Academic Performance Of Male And Female Student Athletes At Division I Ii And Iii Institutions During Traditional And Non Traditional Seasons

Abstract: The study was designed to compare the grade point averages (GPA) of male and female student-athletes (SAs), during traditional and non-traditional seasons, at Division I, II, and III institutions. Participants consisted of 1205 SAs enrolled at National Collegiate Athletic Association (NCAA) Division I, II, and III institutions in New England. The number of credits taken and GPAs of the participants were obtained and grouped according to gender (male or female), season type (traditional or non-traditional), and NCAA Division affiliation (I, II, or III). A 2 X 3 X 2 factorial analysis of variance (ANOVA) was used to examine if credits would influence GPA scores. A significant difference (p

ABSTRACT: The current study was designed to investigate if differences existed in the academic performance of singlesport and multi-sport intercollegiate distance runners. All NCAA Division III institutions in New England offering both men's and women's varsity cross country and track and field (N = 37) were invited to participate in the current study; five institutions provided information on student-athletes. Academic performance was based on Grade Point Average (GPA) and credit hours (CH) obtained during the 2013-2014 academic year. Single-sport student-athletes were defined as only participating on the varsity cross country team, while mUlti-sport student-athletes were defined as participating on both varsity cross country and track and field teams. No significant (p > .05) interaction was found between gender, semester and type of student-athlete for GPA and CR. A significant (p > .05) interaction was found between type of student-athlete and gender for GPA and CR. Male multi-sport student-athletes reported a higher GPA (3.24 ± 0.47) than male single-sport student-athletes (2.90 ± 0.89). Also, single-sport female student-athletes (14.44 ± 3.01) reported earning more CR than single-sport male student-athletes (12.85 ± 3.79). No significant (p > .05) interaction was found between type of student-athlete and semester. Additionally, no significant (p > .05) interaction was found between gender and semester. The researcher concluded that participation in multiple intercollegiate sports influences the academic performance of male intercollegiate distance runners. Participation on multiple intercollegiate athletic teams did not impact the academic performance of female student-athletes.

Abstract: The investigation was designed to determine whether athletic participation was beneficial or a hindrance to college academic performance. A comparison between the academic performance of male and female student-athletes (n = 78) and non-athletes (n = 77) from an NCAA Division III institution in New England was conducted using the Noncognitive Questionnaire (NCQ), GPA, and SAT scores. A total of eight 2 x 2 independent groups factorial ANOVAs were conducted to examine whether or not differences existed between male and female student-athletes and non-athletes with regard to GPA, SAT scores, and the six NCQ subscales. Correlations between the six NCQ subscales, GPA, and SAT scores were conducted for all participants. Male student-athletes reported a mean GPA of 3.08 + .41; male non-athletes reported 3.06 + .57; female student-athletes reported 3.11 + .47; female non-athletes reported 3.38 + .46. Non-athletes scored significantly (p

Updated and revised with the latest data in the field, Principles and Practice of Sport Management, Seventh Edition provides students with the foundation they need to prepare for a variety of sport management careers. Offering an overview of the sport industry and coverage of the foundational knowledge and skills of the today's sport manager, this market leading text ensures that readers not only understand this dynamic field but have the tools and skills they need to pursue potential employment and career opportunitiesOffering an overview of the sport industry and coverage of the foundational knowledge and skills of the today's sport manager, this market leading text ensures that readers not only understand this dynamic field but have the tools and skills they need to pursue potential employment and career opportunities. Key Features: - New chapter on eSports introduces students to this rapidly developing billion-dollar industry which draws in gamers, spectators, teams, leagues, and sponsors increasingly in need of sport managers' expertise - Discussion on the impact of the COVID-19 pandemic on the sports industry - An expanded look at emerging and innovative forms of sports media in the Sports Communications Chapter. - Revamped Ethics chapter that addresses newly emerging issues and how sports managers should address them. - Interactive case studies and chapter questions offer opportunities to apply concepts and principles. - Student Workbook! This 190-page workbook within the Navigate Advantage includes activities for each chapter for additional practice and reinforcement. - Navigate Advantage Access (included with the printed text) unlocks a comprehensive and interactive eBook, a 190-page digital workbook with practice activities for each chapter, assessments, a full suite of instructor resources, and learning analytics reporting tools. - Unparalleled in instructor resources, including test banks, presentation slides, answer keys to case study questions, and more help facilitate class preparation.

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The authors wade through the sea of anecdotal and ultimately flawed evidence presented in other studies on the subject and offer their own scrupulously researched account of the recruitment process for college athletics, serving up a disturbing portrait of young men and women who are played, and ultimately failed by, the system. (Education)