Spelman College Athletic Performance Analysis

What most people don’t is that not all athletes get the full-ride scholarships that people think of. Most collegiate sports don’t even offer full-ride scholarships; instead they have a set amount of money that they can do whatever to give scholarships. According to a U.S. News article, “The average athletic scholarship is about $10,400. Only four sports offer full rides to all athletes who receive scholarships: football, men’s and women’s basketball, and women’s volleyball” (O'Shaughnessy). Just to put this into perspective, there are twenty-four total college sports, and only these 4 offer full scholarships. This showcases the rarity of a full-ride in college athletes. Looking into it even more, most of those college athletes come from low income families, “86 percent of college athletes come from below the poverty line” (Hayes 1). A college athlete's schedule is also very hectic. In an article showing the schedule of a football player, it lists, “6am-7am: Wake up,

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

Board of Education, understates the academic success of athletes. The GSR was established based on the number of scholarship “student-athletes” who graduate each year and more accurately reflects the movement among college student-athletes (NCAA). The GSR takes into account incoming transfers who graduate from a different institution than the one they started at and transfers who leave an institution in good standing (Rangel). The GSR serves as an information tool for prospective student-athletes and a comparison of each sports success between institutions (Rangel). The GSR is useful in accessing a school’s commitment to education for “student-athletes.”

College scholarships, the attraction of every devoted sports player out there. Earning scholarships brings players together not only to step up their game, but to be enthusiastic about exceeding their academic goals. Colleges put down an amount of money to attract top athletes from high schools all over their state. Athletic meaning all sports, like golf, fencing, and water polo. Tons of schools and families support the aid colleges grant in their athletic scholarship programs, while others are against it, saying that it has too few people who are accepted and that it takes away money that everyone else has to pay for their classes. They don’t realize that players will be encouraged to do great academically, so that they may do great

Clemson receives a total of 16, 282 applicants per year, and 63 percent of those applicants are admitted into the university. Around 33 percent of the admitted students enroll at Clemson (“Clemson University”). According to Disalvo and Digeronimo, the chances of getting into a university for athletics are increased by sending videos of highlights of that person playing their sport. Also, the author recommends that the person should visit the college they are interested in both their junior and senior year of high school (Disalvo and Digeronimo 83).

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.

Athletics are a big attraction to many students when looking at colleges. When college sports programs have success, research done by Pope and Pope show that there is a boost in applications that the colleges receive from students. “Applications [after] a Championship add 7-8 percent, with a big effect in the immediate year and little effect after one year.” It was found that when colleges have winning athletic teams get more applications sent in from all levels of student and not just athletes. This is found true for basketball and football. Not only increase in applications is found but also found after success in football there is a growth in enrollment, this is not found true for basketball (Getz and Siegfried “What Does Intercollegiate Athletics Do…”). “David Schmidly the president of the University of New Mexico said “One of the most effective ways to market your university nationally is to have a really quality athletic program. It helps recruit faculty, students, and donors. It helps with the image of the whole university.” (qtd. in Getz and Siegfried “College Sports: The Mystery of the Zero-Sum Game.”)

For many students, the college experience is measured by the success of their NCAA-sanctioned athletic programs. Without the experience and athletic performance the student athlete brings, most colleges would not reap the benefit of these significant revenue-generating activities. At best, current NCAA regulations need to be revisited to ensure all avenues are addressed to enable the success of athletic students both in the classroom and on the field or court of play. As stated previously, even though students receive full and partial scholarships determined by their athletic performance, in both instances

2). Female athletic scholarships have increased because the recent budgeting that allows more women opportunities. According to Claussen, the director of the sports management program at Washington State University, the female share of the college athletics budget had increased to 37% of the operating budget, 45% of the athletic scholarship dollars, and 33% of the recruiting budget. Particularly impressive is the dramatic increase in numbers of female high school athletes from 295,000 in 1971 to 2.95 million in 2004 (par. 7). The higher budgets gave many women that are high school athletes an opportunity to play at a higher level in college.The budgets widened the amount of things a college can do with the women athletics.

It’s shaping up to be a trying year for the NCAA as two former athletes have come forward in the past week and filed a class action lawsuit against them for “academic fraud in its members schools’ athletic programs.” While some think this couldn’t get worse, from the numerous unacknowledged complaints from over the last century, a large number of the student athletes on the receiving end of less than stellar educations were African-American student athletes—especially in revenue-producing sports like basketball and football.

The landscape of college football has changed so dramatically, it would appear to be unfair to today’s SWAC athletes to compare their situation to those of players three decades ago. Hampering contemporary players is too many options to play.

Anderson, Dave. "Top 10 Reasons College Athletes Should Be Paid." Top 10 Lists | ListLand.com. N.p., 09 July 2016. Web. 28 Feb. 2017. With college comes responsibilities, and getting a job would be one of them, but playing a sport is a privilege. Dave Anderson, columnist, states that, “There is just no fair way to pay college athletes.” There are many sports programs that bring in different amounts of money. Is it fair to only pay for basketball and football programs, but not lacrosse, tennis, or volleyball? How do you begin to rate who gets paid and how much they get paid? Many college athletes say that they do not get enough funding for new materials and practice gear. On the contrary, most of the time when athletes ask for new gear they receive it through donors or college

While athletics are not central to campus life, a significant amount of students participate in competitive sports. Wellesley College has 14 varsity D3 sports, with a total of 235 participants. These varsity athletes participate in the Seven Sisters, ECAC, Liberty League, and New England Women’s and Men’s Athletic Conference leagues. The Wellesley Athletics department’s mission statement states:

It may seem overly simplified and obvious to state that player evaluation is critical in generating success and wins on the football field. A coach may have the greatest “system” and an amazing game plan laid out but, without the right players in the right positions the only thing a coach will collect are losses. This is true of coaching recreational and youth football through the professional ranks. Player evaluation is not only about addressing the physical skills needed for specific positions but, it is also about plugging in the right players who posses the temperament and character to lead the team in all critical situations on the field. Coach Trimble has a very

Performance profiling is used in many sports and has been found to enhance coach-athlete communication by enabling the coach to understand how the athlete currently feels about their training or performance. This information has been found to assist the coach in the development of training sessions that take into account the athlete’s perspective.