Coaches’ Perceptions of the Reduction of Athletic Commitment for Division II Student-Athletes: Development and Validation of a Measure of Athletic/Academic Balance

Abstract

Growing concerns exist regarding the amount of time student-athletes spend honing their athletic craft at the potential expense of their academic pursuits. Recently, the National Collegiate Athletic Association (NCAA) Division II Management Council approved the Life in the Balance (LITB) initiative to allow student-athletes more time for academics and other extracurricular activities beyond their sport(s). The purpose of this study was to develop a reliable and valid measurement scale assessing coaches' perceptions of balancing athletics and academics for studentathletes. Results of this study indicated three factors comprise the Athletic Academic Balance Scale (AABS): (a) policy impact, (b) contest reductions, and (c) midyear break. The AABS represents a reliable and valid scale to measure policy effectiveness for balancing athletics and academics for student-athletes. The scale extends role theory into student-athlete literature and helps assess the perception of internal stakeholders regarding future NCAA policies.

Stress in Academic and Athletic Performance in Collegiate Athletes: A Narrative Review of Sources and Monitoring Strategies

“…Academic performance is a significant source of stress for most college students (Aquilina, 2013 ; López de Subijana et al, 2015 ; de Brandt et al, 2018 ; Davis et al, 2019 ). This stress may be further compounded among collegiate athletes based on their need to be successful in the classroom, while simultaneously excelling in their respective sport (Aquilina, 2013 ; López de Subijana et al, 2015 ; Huml et al, 2016 ; Hamlin et al, 2019 ). Davis et al ( 2019 ) conducted surveys on 173 elite junior alpine skiers and reported significant moderate to strong correlations between perceived stress and several variables including depressed mood ( r = 0.591), sleep disturbance ( r = 0.459), fatigue ( r = 0.457), performance demands ( r = 0.523), and goals and development ( r = 0.544).…”

The relationship between athletic team fiscal expenditures on athletic and academic success for NCAA Division II football and basketball programs

“…While the pressure to win is similar to Division I coaches at Division II schools have a greater role in the academic success of their students because the department is unable to staff individuals who specialize in academic support (Nite, 2012). This lack of funding requires coaches and others within the athletics department to work together to provide adequate academic support (Huml et al, 2015).…”

“…The academic success of student-athletes has been the focus of several previous studies (Berry, 2014;Foster & Huml, 2017;Huml et al, 2015;Navarro, 2015;Nite, 2012). The first area that is influential in academic success is the availability of resources to support the educational mission.…”

“…Coaches and others within the athletic department often work to identify academic resources available that can contribute to their student-athletes' academic success (Huml et al, 2015). Resources include finding tutors, mandating study hall hours, and serving as the academic advisor.…”

“…Prior research on the relationship between athletic spending and academic success has generally occurred at the university level (e.g., Comeaux, 2013;Desrochers, 2013;Foster & Huml, 2017;Huml, Hambrick, & Hums, 2015;Navarro, 2015;Smith, 2019;Weiss & Robinson, 2013). Previous studies reported that Division I schools with winning football programs experience an increase in alumni athletic donations, the number of applicants, and in-state students attending the institution (Anderson, 2017;Pope & Pope, 2014).…”