Scandal, Reorganization, and the Devolution of the Student Athlete

2017 ◽  
Author(s):  
Howard P. Chudacoff
Keyword(s):  
Student Athletes ◽  
Turning Points ◽  
Division I ◽  
College Sports ◽  
Fair Play ◽  
Student Athlete ◽  
Level Playing Field ◽  
High Stakes ◽  
Playing Field ◽  
One Year

This chapter discusses the NCAA's efforts to restore academic respectability to college sports. For decades, the college sports establishment promoted rules of fair play and a level playing field in public, while coaches and boosters surreptitiously sought ways to evade those rules. However, the alarming spate of cheating and fraud in the 1970s and 1980s stirred up efforts at reform. Those efforts, however, did not lead in the direction that might have been anticipated from the overt events. Though related to the scandals, the major turning points of the era had mixed consequences. Changes in the playbook of college sports between 1973 and 1991 were bounded by two major landmarks. The first, the 1973 NCAA legislation putting Division I athletic grants-in-aid (scholarships) on a one-year renewable basis, highlighted the transformation of the student-athletes into athlete-students, whose commercial value could sometimes prompt others to cheat in order to attract and retain them. The second, the 1991 Knight Foundation report, “Keeping Faith with the Student Athlete,” revealed how pervasive the need for ethics reform had become and, in its weak aftereffects, the power the athletic establishment could exert to contain reform and continue the quest for revenue in what had become a high-stakes business.

“The Most Evil Thing About College Sports”: The 1-Year Scholarship and a Former NCAA Athlete’s Personal Narrative

2014 ◽  
Vol 7 (4) ◽  
pp. 425-440 ◽  
Author(s):  
Karen L. Hartman
Keyword(s):  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Personal Narrative ◽  
Narrative Research ◽  
Division I ◽  
Basketball Player ◽  
College Sports ◽  
Student Athlete ◽  
Senior Year

This autoethnographic account analyzes the culture of the National Collegiate Athletic Association (NCAA), its rules, and the 1-year scholarship through a personal narrative of the author’s experience as a Division I basketball player who had her 1-year scholarship revoked before her senior year. The author seeks to provide a voice of resistance through an experience few have access to, as well as respond to calls for more communication scholars to use personal narrative research in sport. This scholarly commentary concludes with recommendations to change the culture of the NCAA to make it more amenable to multiyear scholarships and student-athlete rights: Communication between the NCAA and institutional members must continue to advocate for student-athlete rights; if schools are not going to offer multiyear scholarships, the NCAA needs to change the deadline for when schools must notify of nonrenewal; and student-athletes need to be encouraged to join associations that support their rights.

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.

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.

Assessing Academic Risk of Student-Athletes: Applicability of the NCAA Graduation Risk Overview Model to GPA

2013 ◽  
Vol 33 (2) ◽  
pp. 76-89 ◽  
Author(s):  
James Johnson
Keyword(s):  
Grade Point Average ◽  
Student Athletes ◽  
Effective Means ◽  
Well Being ◽  
Division I ◽  
Individual Risk ◽  
Student Athlete ◽  
Academic Risk ◽  
Grade Point ◽  
Pearson Correlations

In an effort to standardize academic risk assessment, the NCAA developed the graduation risk overview (GRO) model. Although this model was designed to assess graduation risk, its ability to predict grade-point average (GPA) remained unknown. Therefore, 134 individual risk assessments were made to determine GRO model effectiveness in the identification of academic risk for Division I student-athletes as determined by semester GPA. Pearson correlations and least-squares multiple-regression analyses revealed the GRO model as an effective means by which to assess academic risk. Academic advisors and other stakeholders of college student-athlete well-being can use this model to identify student-athletes most at risk for academic struggles and advise them accordingly.

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 Practical Strategies for Thought Leaders in College Athletics and Higher Education: Developing a “Meaningful Education and Career Preparation as Compensation” Model

2016 ◽  
pp. 61-72 ◽  
Author(s):  
Scott Bukstein
Keyword(s):  
Higher Education ◽  
Ncaa Division I ◽  
Student Athletes ◽  
College Athletics ◽  
Journal Article ◽  
Governance Structure ◽  
Division I ◽  
Hourly Wage ◽  
Student Athlete ◽  
Compensation Model

Recent discussion amongst scholars and practitioners related to current issues in National Collegiate Athletic Association (NCAA) Division I college athletics has focused on areas such as the widespread commercialization of amateur sports, consistent corruption within athletics departments at NCAA member institutions, extensive exploitation of student-athletes and the necessity of a “pay for play” employee compensation model for student-athletes (see, for example, Benedict & Keteyian, 2014; Branch, 2011; Huma & Staurowsky, 2012; Nocera & Strauss, 2016; Southall & Staurowsky, 2013; Staurowsky, Maxcy, Karcher, Southall, Berri, & Otto, 2015). However, there has been minimal scholarly and industry discourse on how to leverage some of the revenues generated at the NCAA, conference and individual athletics program levels in order to develop innovative and sustainable higher education solutions that would prepare all student-athletes for career and personal success after participation in college athletics.  The primary objective of this journal article is to encourage a more informed conversation about important issues in college athletics in part by proposing several practical strategies that would improve the overall student-athlete experience and further align participation in college athletics with the core goals of institutions of higher education.  This research note provides an overview of the college athletics business model at Football Bowl Subdivision (FBS) institutions within Division I of the NCAA.  In addition, this article reviews the current NCAA Division I governance structure.  An accurate knowledge of the business and governance realities within college athletics is essential to understanding that paying student-athletes an hourly wage or annual salary is actually not one of the main system issues or central student-athlete wellbeing priorities of advocates for student-athletes, athletics leaders and higher education administrators.  This article analyzes the primary issues and areas in which key college athletics stakeholders presently seek change and improvement.  This article also spotlights innovative, culturally relevant student-athlete career and professional development programs recently developed by the University of Central Florida, Oregon State University and Vanderbilt University.  Finally, this article provides a series of recommendations for all stakeholders involved in college athletics to optimize the student-athlete academic and athletic experience and to improve the level of career preparedness of all student-athletes. 

The Role of a Clinical Psychologist in a Division I Athletics Program

2007 ◽  
Vol 1 (3) ◽  
pp. 261-269 ◽  
Author(s):  
Gary Bennett
Keyword(s):  
Sport Psychology ◽  
Student Athletes ◽  
Division I ◽  
Clinical Psychologist ◽  
Student Athlete ◽  
Sport Psychologist ◽  
And Performance ◽  
The University ◽  
University Setting

In recent years, Division I athletics programs have hired counseling or clinical psychologists as a resource for student-athletes who need assistance with clinical issues, personal difficulties, and performance issues. This article documents the evolution of this type of position at Virginia Tech and includes a discussion of the goals of the clinical sport psychologist position, an overview of the daily activities the position entails, and a discussion of the issues that comprise the assessment, conceptualization, and treatment of student-athlete concerns. Models for conceptualizing and delivering sport psychology interventions are also discussed. Evidence indicates that having access to a mental health professional familiar with the issues facing college athletes can be instrumental in helping many of these student-athletes achieve success in the university setting.

Is Authenticity and Integrity Possible for Sexual Minority Athletes? Lesbian Student-Athlete Experiences of U.S. NCAA Division I Sport

2016 ◽  
Vol 24 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Jamie M. Fynes ◽  
Leslee A. Fisher
Keyword(s):  
Sport Psychology ◽  
Ncaa Division I ◽  
Student Athletes ◽  
Female Athletes ◽  
College Campuses ◽  
Division I ◽  
Consensual Qualitative Research ◽  
Student Athlete ◽  
Collegiate Sport ◽  
Interview Guide

The purpose of this study was to explore the congruence of identity in 10 former U.S. NCAA Division I (DI) lesbian student-athletes using a semistructured personal identity interview guide (adapted from Fisher, 1993) and Consensual Qualitative Research (CQR) (Hill, 2012; Hill, Knox, Thompson, Williams, Hess, & Ladany, 2005). Five domains, nineteen categories, and related core ideas were found in the transcribed interviews. The five domains were: (a) stereotypes and perceptions of female athletes; (b) stereotypes and perceptions of lesbians and lesbian athletes; (c) climate for LGBT athletes; (d) negotiating identities; and (e) recommendations for college campuses. The main goal of the current study was to determine whether lesbian athletes felt comfortable being who they are in the context of U.S. DI sport. Recommendations for how applied sport psychology consultants, coaches, and administrators, all of whom play an important role in athletes’ collegiate sport experience, could change the structure of U.S. universities to help lesbian student-athletes become more comfortable are given.

Sign in / Sign up

Export Citation Format

Share Document