactionism ◽  
Student Athletes ◽  
College Experience ◽  
Student Population ◽  
Division I ◽  
Campus Culture ◽  
Student Athlete ◽  
Dual Roles ◽  
Academic Center

Over 400,000 student-athletes participate in NCAA intercollegiate athletics programs. Due to their dual roles as student and athlete, they have a different college experience than the general student population. Specialized academic centers and resources for student-athletes are part of the reason they are separated and often isolated from the rest of campus. Teams have their own unique academic subculture that influences each student-athlete in his or her academic pursuits. The purpose of this study is to explore the athletic academic subculture among student-athletes at the Division I level and the role the athletic academic center and special resources play in cultivating a separate culture from the campus culture. Symbolic interactionism was the framework used as the lens to view the results of this study in the context of neoliberalism.

NCAA Athlete Graduation Rates: Less Than Meets the Eye

2010 ◽  
Vol 24 (1) ◽  
pp. 45-59 ◽  
Author(s):  
E. Woodrow Eckard
Keyword(s):  
Graduation Rates ◽  
College Football ◽  
Full Time ◽  
Student Athlete ◽  
Student Body ◽  
Basketball Players ◽  
Men's Basketball ◽  
Part Time Students ◽  
Part Time

The standard evaluations of NCAA student-athlete graduation rates involve comparisons with rates for the general student body. The latter rates as actually calculated, however, include a significant number of part-time students at many schools. This is problematic because athletes must be full-time, and should be compared with other full-time students. The downward “part-timer bias” in the student body rate distorts the comparison, making the relative graduation rates for athletes appear more favorable. Example calculations demonstrate that relative rates for major college football and men’s basketball players are substantially worse when the bias is removed.

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