Savanna Hoffman
Student-athletes are faced with the challenge of balancing their athletic pursuits with academic responsibilities. Universities compete for these students by offering support systems, accommodations, and resources to help them navigate this dual commitment. This includes initiatives like priority course registration, academic advising, and assistance with scheduling conflicts. Additionally, the choice of academic major for student-athletes is influenced by their athletic identity, with some opting for “easier” programs to balance their sports commitments. Universities also provide leadership opportunities, career development programs, and networking prospects to attract student-athletes. When choosing a university, student-athletes consider athletic reach, athletic best-fit, and athletic safety schools, weighing factors like competition level, recruitment likelihood, and academic profile match.
| Characteristics | Values |
|---|---|
| Support resources | Athletic advisers, academic advisers, and campus resources |
| Leadership opportunities | Student Athletic Advisory Committee |
| Recognition | Campus-wide |
| Career networking | Aztecs Going Pro |
| Academic flexibility | Priority registration for course selection |
| Academic safety | Schools where grades and test scores are above the academic requirements |
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What You'll Learn
Student athlete support services
Universities provide a range of support services to student athletes to help them achieve success in their academic and athletic endeavours. One example of an institution offering such services is North Carolina Central University (NCCU), which has an Office of Student-Athlete Support Services. This office provides a number of resources and programmes to assist student athletes in their studies.
One of the key services offered by the NCCU's Office of Student-Athlete Support Services is academic consultation. Student athletes meet regularly with staff from the office to discuss their progress in coursework, athletic eligibility, and decision-making skills related to time management, course and major selection, and career choices. The office also works closely with various campus support services, such as the Registrar's Office, the Office of Scholarships and Student Aid, Housing and Residential Life, the Counseling Centre, Student Accessibility Services, and the Career Centre.
To help student athletes with their coursework, the university offers a tutorial programme with one-on-one tutoring sessions, as well as group tutoring and review sessions. The Office of Student-Athlete Support Services houses two professional tutors in the McDougald-McLendon computer lab, which is equipped with 18 computer units and a printer for students to use. The computer lab is a joint effort between the Athletics and Academic Affairs departments, providing an invaluable resource for research, email access, grade checks, and typing papers.
Progress reports are also an important aspect of the support services provided by NCCU. These reports are sent to instructors four times each semester to gather information on the current grades and academic status of student athletes. The Office of Student-Athlete Support Services uses this information to formulate strategies to assist student athletes in their academic pursuits and to project their continuing eligibility. The office may also request more frequent progress reports if necessary.
In addition to these academic support services, the university recognises the importance of class attendance for academic success. The coaching staff at NCCU monitor class attendance through daily and weekly class checks, providing weekly reports to the Athletic Director. Furthermore, to accommodate the travel requirements of student athletes, the university allows them to borrow laptops when they are travelling for their sport.
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Academic safety schools
When it comes to choosing a college, student-athletes need to consider not just their athletic abilities but also their academic performance and fit. Safety schools are those colleges that you have on your list as a backup plan. While they may not be your first choice, they are still a good fit and can offer a well-balanced college experience.
For student-athletes, an academic safety school is one where their grades and test scores are well above the academic requirements for admission. This means that the student-athlete is likely to be admitted to the school on their own merit, and they can then contact the coach to inquire about tryouts or walk-on options for the sports teams. In this scenario, the coach would likely be pleased to have recruited academically strong candidates.
Athletic safety schools, on the other hand, are colleges where student-athletes tend to have a very positive athletic experience. They receive a lot of support, attention from coaches and athletic departments, and potential career networking opportunities.
When building a college list, it is recommended that student-athletes include five safety schools, ten target schools, and five dream schools. Target schools are those where the student has the most realistic chance of getting in and where they will fit in athletically, academically, financially, and socially. Dream schools may be a stretch academically or financially, but it is still recommended to include them on the list.
There are various ranking systems and tools available to help student-athletes find their best fit, such as the NCSA Power Rankings, which take into account factors like size, location, academics, and cost. Other platforms offer college search features that allow users to filter schools based on specific athletic, academic, and fit criteria.
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Athletic reach schools
When it comes to recruiting student athletes, universities can be considered 'reach schools' in two ways: as academic reach schools and athletic reach schools.
Academic Reach Schools
An academic reach school is a college or university that is unlikely to offer admission to a student athlete. This could be because the student's high school GPA and standardised test scores are significantly below those of the college's average student. Academic reach schools are often highly selective colleges with very low acceptance rates, such as Ivy League colleges.
An athletic reach school is a college or university that tends to recruit student athletes who compete and succeed at a much higher level than the student currently does. Athletic reach schools typically recruit nationally ranked athletes, whereas a student may only compete at a regional level. At athletic reach schools, student athletes are unlikely to be recruited and may not get much playing time.
Strategies for Student Athletes
Student athletes are advised to build a diverse list of schools that includes a mix of reach schools, best-fit schools, and safety schools. Best-fit schools align well with a student's academic and athletic strengths, and safety schools are those where the student is confident they will be accepted. Student athletes are encouraged to cast a wide net when creating their list, considering anywhere from 20 to 30 schools.
To determine whether a school is an athletic reach, student athletes should compare themselves to the school's current student-athlete roster and recent high school commits. They should also consider whether they have been seen by coaches at that level and, if not, what other steps they can take to get noticed, such as sending videos, connecting via social media, or filling out questionnaires.
Additionally, student athletes can seek guidance from academic and athletic advocates, such as guidance counsellors, coaches, or trainers, who can advise them on the right programs and may have connections at their desired schools.
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Student athlete mental health
Student-athletes' mental health is a growing concern for universities. Athletes are less likely than other students to seek help for mental health issues, with only around 10% of college athletes experiencing mental health struggles seeking support, compared to 30% of the general student population. This may be due to the pressure to be mentally tough, not wanting to show weakness, or a lack of sleep due to balancing athletic and academic responsibilities.
The pandemic has also brought about a new recognition of the mental health struggles that student-athletes face. The decision by gymnast Simone Biles to withdraw from competition to focus on her mental health sparked a national conversation about validating mental health concerns. Similarly, tennis star Naomi Osaka refused to participate in press conferences at the French Open and later withdrew from the tournament, citing mental health reasons. These high-profile cases have brought to light the mental health challenges faced by student-athletes, who must balance the pressures of competition with their academic studies.
Research has shown that student-athletes with a strong athletic identity are more likely to choose academic majors of decreased rigor or remain undecided. This suggests that athletic identity may impact the academic choices of student-athletes, potentially sacrificing long-term career goals for short-term athletic success.
To support the mental health of student-athletes, universities can take several approaches. Firstly, providing dedicated mental health resources and prioritizing mental health initiatives can help reduce stigma and encourage student-athletes to seek help. Additionally, universities can monitor the athletic identity of their student-athletes and emphasize academic opportunities to prevent academic clustering and ensure a well-rounded education.
Furthermore, parents, guardians, and coaches play a crucial role in supporting young athletes' mental health. By establishing an emotional foundation and focusing on values such as learning, growth, and finding meaning in sports, they can help athletes build resilience and sustain them through challenges. Encouraging open conversations about mental health and normalizing seeking help are also essential steps in supporting the mental well-being of student-athletes.
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Student athlete academic clustering
Student-athletes' academic major choices are influenced by their athletic identity, with those possessing a strong athletic identity more likely to choose less rigorous academic majors or remain undecided. This phenomenon, known as "academic clustering," is prevalent in revenue-generating sports such as football and men's basketball, where coaches enrol students in easier programs to ensure they meet academic requirements without sacrificing their athletic performance.
Academic clustering is a consequence of the demanding athletic schedule that student-athletes must maintain. It is a method used to ensure athletes' eligibility, as it allows them to meet the minimum academic requirements while prioritising their athletic commitments. This practice has been scrutinised for its potential negative impact on the academic and career trajectories of student-athletes, creating a psychosocial divide between their academic and athletic identities.
To address this, athletic departments and university administrators should monitor student-athletes' athletic identity and emphasise academic opportunities. Additionally, the academic clustering of student-athletes can be reduced by providing in-depth academic support and encouraging exploration of academic interests beyond the athletics context. This can help student-athletes make more informed decisions about their academic majors, aligning with their long-term career goals rather than solely their short-term athletic goals.
Research on the experiences of former Division I student-athletes who were academically clustered revealed five key findings. Firstly, academic clustering is indeed a result of the rigorous athletic schedule that student-athletes must maintain. Secondly, it is a strategy used to maintain athletes' eligibility by ensuring they meet academic requirements. Thirdly, academic clustering can lead to indifference towards academic achievement, with athletes prioritising their athletic performance. Fourthly, it further isolates student-athletes from the general student population and the traditional college experience. Lastly, student-athletes often lack the academic support necessary to realise their full academic potential.
In conclusion, academic clustering among student-athletes is a complex issue that requires attention from coaches, academic advisors, and university administrators. By providing adequate academic support and emphasising the importance of academic opportunities, student-athletes can achieve a healthier balance between their athletic and academic identities, ultimately improving their long-term career prospects.
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Frequently asked questions
Universities are offering support systems to student athletes, such as providing academic advisers for each sport, helping them navigate their courses and assignments, and providing priority registration for course selection.
An academic reach school is one where a student's academic record is significantly below the average of admitted students. It is very unlikely that a student would be admitted solely based on the standard application.
An athletic safety school is one where a student's athletic abilities are well above the standard required for admission. Student-athletes who choose to attend an athletic safety school often have a very positive college athletic experience and receive many support resources.
An athletic reach school is a program that tends to recruit student-athletes competing and succeeding at a much higher level than the student is currently at. At an athletic reach school, a student is unlikely to be recruited and will get very little playing time.
An athletic best-fit school is one where a student feels their peers are on the same competitive level and are inspired to improve. The competition level and schedule are aligned with what the student had imagined when looking to play sports at the college level.
