Academic Advising for Athletes

Figler, S. K.

doi:10.1177/019372358701100106

Cited by 9 publications

(8 citation statements)

References 7 publications

(8 reference statements)

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“…In high school culture where a young man's athletic identity has become such an important source of peer approval and self-esteem, Lipsyte (1982) argued that academic performance is likely to become as significant as athletic performance only when student athletes possess natural scholastic ability. Thus, intelligent young men may be faced with a dilemma as they attempt to balance what many observers view as the dual and often conflicting roles of student and athlete (Figler, 1987(Figler, -1988Nelson, 1983;Snyder, 1985). A system of peer values that rewards athletics more than academics can serve as a deterrent to academic achievement (Lipsyte, 1982;Nelson, 1983;Snyder, 1985) because adolescents without the time, energy, or ability to meet both sets of role standards are likely to invest themselves in those activities they view as immediately related to competence and most likely to provide the greatest peer-group approval (Danish, 1983;Eitzen, 1976;Nelson, 1983)-in this case, athletics.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Coach Brogan: South Central High School's Answer to Academic Achievement

Hébert¹

1995

Journal of Secondary Gifted Education

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How can one man make a difference for bright, young men?In an ethnographic study of high abilityyoung men in an urban high school, one coach's influence was found to be crucial in motivating gifed males. Coach Brogan developed effective strategies to maintain high academic achievement amongst his championshq athletes. This article presents a description of the culture of achievement surrounding the men? swim team at South Central High School and the strategies offered by the successful coach/educator. he strong, pungent smell of chlorine hit visitors in the face as they entered. The warm, steamy temperature of T the room was like no other in the building. The atmosphere was alive and filled with youthful, energetic voices calling from the divided lanes of the pool. The sea-blue tiled swimming pool at South Central High School was a specification-sized pool like any other high school facility in the country. However, the activity evolving from that pool may have been quite different from the typical high school athletic scene. Involvement on the men's swimming team appeared to be having a serious impact upon the lives of high ability students who achieved at South Central High School because of the hard work and dedication of one man affectionateIy known to the student body as Coach Brogan.South Central High's Coach Brogan was discovered by the author while pursuing an ethnographic study of high ability youth in a large urban school district in the Northeast. Hibert (1993) investigated the lives of six high ability achievers and six high ability underachievers by following them for an academic year. Hdbert (1993) found that high ability achieving males benefited from a strong belief in selfwhich ' was strengthened by relationships with supportive adults. These supportive adults included teachers, counselors, family members and one man known as Coach Brogan. The man who coached the South Central High School swim team had a major impact upon the lives of gifted young men who needed support in an inner-city high school filled with problems. This article will present a review of the literature of high school athletics and the dynamics of athlete-coach relationships, a description of research methodology involved, an ethnographic description of the culture of the inner-city high school swim team investigated, and the findings surrounding Coach Brogan which emerged from the study.

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Section: Review Of Related Literaturementioning

confidence: 99%

Coach Brogan: South Central High School's Answer to Academic Achievement

Hébert¹

1995

Journal of Secondary Gifted Education

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“…Although athletes claim their academics as being equally important as their sport, it is for many impossible to fully commit to both. This means that athletes have to prioritize their time and without the immediate satisfaction and pressures their sport produces, often the academics slide (Miller & Kerr, 2002;Hewitt, 2002;Figler, 1987).…”

Section: Setting the Scenementioning

confidence: 99%

Section: Peer Mentoring Student-athletesmentioning

confidence: 99%

“…This internal conflict of student-athletes not knowing where to focus their limited time is a major focus of Figler (1987). Figler (1987) defines this challenge faced by student-athletes as a role conflict and suggests that it should be addressed in any assistance program offered to student-athletes. A role conflict is challenging for student-athletes to deal with on their own, because of the immediate successes and consequences experienced in their sport and not in their academics (Figler, 1987).…”

Section: Peer Mentoring Student-athletesmentioning

confidence: 99%

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Peer Mentoring Canadian University Student-Athletes: An Analysis of NCAA Division I Academic Mentoring Program Handbooks

Wilson¹

2021

Preprint

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For many Canadian students, varsity athletics is an important part of their University experience. Prior to attending University many high level athletes are greatly influenced by their parents and/or extended family, and once at University that role is often replaced by their teammates and peers. Some students are fortunate to find a positive mentor-like figure in a veteran player. However, too often this is not the case, and bad academic habits are developed early before the student-athlete has a chance at academic success. Transitioning into post-secondary education is challenging enough for students who are not on a varsity team, and student-athletes are expected to balance twice as much responsibility. A university’s reputation is affected if student-athletes are continually forced to withdraw from their studies, providing an even further disadvantage for athlete recruitment. It is the university who is allowing student-athletes to take on additional responsibility to represent the university and even accepting student-athlete who are not as academically prepared. Therefore, it should be the university’s responsibility to provide proper assistance and support, because student-athletes should not be sacrificing their academic experience to play their sport. All students, including student-athletes, should be graduating with the same education and skills. Anthony Giddens’ Structuration Theory looks at the recursive nature and “duality” of structure (Orlikowski & Yates, 2007). When applying the principles of structuration theory in a grounded theory analysis of five National Collegiate Athletic Association (NCAA) academic mentoring handbooks, it becomes clear that when student-athletes enter university they are entering a completely different social structure and university experience than non-athletes. What becomes clear is that any assistance and support needs to be tailored to student-athletes at that specific institution, and different from non-athletes. Furthermore, implementing an athlete academic peer mentoring program could help to change negative views of academics that have developed in the student-athlete social structure. Considering that Kerr and Miller (2002) found Canadian university student-athlete to be experiencing similar challenges to those in the NCAA, then they should also have provided to them academic assistance specific to their needs.

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“…Long considered a distinct student population because of the added pressure to compete, academic services are important in the overall experience for the student-athlete (Figler, 1987;Kamusoko & Pemberton, 2013). Consequently, athletic programs are providing more financial resources in staffing and personnel to help manage these academic service programs for student-athletes.…”

mentioning

confidence: 99%

How the Perception of Athletic Academic Services affects the overall College Experience of Freshmen Student-Athletes

Otto¹,

Martinez²,

Barnhill³

2019

JADE

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More and more intercollegiate athletics programs are allocating strategic resources toward building attractive athletics facilities, lavish training and academic complexes, and high-quality support services. Strategic investments in these areas continue to be a high priority for major college athletics programs, all with the hopes of enhancing the overall college experience for student-athletes. As such, researchers have begun to examine the role these various support services play in the overall athletic program. In this aim, the present study seeks to understand how academic support services are successful in enhancing this experience. Findings indicate that freshmen student-athletes' perceptions of service quality provided by their academic athletic services influence satisfaction, student involvement, and emotional adjustment. Building from these findings, university athletic departments should reevaluate and adjust their academic services based on the perception of student-athletes and how the provided services influence their overall college experience.

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Academic Advising for Athletes

Cited by 9 publications

References 7 publications

Coach Brogan: South Central High School's Answer to Academic Achievement

Coach Brogan: South Central High School's Answer to Academic Achievement

Peer Mentoring Canadian University Student-Athletes: An Analysis of NCAA Division I Academic Mentoring Program Handbooks

How the Perception of Athletic Academic Services affects the overall College Experience of Freshmen Student-Athletes

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