The Coach-Educator: NCAA Division I Coach Perspectives About an Integrated University Organizational Structure

Abstract

Philosophical debate about the proper role of athletics within the academy has reverberated through each era of collegiate sport, and a growing body of literature points toward an impending tipping point unless radical reform ensues. This study contributes perspective to a proposed reform model through investigating perceptions of National Collegiate Athletics Association Division I coaches (N = 661) about their roles as educators and how this role could be altered through structural and philosophical changes within the academy. Quantitative and qualitative data provided mixed findings related to coach support for an integrated organizational structure with high variance in all structural facets explored except for compensation, where coaches believed structures should not be uniform between athletic and academic units because of the perceived greater workload, hours, media attention, and pressure in athletics.

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

“…Coaches spend a substantial amount of time with their student-athletes, often becoming their most frequent university contact Giacobbi, Roper, Whitney, & Butryn, 2002). This coach/athlete relationship can involve discussions related to athletic and academic issues, and even personal matters (Giacobbi et al, 2002;Weight, Cooper, & Popp, 2015). Coaches often embrace this personal relationship, to the point of being available to their players at all times of the day for questions, comments, or simply lending an ear .…”

“…Coaches who become vocal leaders supporting the importance of academics can have a profound and positive effect on their student-athletes (Bell, 2009;Navarro, 2015;Weight et al, 2015). Bell (2009) quoted an athlete stating, "It's really good when you have a coach that actually cares about your degree.…”

“…Unfortunately, coaches are predominantly assessed based on win-loss record (Weight et al, 2015). This pressure to win is not lessened at the Division II level (Nite, 2012).…”

“…While application of role theory has previously focused on participants speaking to their own available time and energy, other studies examined those close to the participants and how they perceive that time and energy is spent. For example, researchers have shown coaches are familiar with how their student-athletes use their time in college (Comeaux, 2015;Giacobbi et al, 2002;Weight et al, 2015). Dixon and Bruening (2007) previously reported how coaches make themselves available to their student-athletes at all hours, often resulting in them rescheduling family or job-related tasks to better support their players.…”

“…This pressure to dedicate increased time to athletics has led to concerns about coaches not promoting academics enough to their student-athletes (Comeaux, 2015). This perception does not typify all coaches, as other studies have shown student-athlete satisfaction with coaches who highlight the importance of academics or even prioritize coursework over athletic obligations (Bell, 2009;Weight et al, 2015). Coaches have a special bond with their student-athletes.…”