Improving Student-Athlete Academic Success: Evaluation of Learning Support Tools Utilized by Academic Advisors for Athletics

Grandy, Jeff; Lough, Nancy; Miller, Chyna J.

doi:10.1080/19357397.2016.1258967

Cited by 10 publications

(10 citation statements)

References 5 publications

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“…Consistently being incorporated into research, Comeaux and Harrison's (2011) model offers guidance into helping understand and improve academic outcomes for college athletes (Comeaux, 2013;Cooper & Dougherty, 2015;Grandy, Lough, & Miller, 2016). This model supposes that as college athletes become more integrated into the social and academic environments, they have a better chance for academic success (Comeaux, 2013;Comeaux, Bachman, Burton, & Aliyeva, 2017;Comeaux & Harrison, 2011;Cooper & Dougherty, 2015;Grandy et al, 2016). However, a critique of this model is that it combines the college athlete experience into just the academic and social systems but does not adequately call out sport participation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

An Examination of the Experiences of Black Football Athletes

Porter

2019

JIS

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The purpose of this study was to understand the experiences of Black college athletes that played football and graduated from a Division I Power 5 institution. It is well documented that Black football players graduate from Power 5 institutions lower rates than any other student or athlete group, due to a variety of obstacles they face on campus. Despite these obstacles, there are athletes in this group who do graduate from their institution and successfully transition into professional careers. The research conducted for this article is adapted from a dissertation that explores the campus environment that Black college football players must navigate. This article focuses on the impact the social support network has, helping these athletes maneuver through their organizational environment and prepare for life after athletics. Understanding the possible influences of a support network can be a critical strategy for the survival of this group of athletes.

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Section: Theoretical Frameworkmentioning

confidence: 99%

An Examination of the Experiences of Black Football Athletes

Porter

2019

JIS

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“…al., 2017) and the Club at School implemented within its framework (PZSzach, 2019) while promoting women in the sport -the World Chess Federation (FIDE) establishing 2022 as the "Year of the Woman in Chess" and related events (FIDE, 2022). On the other hand, following the example of other countries, to implement support programmes for pupils taking part in sport, e. g. programmes for student athletes (see Comeaux & Harrison, 2011;Grandy, 2016) even specific ones such as those coming from abroad (Newell, 2015) or those studying STEM (Grafnetterova et. al., 2021).…”

Section: Discussionmentioning

confidence: 99%

Women in Chess. Education-Related Problems During Talent Development Process

Baum

2022

MJSE

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The aim of the paper is to identify the educational problems faced by Polish female chess grandmasters during the talent development process, i.e. the time required to win the highest women’s title. A free-form, in-depth, qualitative interview method was used; the research tool was a guide prepared based on Françoys Gagné’s Comprehensive Model of Talent Development (CMTD). The data was subjected to qualitative analysis: codes and categories relating to educational problems were applied to the interviews with 14 female chess grandmasters. For female athletes, it is especially important to find a balance between school/academic life and sports practice. Women have much fewer opportunities to make a living from sports than men and are thus forced to prepare for other professions, which is tantamount to combining a sports career with getting an education. This situation can also be observed among female chess players. Additionally, women’s performance in chess is significantly lower than men’s. Thus, in the series of papers titled “Women in Chess. Problems…”, an attempt was made to present female chess grandmasters in the context of hardships that significantly affected the development of their talent. This paper presents hardships related to education. The study showed that most of the future female grandmasters experienced education-related hardship during secondary school, mainly due to absenteeism from school, poor attitudes of teachers, a lack of interest from the school in their successes, and a non-conformist attitude towards the rules of the school system. As a result of the analysis, it is suggested to disseminate knowledge throughout the school environment concerning the specific nature of chess as a sport discipline and to implement support programs for female and male students who practice it.

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“…The primary goal of an academic advisor is to help student-athletes achieve educational goals, timely graduation, and preparation for lifelong learning and meaningful employment (Hanna, 2013). However, the role of the academic advisor for athletics evolved to focus more on initial and continuing eligibility (Grandy et al, 2016) and academic advisors have been accused of acting as "eligibility brokers" whose main goal is to keep student-athletes eligible to play their sport (Meyer, 2005). Research shows that some student-athletes are unsuccessful in college when advised based on maintaining athletic eligibility instead of primarily for their personal development and academic interest (Hittle, 2012).…”

Section: Academic Advisorsmentioning

confidence: 99%

Academic Success: Perceptions of Student-Athletes, Learning Specialists, and Academic Advisors

Kirby

Amason

2021

JHEAI

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The current study explores how academic success is defined and perceived by student-athletes and athletic academic support staff professionals, specifically learning specialists and academic advisors. Using qualitative methods, one-on-one interviews were conducted with participants from six “Power 5” programs to establish overarching themes. Academic advisors identified academic achievement and personal development as academic success. Learning specialists identified academic success as maximizing individual potential. Student-athletes identified meeting grade-based standards and work ethic resulting in reaching personal goals as academic success for themselves. Student-athletes also perceived that their advisor would identify eligibility and effort as academic success, and that their learning specialist would view academic success as building academic skills and work ethic.

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Improving Student-Athlete Academic Success: Evaluation of Learning Support Tools Utilized by Academic Advisors for Athletics

Cited by 10 publications

References 5 publications

An Examination of the Experiences of Black Football Athletes

An Examination of the Experiences of Black Football Athletes

Women in Chess. Education-Related Problems During Talent Development Process

Academic Success: Perceptions of Student-Athletes, Learning Specialists, and Academic Advisors

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