Do Sport Programs Contribute to Education?

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Sports programs are a big part of school systems and school environments today. These sports programs are starting at a younger and younger age every year. By the time that students reach the high school varsity and college age, sports have become a tremendous part of the students' life. Some may say that the student-athlete has a load of being a full time student and putting in full time hours to becoming a superior athlete, so the two do not mix well. Some argue that the two are so time consuming that by doing both they take away from each other, while others believe that the two, student and athlete, really assistance one another. So who is right? Do sport programs contribute to the student-athletes education?

One common argument against athletics in schools is that, athletics distracts students from academic activities and study time (Coakley 41). This is somewhat easy to agree with, without knowing the facts. Most people would think that anything that is time consuming would take away from a student studies and educational goals. Some other arguments against sports in schools are that athletics perpetuate dependence and conformity, turns most students into spectators, causes too many serious injuries to student-athletes, creates a superficial, transitory spirit subverting the educational goals of the school, and deprives educational programs of resources, facilities, staff, and community support (41). All of these arguments seem to be very legit at first glance. These arguments are all good possibilities of what could possibly happen, but the facts show that that these arguments are all incorrect statements.

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The arguments for interscholastic sports according to Coakley state that, sports programs involve students in school activities, sports increases interest in academic activities, while they also build the self-esteem, responsibility, achievement orientation, and teamwork skills required for today's occupational success, these programs are providing fitness training and stimulating interest in more physical activities amongst students, they also generate a sense of spirit and unity, and promote support for all school programs (41). Many of these arguments are opposites of the arguments against interscholastic sports, so which arguments are correct?

The Educational Testing Service and College Board Study has stated that, "Participation in high school athletics and activities are a much better indicator of overall college performance that other yardsticks" (iahsaa). Also the American College Testing Service (ACT) acknowledged that, "The one yardstick to predict success in later life (self satisfaction and participation in a variety of community activities two years after college) is achievement in school activities. Not useful as a predictor are high school or college grades, or high ACT scores" (iahsaa). These are two well respected organizations in which both agree that interscholastic sports have a major impact on a students' success in later life. An example of a well respected organization that has proof of sports programs having a positive effect on students is the USA High School Academic Team. According to them, of the sixty students listed in the May 14, 18, USA Today's All- USA High School Academic First, Second, and Third teams and the 51 students who earned honorable mention, seventy-five percent of them were involved in sports, music, and/or debate (NFHS). To become apart of this academic team is a huge honor and very tough academically. This is one instance that proves the first argument against interscholastic sport to be false. If seventy-five percent of the USA High School Academic Team was involved in some sort of school activity then the activity must not be taking away from the students focus on their educational goals. One might say that these students are the exception. In response to that, the Minnesota State High School League is quoted saying, "Student-athletes have a higher grade-point average than the average student and are absent from school less." The Iowa High School Athletic Association says that, "Students who do not participate in sports average a . GPA. Those who participate in one sport average a .61 GPA and those in two sports average a GPA of .8 GPA" (iahsaa). The interesting part of the Iowa High School Athletic Association's research is that the more involved the students are the better the students' grades end up. Indiana University did a study that revealed, "High activity" students, those involved in four or more activities, averaged a .05 GPA, while the "low activity" students averaged a .54 GPA (iahsaa). All three reports showed that the more involved and active that the students were in school activities, such as sports, the better their grade point average was. This could be due to several different components. One might be that the students with more school activities are doing better because the sports that they play are in different seasons, and if they wish to stay eligible to participate in these sports then they must keep up their grades. Another reason the student-athletes do well may be due to they have learned the value of hard work. The value of hard work is not some that you can teach, it is some thing that is learned through experience. USA Today did a study that revealed, nearly seven of ten Americans say high school sports teach students lessons about life they can't learn in a classroom (iahsaa). The results of several national surveys and research show that athletes on average do better grades and do better in school than non-athletes.

Another instance in which athletes tend to do better in than non-athletes is in dropout rate and attendance. The Women's Sports Foundation Survey showed that, high school athletes have higher grades, lower dropout rates, and attend school more than non-athletes (iahsaa). Also in a study done by the North Carolina Athletic Association they found that non-athletes are absent from school more than twice as many times as athletes and the dropout rate of non-athletes was nine times and many as athletes (NFHS). Corresponding to that is a research done by Skip Dane of Hardiness Research in 11, in which they found that by a -to-1 ratio, boys who have participate in sports do better in school, do not dropout and have a better chance to get through college (NFHS). The National Federation of State High School Associations found that ninety-six percent of dropouts in fourteen school districts in seven regions of the nation were not participating in school activity programs (iahsaa). Student-athletes find out real soon that if they want to play then they have to be in school. This teaches students that they have to be disciplined enough to show up to school everyday. If you don't show up for school, you can't practice after school and you can't play in the games if you miss practice. The also corresponds to why the dropout rates of athletes is so much lower than that of the non-athletes. It is very simple, if you are not enrolled in school then you can't be a part of the school team. This probably has a bigger impact then realized. If you take in to account the inner city kids that don't have a parent there to make them get up and go to school then sports may be the deciding factor for them.

Sports contribute to women's education just as much as it does to the men education. According to the Women's Sport Foundation, "Athletes do better in the class room and are more involved in school activity programs. High school athletic participation has a positive educational and social impact on many minority and female students. Based on an analysis of data collected from the U.S. Department of Education's High School and Beyond Study, girls receive as many benefits from sports as boys and sports involvement was significantly related to lower dropout rates in the school setting (iahsaa). In a research done by Skip Dane of Hardiness Research in 11, they found that the ratio for girls who participate in sports and do well in school in is three to one (NFHS). Women in sports is becoming bigger and bigger, and women's sports programs will continue to grow, as will men's, for the simple fact that the youth of America benefits so greatly due to this interscholastic involvement. Sports also help keep young men and women from smoking and using drugs.

The Canadian Association for the Advancement of Women and Sport and Physical Activity states that, 'Sports and physical activity are viable alternatives to smoking for young women. They (sports and physical activity) can give young women the very benefits they perceive in smoking independence, status with their peers, a chance to make friends, relaxation, weight management, and a more positive sense of self" (iahsaa). The American Medical Association reports that student-athletes are forty percent less likely to smoke than that of non-athletes (iahsaa). There are many reasons why people shouldn't smoke and many athletes seem to take these reasons into consideration. If they are trying to be a superior athlete then most likely they are trying to stay health as possible and smoking in defiantly unhealthy. Another reason why athletes may not smoke is because they know that they could not perform to the top of their capabilities if they did smoke. Peer pressure is another thing that drives most people to smoking. If most athletes don't smoke then you are surrounding yourself with people that don't put the pressure of smoking upon you. This also ties into drug usage amongst athletes and non-athletes. In an analysis of National Data by the Department of Health and Human Services found that, "Students who spend no time in extracurricular activities are fifty-seven percent more likely to have dropped out of school by the time they would have been senior; forty-nine percent more likely to have used drugs; thirty-five percent more likely to have smoked cigarettes; and twenty-seven percent more likely to have been arrested than those who spend one to four hours per week in extracurricular activities" (NFHS). Sports programs along with other positive extracurricular after school activities have shown a tremendous positive effect on students. The statistics show that athletes are less likely to use drugs and smoke cigarettes then that of non-athletes.

An interesting survey I ran upon gave the perspective of our US high school principals and a percentage of students in all fifty states. In 185, the National Federation of State High School Associations sponsored the national survey of high school principal and nearly seven thousand high school students in all fifty states. This survey unveiled that ninety-five percent believed that participation in activities teaches valuable lessons to students that cannot be learned in a regular class routine; ninety-nine percent agreed that participation in activities promotes good citizenship; ninety-five percent agreed that activity programs contribute to development of "school spirit" among the student body; seven-six percent said they believed the demand on students' time by activities is not excessive; seven-two percent said there is strong support for school activity programs from parents and the community at large (NFHS). This was very interest because this survey gave a perspective of the principals that are around student-athletes on a day-to-day basis. The survey also consisted of a percentage of student in which they gave there perspectives also. The results of this survey show clearly that sport programs in schools are having a very positive influence on these students and schools.

Although sports do have a positive influence on students and school there are still some possible problems in interscholastic sports programs. Overemphasizing winning and on sports development, restriction of opportunities, and dominating coaches that emphasize on conformity and obedience are a few of the problems that students are encountering in today's interscholastic sport programs (Maughan). These problems do have solutions but the solutions are easier said then done. The solution to the overemphasis on winning would be to emphasize on the students development and play (Maughan). The enjoyment of the game needs to be emphasized more. There are many restricted opportunities for many young athletes. If there is only one basketball team then the coach can only take so many players, if you are not one of the best then you get cut out of the interscholastic sport (Maughan). This is unfair to a lot of students that just want to play. You also have too many dominating coaches today that do not allow for athletes to express themselves. To solve this problem more decision making opportunities need to be made available to the student-athlete (Maughan).

Do sport programs contribute to the student-athletes education? After researching the subject it is easy to determine that sport programs contribute a great deal to students, school system, and school environment. The statistics show that athletes are less likely to use drugs, smoke cigarettes, dropout of school, be absent, and do statically better in class then that of non-athletes. Sport programs have become a big part of the development of the youth of America today and teach our children many important lessons, such as teamwork, unity, and self-discipline that they might not learn in a classroom environment.

Works Cited

Coakley, Jay. Sport in Society Issues and Controversies 7th Edition. Avenue of the Americans, New York McGraw-Hill, 001

Maughan, Robert. "Interscholastic Sport Programs." 11//0

http//www.coe.unt.edu/maughan/050chapt6.htm.

National Federation of State High School Associations. "The Case for High School Activities." 11//0 http//www.nfhs.org/case.htm.

The Case For High School Athletics & Activities. 11//0 http//www.iahsaa.org/hsactiv.htm.

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