How Is Playing Sports Play?

The belief that new facilities bring in better recruits was tested by the research into the subject. Although new facilities did attract more initial interest from recruits (Schneider, 2012) the final decision about which school to attend came down to other different factors. In the study of “The impact of Athletic Faculties on the Recruitment of Student Athletes” college athletic prospects were asked why they choose the college they did. With factors such as playing time, location, tradition, education, facilities, teammates, and school color to name a few, the results were as follows. Non-Scholarship athletes that had no option to receive finical aid from the school they planned on attending, like the ones in division III, had top five factors of 1) playing time, 2) social life, 3) Education, 4) Location and 5) Financial Aid. Not until after the top ten did weight room and locker rooms came into effect. In another study it was shown that scholarship athletes in Division I were motivated by completion and achievement, while in division III the main motivator to play was the “experience” or the social

In his article “The Shame of College Sports,” Taylor Branch (2011) describes how universities are focused on advancing and receiving money from major athletics and having star athletes, but how the universities are not caring for the “student athlete.” The National Collegiate Athletic Association (NCAA) has made college sports into an unmerited business. However, as years progress more athletes are getting smart and are taking the NCAA to court. The more students that challenges the rules by the NCAA and take them to court, the secrets and undermining values of the NCAA come out and the closer the NCAA comes to an end.

Many people argue that competitive sports raise numerous amounts of pressure on the youth making them distracted from things such as their education and because it can cause severe injuries, but some people argue that youth should play competitive sports because it teaches major life lessons that can help with many different aspects of their future such as college, getting a job, and many more. Playing competitive sports also improves your physical strength, another physical aspect of playing competitive sports is decreasing your chance of being obese or having disease. If you don't prefer to play competitive sports there are alternative options such as biking or walking to school. In an HT Health article “Sports Seen As Key Weapon in Fighting Teen Obesity” it says that in a study with 1,700 kids, ten percent walked or biked to school 3 ½ days a week,, in the study they found that biking or walking to school lowered the risk of being obese by 33%. I argue that kids should play competitive sports because of the important life skills taught through these sports and the physical benefit of playing sports. In this paper I will explain how communication, time management, and lowering the risk of being obese; supports my claim, “Kids should play competitive sports”

Many students participate in extracurricular athletics, but sports are not worth their extreme cost. Amanda Ripley, author of a Scholastic Scope article, states, “Maintaining a grass field can cost more than $20,000 a year” (11). She also says that during out of town games, schools provide transportation for teams, cheerleaders, band, meals, and hotels (Ripley 11). These facts reveal that extracurricular sports waste an outrageous portion of a school’s already quite limited budget and it is absolutely critical to put that money towards updating the campus and creating a better learning environment. Ultimately, if institutions don’t stop squandering their money on after school athletics, the future of education will be a grim one.

Literature surrounding athletic participation and its impact on the college experience is well documented (LaForge & Hodge, 2011). Many scholars purport that athletic participation enhances the academic experience, while others argue that it creates a divide between colleges’ missions and student-athletes lived campus experiences. To support this claim, Lawrence, Henedricks & Ott (2007) found in their study that nearly one-third of faculty who responded to their survey indicated that they believed that academic standards are lowered to achieve success in the sports of football and basketball. One question that is often posed by

The NCAA believes “that a student-athlete is a student first and athlete second.” Student-athletes benefit more than from playing a sport that they love. The graduation rate is higher among the student athletes than the general student body. “NCAA studies show that student-athletes enjoy high levels of engagement in academics, athletics and community: have positive feeling about their overall athletics and academic experiences: attribute invaluable life skills to being a student-athlete: and are more likely to earn similar or higher wages after college than non-student athletes.”

Its no secret that college sports brings in the big bucks, and without the athletes preforming day in or day out universities would lack the funds to support a school needs. The college sports industry makes 11 billion in annual revenues (Mitchell, Horace, U.S. News Digital Weekly). 11 billion dollars made off of college sports alone is enough its self to pay these student-athletes for their contribution to a school’s success because without them there wouldn’t be this much income. They need these athletes and the NCAA should quit exploiting them for their talents and compensate them. Student-athletes are amateurs who choose to participate in intercollegiate athletics (Mitchell, Horace, U.S. News Digital Weekly). Indeed, they are amateur but in sports the word professional has a different meaning since in all sports there is a 1-2-year stint before an athlete can go from the college level to a professional standpoint. Meaning it only takes a year or two

What are the differences in athletic administration between interscholastic and recreational sport programs? What is the importance of having a mission statement in any sport program?

The competitive athletics programs of member institutions are designed to be a vital part of the educational system. A basic purpose of this Association is to maintain intercollegiate athletics as an integral part of the educational program and the athlete as an integral part of the student body and, by so doing, retain a clear line of demarcation between intercollegiate athletics and professional sports (NCAA, 2011).

Jolley, D. (2009). Academic Achievement Is Improving for College Athletes. In C. Watkins, Sports and Athletes (pp. 71-78). Detroit: Greenhaven Press.

The National Collegiate Athletic Association is charged with the regulation of athletes, and all athletic programs in affiliated universities and colleges across the United States. The N.C.A.A. is the association charged with developing and implementing policies regarding athletics in colleges and universities. With such a role, the association is mandated to specify the minimum academic requirements for a student to participate in any sporting activity. The association claims that it aims at creating a balance between sport and education. The heart of the association 's mission is student-athlete success in classroom and on the field. N.C.A.A. comes up with policies that provide a student-athlete with the opportunity to learn through sporting activities. This is a noble endeavor, but some institutions as presented in the article by Sarah Lyall (1) have misused it. In the article, one can see that the University of North Carolina denied some of its student-athletes the learning opportunity envisioned by the N.C.A.A. Sarah Lyall (1). By offering the students free grades, U.N.C. was doing the students a great disservice, which only served the interests of the university.

It is important for the athletic directors and other authoritative figures in men’s basketball to strive for a common goal and establish a better sense balance among those in the basketball environment by changing the contradicting expectations and policies of the NCAA. Some say basketball players have been taken advantage of for far too long and ask “how much longer are universities willing to wait [the] before students see them as a threat and an aid to the issue rather than a source of education and athletic support”? Neglecting the issue has only postponed its significance to emerge as more relevant. By helping address this issue with urgency will allow the players to feel acknowledged and help create a solution for everyone’s benefit to the issue at

Most athletes in their lives have had some kind of emotional response after winning a game. Nothing can be compared to the joint excitement that an athlete feels in this specific moment. That feeling of being on top of the world is incomparable. During these moments, nothing matters to the athlete but getting the win. There is no thought of money or revenue running through one’s mind. This proves the purity of playing collegiate sports. “About 2% of high school athletes are awarded athletic scholarships to compete in college”

One of the biggest challenges that Vanderbilt Athletics must face is that each of the sports within the Vanderbilt Athletics organization can sometimes feel like an entirely separate organization. Additionally, the level of resources and attention that these sports receive can greatly vary. An example of these differences can be found in the difference between the Vanderbilt Football coach’s

There has been amplified debate on the treatment, education, training of the college athlete. To avoid exploitation of athletes, “The National Collegiate Athletic Association (NCAA), formed in 1905, set bylaws requiring college student-athletes to be amateurs in order to be eligible for intercollegiate athletics competition” (Schneider n.p.). Intercollegiate athletics have dramatically changed over the last several decades. Currently, intercollegiate athletics generate tremendous amounts of revenue, remarkably in football and basketball. College sports in America is a