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INTERCOLLEGIATE ATHLETICS: Preparing Student-Athletes for Lifelong Success

INTERCOLLEGIATE ATHLETICS: Preparing Student-Athletes for Lifelong Success

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INTERCOLLEGIATE ATHLETICS: Preparing Student-Athletes for Lifelong Success

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  1. INTERCOLLEGIATE ATHLETICS: Preparing Student-Athletes for Lifelong Success Mike L. Racy NCAA Vice President

  2. 2. Three NCAA Divisions; Three Different Missions. 1. Brief History of Intercollegiate Athletics. 3. Student Success as a Result of Athletics Participation.

  3. 1. Based on British Amateur Sports Model. • 2. Mind, Body, Spirit—The Pursuit of Excellence—is as Old as Olympic Competition. • 3. First Intercollegiate Contest—1852. • 4. Faculty Involvement with Intercollegiate Athletics Dates to 1880s. INTERCOLLEGIATE ATHLETICS

  4. 5. Schools Began to Organize into Leagues and Conferences in 1890s. • 6. 1906—NCAA is Organized. The Health and Safety of Student-Athletes was Primary Emphasis. • 7. Popularity Grew in Early 1900s through the Mid-20th Century as Nation Entered Wars and Emphasis placed on Physical Training of Students and Rigorous Athletic Games. INTERCOLLEGIATE ATHLETICS

  5. NCAA Membership and Organization 1,066 Schools 430,000 Student-Athletes 89 National Championships 3 NCAA Membership Divisions 16 Association-Wide Constitutional Principles 3 Distinct Membership Philosophies

  6. DIVISION I PHILOSOPHY A member of Division I: Subscribes to high standards of academic quality, as well as breadth of academic opportunity; Strives in its athletics program for regional and national excellence and prominence. Its recruitment of student-athletes and its emphasis on and support of its athletics programs are, in most costs, regional and national in scope. Recognizes the dual objective in its athletics program of serving both the university or college community and the general public.

  7. DIVISION II POSITIONING STATEMENT Life in the Balance. Higher education has lasting importance on an individual’s future success. For this reason, the emphasis for the student-athlete experience in Division II is a comprehensive program of learning and development in a personal setting. The Division II approach provides growth opportunities through academic achievement, learning in high-level athletic competition and development of positive societal attitudes in service to community. The balance and integration of these different areas of learning opportunity provide Division II student-athletes a path to graduation while cultivating a variety of skills and knowledge for life ahead.

  8. DIVISION III POSITIONING STATEMENT Follow your passions and discover your potential. The college experience is a time of learning and growth – a chance to follow passions and develop potential. For student-athletes in Division III, this happens most importantly in the classroom and through earning an academic degree. The Division III experience provides for passionate participation in a competitive athletics environment, where student-athletes push themselves to excellence and build upon their academic success with new challenges and life skills. And student-athletes are encouraged to pursue the full spectrum of opportunities available during their time in college. In this way, Division III provides an integrated environment for student-athletes to take responsibility for their own paths, follow their passions and find their potential through a comprehensive educational experience.

  9. STUDENT SUCCESS AS A RESULT OF ATHLETICS PARTICIPATION

  10. Theories We Have Tested • Intercollegiate athletics provides opportunities and access to higher education. • Intercollegiate athletics provides structure and mentoring that leads to academic success and high graduation rates. • Intercollegiate athletics prepares student-athletes to take on leadership/management responsibilities in their professional careers. • Intercollegiate athletics provides an excellent out-of-classroom setting for teaching/learning life skills (e.g., time management, work ethic, teamwork).

  11. Theories We Have Tested • Intercollegiate athletics prepares student-athletes for civic and community responsibilities. • Intercollegiate athletics prepares student-athletes for lifelong learning, and many use their collegiate opportunities to pursue postgraduate degrees. • Intercollegiate athletics participation leads student-athletes to healthy life style decisions (e.g., exercise, eating habits, nonsmokers). • Intercollegiate athletics connects student-athletes to their colleges and universities in a way that promotes support and financial giving following graduation.

  12. GOALS – Growth, Opportunities, Aspirations and Learning of Students in college • 21,000 current student-athletes at 627 Divisions I, II and III schools. • Surveyed about their college academic, athletics, and social experiences; time demands; team and campus climate; health and well-being; post-college aspirations. • SCORE – Study of College Outcomes and Recent Experiences • 8,500 former student-athletes who graduated high school in 1994. • Mostly former Division I and II student-athletes or recruits (10 years removed from competition); surveyed about their college experiences, current education, career, and well-being. • Mnemonic: Set GOALS in college, check the SCORE later. NCAA Research

  13. Access

  14. First Generation Student-Athletes in College (Neither Parent Attended College) • Division I – 10.8% • Division II – 16.7% • Division III – 11.9%

  15. Academics/Graduation

  16. Student-athletes major in a variety of fields. The four most popular majors are Business, Education, Kinesiology and the Social Sciences. The most often cited reasons for choosing a major were “Preparation for a Career” or “Personal Interest” in the topic. Academic Engagement

  17. Average Federal Graduation Rates vs. GSRs/ASRs(2001-2004 Entering Cohorts)

  18. Federal Graduation Rates of Scholarship Student-Athletes versus All Students at Division II Institutions

  19. Leadership

  20. Percent Positive Response by Former Student-Athletes Regarding Athletic Influences on Leadership Skills

  21. 66% of Former Student-Athletes Classified Their Career Position as Involving Leadership/ Management/ Executive Responsibilities.

  22. Life Skills

  23. Percent Positive Response by Former Student-Athletes Regarding Athletic Influences on Personal Characteristics

  24. Campus/Community Engagement

  25. Volunteerism and Campus Involvement • Over 80% of current student-athletes in all divisions reported that they had participated in service projects during the past year, and of those, 51% report committing a least a few hours each month to service. • In total, 75% of student-athletes report that they either are currently involved in an extracurricular activity other than athletics or have plans to be.

  26. Lifelong Learning

  27. Advanced Degrees • 27% of former student-athletes have received a post-BA degree (MA, MBA, PhD, MD, etc.) by age 30. • [U.S. Census—9.4% of U.S. population has a Masters, Doctorate or Professional Degree.]

  28. Healthy Lifestyle

  29. Healthy Habits • 57% of former student-athletes (30+ years old; 1994 HS grads) report exercising vigorously on most days. • 3% of former student-athletes smoke cigarettes daily. 68% report never having smoked a cigarette. • [2008 American Lung Association—almost 25% of college students smoke.]

  30. College/UniversitySupport and Financial Giving

  31. Post-Graduation Connections by Former Student-Athletes

  32. Questions and Discussion