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may be, many student-athletes come to the post-secondary education experience ill-prepared for the rigors they may now endure. Three such concerns about college level student-athletes are (1) increased academic demands and new expectations; (2) managing the transition from high school to college: and (3) time management.
since their sample of the general student body includes part-time students while their sample of athletes does not (Eckard 2010). Furthermore, some studies have found evidence for negative effects of athletic participation on academics. The College Sports Project, a large scale, multiyear study, found
The United States is a nation where organized sports are part of the formal higher education system (Coakley, 2014). Student-athletes—a term used interchangeably with athletes—are a special subset of the college student population that experiences challenges stemming from the dual roles of athletes and students.
athletic programs free from discrimination based on sex and may help you evaluate whether your school’s athletic program is providing equal opportunity consistent with Title IX. If you believe that your school may not be providing equal athletic opportunities based on sex, you may
Grant or Contract Numbers: N/A. This study examined a program to improve the academic success and retention of student athletes at a target community college in central Illinois. The problem of academic success and retention was identified through use of document analysis, surveys, and interviews. Analysis of probable cause data revealed that ...
Additionally, there are a variety of barriers that prevent student-athletes from accessing mental health supports. This study used self-report questionnaires and qualitative interviews to examine the impact of an integrative outreach model that incorporated mental health education, sport psychology concepts, and mental skill techniques, on ...
According to Ishler and Upcraft (2005), the 2001 persistence rate from the freshman year to the. sophomore year in four-year colleges was 73.9 percent, and 54.1 percent in two-year colleges. This means there was a dropout rate of 26.1 percent in four-year colleges and 45.9 percent in. two-year colleges.
The contents of the National Center on Safe Supportive Learning Environments Web site were assembled under contracts from the U.S. Department of Education, Office of Safe and Supportive Schools to the American Institutes for Research (AIR), Contract Number 91990021A0020.