I. Introduction
There is an ongoing debate about whether participating in athletic activities is beneficial to academic performance. This is an important issue in the field of education, as educational leaders must take into consideration those matters that have a direct impact on the performance of their students. Some educators argue that academics should not be mixed with athletics because college “should be a place for cultivating the mind, not the body” (White and Billings, 348), therefore, educational institutions should not be turned into a recruitment place for individuals interested in professional sports. This is based on the premise that participation in athletic activities interferes with the learning process such as those instances when student athletes must skip class for trainings and sports competitions. On the other hand, there are sport advocates who point out the importance of athletic programs in education, specifically to the education of the whole person (White and Billings, 348). This paper aims to discuss the pros and cons of mixing athletics with academics and the ethical requirements of athletic requirements in order to be able to address the concerns of people about the negativity associated with sports activities within the academy.
II. Effects of Athletics Participation on Academic Performance
Many physical educators and athletic experts argue that student’s participation brings various educational benefits. Studies revealed “that collegiate student-athletes were often more engaged in academic and campus activities than their non-athlete peers” (Chen at al, 177). It was found that more student athletes demonstrated higher academic performances, and this can be attributed to, a) a heightened interest in being identified with the institution which leads them to be motivated in their academic works; b) the need to keep athletic eligibility which prompts better academic performance; c) the success in athletics which leads to an increased sense of self-worth that can have a positive impact on academic achievement; d) student athletes received more guided attention as coaches, teachers, and parents take a personal interest in their performances; e) the athletic participation helps in the development of personal qualities such as hard work which influences academic works and f) the group of athletes are considered an elite peer group, and membership with them is identical with aiming academic success (Snyder, 210).
The theory behind the higher academic success of student athlete is that their minds were set to become success-oriented. That is, these students who participate in athletic activities are usually highly motivated, have a strong sense of self-worth and that “they have the ability to compete academically, have a good study skills, are able to accurately judge the difficulty of tasks” (Simons, van Rheener and Covington, 358). Scholars point out that student athletes who have a high sense of self-worth are likely to strive better and take pride in both their athletic and academic performance. The reason behind their increased effort to strive more in both their academic and sports activities can be attributed to the intrinsic motivation that is developed in them through physical activities. Further, in wanting to maintain their positive image, the student athletes tend to positively take on the different academic challenges. In a study that measured the student’s extrinsic goal orientation in terms of academic achievement, it was found that most of their concerns revolved around, a) having good grades, b) getting better marks than most of the other students, c) the need to get higher grades as a way to demonstrate their abilities, d) and that they felt that getting higher marks is satisfying (Simons, van Rheener and Covington, 364).
A. The Convergence of Two Roles
Many parents and educators fear that students who engage in these two roles, that of being an athlete and a student will not be able to optimize their performance due to conflicting interest. However, this is an accepted and inherent part of being a student athlete and there are ways by which coaches and student resolve this conflict. In some cases, students were advised to decrease their academic load during seasons where there is an anticipated increase in sports activities (Snyder, 212). It is just a matter of commitment and time management, such as allotting time for athletic practice and competition, leisure and academic pursuits.
a. Role Identities
A key element in terms of commitment is that an individual invest much of his or her effort in a particular role. Student athletes have to take on two roles, yet, more often than not, they remain to have sufficient time and energy to spend on both roles. While the effort spend on each role may vary from one athlete to another, most of them try to have a balance in both because of the satisfaction derived from performing well in both areas.
b. On Factors that Breed Commitment
There are many factors that motivate individuals to commit to their role as students and athletes at the same time. The enthusiasm to take on two roles are influenced by the support factors such as encouragement from parents, coaches, and other socializing agents that prompts the students to develop their distinctive abilities in sports and academics.
III. Effects on Building Character
Another importance of participation in sports activities is its impact in the character building of the student. Athletic activities do not only promote physical fitness and development, but it is also a means of developing the character of an individual. While sport participation does not build character, its setting can be used as a means to demonstrate and learn character. A properly structured athletic setting paves the way for the promotion and fair play, sportsmanship and other positive character traits (Doty, 2). A quote from Douglas McArther explains the importance of athletics in character development: “It teaches them to be proud and unbending in honest defeat, but humble and gentle in victory” (qtd. in Gerdy, 374). Student athletes are generally exposed to challenging and difficult situations that mold their character, and it was believed that an individual’s character is revealed at times of difficulty and demanding situations.
In a report entitled Sports at Work, the authors published as a result of two contemporary research on the likelihood of former student athletes to become ideal employees. This has a direct implication on the behavioral development of these students as they took on the athlete and academic roles. The first study was conducted with the objective of establishing the perception of people about student athletes. It was found that among the 66 respondents, the majority of them expects the student athletes to have a higher level of leadership ability, self confidence and self respect (Kniffin, Brian and Mitsuru, n.p). The second study validated the perception of the participants in the first study, as the researchers found that former student athletes tend to score higher in leadership, self-confidence and self-respect assessments. The result of the studies showed that sport participation has a direct impact on the development of desirable skills and behavior.
IV. The Negative Impact of Athletics on Academic Performance
While there are positive impact of being a student athlete, there are many people who are skeptical about the educational benefits of sports participation. Historically, universities prior to the late 19th century preferred not to sponsor university-sanctioned athletic activities on the premise that it was a frivolous activity that may take its toll on the academic performance of students. The athletics role in education was further debated when it was formally integrated in higher education, particularly its “substantial educational value and whether all the attention and expense showered upon college athletic programs were justified (Gerdy, 376).
a. The Role of Coaches
Advocates of the integration of athletics in the educational system argued that participation in sports activities helps in the development of critical thinking and decision making skills of student athletes. However, this argument became questionable with the observation on the role of coaches in the lives of student athletes. Research revealed that coaches “make virtually every decision related to the game and the program themselves, leaving little opportunity for the student to develop their decision making skills” (Gerdy, 376). Some coaches decide and direct the way their athletes play, in a way that there was no longer room for the player to perform according to their choice. This defies the very role of athletics in the development of the students because it was argued that the students must be allowed to do their own thinking to fulfil the educational purpose of sports participation. There was also a discrepancy in a study conducted on the performance of high school and college athletes. It was found that high school athletes tend to have better grades in various psychological examinations, compared to others who were non-athletes. On the other hand, college student athletes demonstrated a lower score on these psychological assessments. It was implied hat the same characteristics that encourages college athletes to play better, are also the same elements that put them at a heightened risk of drug and alcohol use, as well as academic difficulties. This phenomena can be explained by the fact that student athletes are trained to repress emotions associated with failure, and this can have a detrimental impact on the psychological health of an individual (Gerdy, 378).
V. The Negative Impact on Behavior
In a research conducted on 595 students in various sports divisions as well as students who were non-athletes, it was found that the non-athletes have a higher score in terms of moral character (Doty, 7). Another study of 120 high school and college student athletes showed that there is a difference in behaviors while participating in sports activities and the behaviors in daily activities. For example, research indicated that participation in athletic activities lowers the student’s moral judgement, such that they tend to demonstrate negative behavior in the sports setting.
One of the reasons why student athletes have a lower score in terms of moral judgement and behavioral performance can be attributed to the need for them to win. The idea of winning is deeply inculcated in their minds, that they become more focus on winning at any cost, rather they think about the moral aspects of the game. A result of another study involving 203 students revealed that male athletes who were exposed to highly competitive sports “were more likely to legitimize the rule violating behaviors” (Doty, 7). For example, these participants ignored and even supported rule violations and demonstration of intense emotion such as anger. The student athletes tend to become highly ego oriented, which has a negative impact on their moral judgement and behavior.
V. How To Counter Negative Impact of Athletics
The perceived negative impact of athletics can be countered by a thorough explanation on how the student athlete should take on their two roles. Students and their coaches, as well as other people in their social sphere must put a great deal in coming up with strategies to keep the balance between their studies and participation in athletic activities. This is especially so for coaches, who are considered as the chief role model for the athletes. The considerable time spent between the coach and the student athlete enables the former to have sufficient influence on the academic performance of the student. Resolving the conflict between athletics and academics demands the attention of educators, athletic support, parents and the students in order to enhance both the academic and athletic potential of student athletes.
Conclusion
There is a conflicting view in terms of the impact of athletic participation to that of the student athlete’s academic performance. There are educators and other proponents that it can have a positive impact as it encourages students to develop, not only their physical capabilities, but also their critical and decision making skills. Sports advocate also points out to the importance of athletic activities in the development of positive behavior. In contrast, there are people who argued that participation in athletic activities can have a detrimental impact on academic performance. Moreover, involvement in sports, breeds negative behavior on athletes. Nevertheless, the perceived negative impact of participation in athletic activities can be resolved through the guidance of a student’s social network.
Works Cited
Chen, Steve, Shonna Snyder, and Monica Magner. "The Effects of sprot Participation on Student-Athletes' and Non-Athlete Student's Social Life and Identity." Journal of Issues in Intercollegiate Athletics 3 (2010): 176-193. Web.
Doty, Joseph. "Sports Build Character?!" Journal of College and Character 7.3 (2006): n. pag. Web.
John, Gerdy. "Is Athletics Meeting Its Purpose?" The Well-Crafted Argument. Cengage Learning, n.d. Print.
Kniffin, Kevin, Brian Wansink, and Mitsuru Shimizu. "Sports at Wor: Anticipated and Persistent Correlates of Participation in High School Athletics." Journal of Leadership and Organizational Studies 22.2 (2015): n. pag. Web.
Simons, Herbert, Derek Van Rheenen, and Martin Covington. "Academic Motivation and the Student Athlete." Athletics and Academics: How Do They Benefit Each Other? N.p., n.d. Print.
White, Fred, and Simone Billings. The Well-Crafter Argument. Cengage Learning, 2016. Print.
