Free Effects of Athletics on the Education Plans Dissertation Example

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Effects of Athletics on the Education Plans

Category: Coaching

Subcategory: College

Level: PhD

Pages: 4

Words: 1100

The Effects of Athletics on the Attainment of the Education Plans
Shyrell Hobson
Concordia University Chicago
Background Information
The relationship between the participation in the high school athletic games and the improved academic performance has been a matter of interest to many people in the world (Hanks, 1976). I pursued both my athletics and academic excellence in the state of Texas, El Paso city. My landmark performances in high school occurred between the years of 1998-2000, I achieved top rankings in track & field, competing in the events 200, 4×100 & 4×400 relay. The motivation for success and improvement came in the form of medals earned during competitions. The encouragement on the field was always in extrinsic form, nothing intrinsic. Many schools’ administrations in Texas emphasized on both, academic and extra-curriculum excellence (Stewart, 2009). Specifically, my school administration was categorical that for one to participate in any kind of sports, he or she must have achieved an average score of 70 and above. The school coach was furnished with the students’ results with clear instructions not to allow the “failures” in the field. Interestingly, my parents too were critical of the academics; I was required to score an average of 80 points to participate in athletics. As much I felt that my parents and the school system were hard on me, it encouraged me to work hard and shun mediocrity (Douglas, Ivey, & Bishop, 2015). Therefore, I channeled my energies to athletics and academics with a sure belief that I would excel in both. Reid & Jarvie (n. d) postulate that sports and other extra-curriculum activities improve the students’ social networking and interaction, thereby, making students to gain invaluable skills and knowledge, which translated to improved academic performances.
According to Aries, McCarthy, Salovey, & Banaji (2004), many students fail to qualify for the college education or performs dismally in colleges due to poor preparations. Qualification for the college education entails achieving a desirable grade to qualify for the admission. Most teachers and coaches fail to prepare their students for the college education by failing to ensure that the students get the requisite skills, knowledge, and the right grades. The balance between academics and sports requires a lot of discipline since most people excel in sports at the expense of academics. Most of the students affected by the inability to strike a balance between the academics and sports come from the African American community. The major reason advanced for the lack of balance between sports and academics in the African Americans students is the existence of many social-economic obstacles (Codrington & Fairchild, 2012). For instance, one of my fellow high school athletes from the African American descent was put in the classes of special education due to poor performance, despite being the best athlete in Texas. Like many African American students, my friend faced many social-economic obstacles (Codrington & Fairchild, 2012). This community of the black African American does not emphasize on education, and therefore there is a low motivation among the black male students. Additionally, African Americans receive little support from their families to pursue their education since, the community lacks established and well-educated seniors to inspire the young generation learning in schools (Moore, 2008). Only a few individuals have excelled academically and in sports, notably, in the NBA. Therefore, Coaches and teachers play a vital role in providing a guidance to these students to ensure that they progress well in their education. Coaches are obliged to observe the UIL rules and regulations, which direct, fair play (History of the UIL, n.d). As such, coaches ought to prepare their students wholesomely, impacting them with life skills, besides preparing them or the college education. Coaches should connect the students to the outside world and motivate them by informing them about scholarships and opportunities available for them. During our last year in high school, precisely, in the years 2000, I was disappointed to realize that my friend did not make despite being an outstanding athlete, since he got low grades in his exams, and missed the NCAA exams, which were prerequisites to joining college. It was discouraging to realize that even after my friend spent his two years with the coach, the coach never mentioned about NCAA tests or the academic qualification needed to join college. Precisely, my coach did not ensure that I completed the required tests and academic requirements necessary for joining a college. I questioned that if my coaches would have expressed the importance of academic achievement beyond high school, would it have reduced the amount of distressed that was felt. I was distressed since my coach ought to have ensured that I had everything required to join a college,
Problem Statement
I concur with Jenkins (1969) on “the impacts of the identity crisis in African American society.” The factors of inequality, social-economic segregation significantly affects, the academic performance of the black students. Also, the limited issues of racial discrimination negatively influence their identity. As such, these students are unable to define themselves clearly and, therefore, face various emotional challenges that if not addressed amicably lead them astray (Mastro, Brecha, & Seate, 2011). The transition from the high school to college life is stressing, and many students are cut out when they are unable to transition fast. According to Slepičková (2017), tutors and coaches play a vital role in the students’ life, where, they are required to prepare their students for the next level of life, highlighting what would be expected of them. Unfortunately, this type of preparation is not occurring in high school athletics; in the case of me personally, my friend, and many others. I almost lost focus after completing my high school studies. Like coaches, parents guide their children on all matters of life, acting as a strong pillar during the time of distress. While coaches offer guidance in sports and academics, parents play a bigger role, where they ensure that their children make good choices (Douglas, Ivey, & Bishop, 2015). According to Nwadike, Baker, & Brackebusch (2016), lack of motivation and lack of role models to emulate causes many high school students to lose hope (Russell, Suzanne, & Kevin, 2009). I almost lost focus after completing my high school studies. Many coaches from various colleges developed interests in my talent and wanted me to join their colleges, but of course through an athletic scholarship. As the calls began to come in, I was shocked to know that SAT, ACT, and clearinghouse requirements were mandatory. Unfortunately, my coach did not mention any of this in my entire four years at the school. I loved athletics and, therefore, would not imagine a life without a tracksuit. I lost hope and almost gave up due to the increased stress and depression. Luckily, I had supportive parents who were there for me, whereas this is not the case in the African American society. Later on, after suffering this distress, I regained my confidence and developed a positive attitude, after when I received a scholarship.
As aforementioned, most young people with a promising future in both athletics and academics get disillusioned when they are unable to adapt to the college life. It is during this stage that students’ emotions are all high, and any mistake can kill the dream of the student. Most students are on a path of getting lost between fifteen to twenty-two years (Nwadike, Baker, & Brackebusch, 2016). If a student completes this phase, it is hard for them to lose focus. Students are affected psychologically by any change that affects their relationships, ways of life, assignments, and responsibilities. At this stage, students are prone to developing depression, and this explained why most of them abuse drugs at this stage in life. Coaches play a vital role in the stage as they help the student to focus on the area, which they can perform best and stop being swayed away by unimportant issues (Douglas, Ivey, & Bishop, 2015). The study shows that students abuse drugs, mostly when in colleges and universities. The study further postulates that lack of coaching is the main reason for abusing drugs since most students are not psychologically prepared to attend the college education (Moore, 2008).
Importance of the Roles of Coaches
Coaches play a crucial in nurturing individuals’ talents. Coaches can spot special abilities in students and advise them on the appropriate sports and positions, which they can perform best. Therefore, coaches help the students to discover their talents earlier, since in sports and specifically, athletics most sportsmen reach their climax between 20-26 years. Additionally, Coaches impacts students with the requisite life skills, for instance, the social-networking skills, which enable them to transition successfully from the high schools to colleges (Reid, & Jarvie, n.d). Coaches also play a crucial role in motivating the students, since students’ morale is affected by many things in life, key among them, the family moral support.
Additionally, coach possesses special skills for the motivation and encouragement. A study by Tea (2017) postulates that coaches have a significant impact on the motivation of an athlete. As aforementioned, athletes are demotivated by various factors, which include lack of family moral support, low-self-esteem, and lack of established role models. Therefore, coaches must employ their skills and expertise to motivate these demotivated students fully. In doing so, coaches need to realize that students’ motivation is purely extrinsic, nothing intrinsic (Kumanyika & Whitt- Glover, 2006). I agree on every point with (Slepičková, 2017) that black students are the most affected by the lack of motivation or low motivation since they are exposed to many stressors in life than their white counterparts. Black students receive little family support, experience issues of an identity crisis, and lack many role models to inspire them. Therefore, coaches should do more to reinstate the motivation of the black African American students by giving the students practical cases of successful black people to uplift their morale (Nwadike, Baker, & Brackebusch, 2016). Also, coaches should equip the black African American students with networking skills and relationship skills. This will help them to dream big and therefore remain focused.
UIL and Ethics
The primary aim of the University Interscholastic League (UIL) was to serve the white students (Caraveo, 2014). By then black and white student learned from different institutions and never mixed. The prairie view interscholastic league (PVIL) preceded the UIL and was mandated to govern sports in blacks’ schools. The breakthrough for the secretion signaled a new era and advanced competitions in both academics and the sports. As such, the growth of the sports can be directly attributed to the increased competition and the introduction of fair rules of the play (Horton, 2016). On the other hand, the development of ethics of play has significantly improved the quality of play since the ethics act as the standard guidelines. The introduction of new policies in sports signifies the growth of sports both regarding ethics and innovation. Students should be taught on the ethics in sports to become professional sportsmen.
African Americans face many hurdles in the pursuit of academic excellence because, despite many policy formulations to favor the black students, inequality persists. The inequality exists in the quality of education, resource allocation, and the school facilities (Nwadike et al., 2016). Considerable hardships characterize the lives of the black students these hardships include lack of family support, discrimination, and expulsion from schools (Kjaerum, n.d). As such, ethics of play are crucial in this case. Ethics are essential in guiding the conduct and behavior of an individual. Additionally, ethics in sports have created universal guidelines and values for sports. The ethical play ensures fairness since all players compete on fairly equal terms and conditions (Martinez, 2014). Therefore, any results from a fair play are the ethical results, and therefore, both the winner and the loser should contend with those particular results. Cases of cheating are significantly minimized when ethics are applied. Regrettably, high school athletics have shifted emphasis on the ethics and are only focused on “winning and losing” of the competition. Consequently, education is sacrificed, and the students only pass through the school without getting quality education to transition. This put many students in a precarious situation, where they are unable or struggle to join a college after completing their high school education due to low qualification.
Purposes of the Study
According to Andrea, Ross, Powell & Henriksen (2016), the increased under-performance in academics and in extra curriculum activities among the high school and college students in the black dominated regions can be directly attributed to the issues of low-self-esteem low motivation, and identity crisis (Jenkins, 1969). As such, this study seeks to establish the impact of an identity crisis on the performance of the African American students in the in academics and athletics. The study further assesses the impacts of coaches on the performance of the lowly motivated young African American athletes. According to Martinez (2014), Coaches possess invaluable skills and insight. Coaches have neglected their roles of identifying and nurturing athletes to become all-around competent and complete players. This study further assesses the roles and responsibilities of a coach, investigating on what constitutes a good coach and a productive athletic program in schools. Additionally, the study investigates the qualifications and skills possessed by the coaches that help them to deal with students from diverse backgrounds, religion, sex, and castes, where they produce completed players.
References
Andrea T. J. Ross, Powell, A. M., and. Henriksen, R. C, J (2016). “Self-Identity: A Key to Black Student Success”
Aries, E., McCarthy, D., Salovey, P., & Banaji, M. (2004). “Academic Performance and Personal Development.”
Caraveo, C .( 2014). Before the Integration, There was the Prairie View Interscholastic League
Codrington, J. & Fairchild, H., H. (2012). Special Education and the Mis-education of African American Children.
Douglas, T., Ivey, P., & Bishop, K. (2015). “Identity, Leadership, and Success:
A Study of Black Male Student-Athletes at the University of Missouri”
Hanks, M. (1976). Race, sexual Status, and Athletics in the Process of Educational Achievement.
History of the UIL (n.d) University Interscholarstic League(UIL).
Horton, A. (2016). I am a Person: Ego Development and Identity Issues with African Americans. Journal of Alcoholism and dependence.
Jenkins, S. B (1969). “The Impact of the Black Identity Crisis on Community Psychiatry” JOURNAL OF the national medical association
Kjaerum, M (n.d) Tackling Racism and Discrimination in Sports.Guides of Promising Practices, Initiatives, and Activities.
Kumanyika, S.K & Whitt- Glover (2006). Systematic Review
Of Interventions to increase physical activities and physical fitness to African -American
Martinez, F, (2014). The perceptions of black high school students regarding their experiences before an assignment to a district alternative educational placement: a phenomenological single case study
Mastro, D.E, Brecha, E. & Seate, A. A (2011). Characterizations of Criminal Athletes: A Systematic Examination of sports. New Depictions of Race and Crime
Monroe, C (2006). African American Boys and the Discipline Gap: Balancing Educators’ Uneven Hand
Moore, J.L., (2008). African American Males in Special Education: Their perceptions Towards High school Counselors.
Nwadike, A. C., Baker. A. R. & Brackebusch, V. B. (2016). Institutional Racism in the NCAA and the Racial Implications of the “2.3 or Take a Knee” Legislation. Marquette Sports Law Review Volume 26 Issue 2 Symposium: The Changing Landscape of Collegiate Athletics
Reid, I & Jarvie, G (n. d) Race relations, sociology of sport and the new politics of race and racism
Russell J. Skiba, Suzanne E. Eckes, and Kevin Brown (2009). African American Disproportionality in School Discipline: The Divide Between Best Evidence and Legal Remedy.
African American
Slepičková, I. (2017). The Values of Sport: Between tradition and (post) modernity
Stewart, L. (2009). Achievement differences between large and small schools in Texas. The Rural Educator, 30(2), 20-28.
Tea, U. (2017). Eligibility for Extracurricular Activities
Yang, J., Schneller. C and Roche S. (2015). The Role of Higher Education in Promoting Lifelong Learning

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