research_paper

Running header: IMPACT OF SPORT PARTICIPATION 1
Impact of Sport Participation on Student Athletes
Vanessa Gonzalez
Sport and Medical Sciences Academy
May 19, 2016

IMPACT OF SPORT PARTICIPATION 2
Impact of Sport Participation on Student Athletes
As a society it is understandable that education is important to our youth, but what is not
thought about is the fact that just going to school may not be enough. Life lessons are learned by
participating in everyday life activities and going out and experiencing new things. Without
motivation to succeed, or do new things it is going to be difficult to continue the journey known
as life. This is why participation in sports help many students understand who they are and what
they want to do with their life. Our development from birth to death is continuous and it makes
every individual stand out. The National Federation of State High School Associations (NFHS)
has studied the effect of sports participation on our lives and realized that participating in sports
affect the emotional development of the youth, and teaches valuable life lessons. The NFHS
conducted a survey on school principals in all 50 states in the U.S. and discovered that 95% of
those principals conclude that participating in activities push students to learn lessons that are
available to be learning in their classroom setting. Participation in sports helps students have
higher standardized test scores, GPA, class rank, and become prepared for their future after high
school. With the assistance of coaches and mentors these students can further succeed.
Students fill two roles when they decide to take the title of a student athlete; that of an
athlete and a student. Sport participation plays an important role in academic achievement for these
student athletes. It is found that students who engage in athletic programs gravitate towards having
higher grade point averages and better attendance records (NFHS, 2002). The National Federation
of State High School Association has shown in their research that athletic participation can
compliment, rather than reduce academic attainment (NFHS, 2002). As a student athlete they are
observed for grades overall, and attendance allowing the coaches, teachers, and the school to
determine whether or not a student athlete is eligible for participation in the sport.

Eligibility is determined by the student athletes overall grades, not just the assignments.
Students who participate in a sport outperform those student who rarely every played sports
(Stegman, 2000), in grades. The overall grades that determine eligibility are the averages of all
assignments in class, at home, and exams. By combining all grades a student receive it forms a
GPA (Grade Point Average) placing them into class rankings. One class grade can determine the
student athletes overall performance in their class rankings. Whitley took it upon himself to study
the effect sport participation plays on student athlete in a three year study. In his study he
discovered that athletes have a 23% higher GPA on a 4.0 scale than those non-athletes (Whitley,
1999). Not only did Whitley discover athletes have a higher GPA than those who did not play
sports, he discovered that the athletes attendance averaged over six days less for missed school
day than there non-athlete companions (Whitley, 1999). With all the data that is out in the world
it is hard to disagree that there is a strong correlation between athletic participation and academics,
but there is also research about the effect of sport participation on the emotional health on an
athlete.
Not only is education important, but being health is important as well. What an athlete
thinks and feels about himself is just as important. If the athlete doesn’t believe he can do better
or that his coaches do not think so he or she will not succeed. There is a common theory studied
by many that has a strong correlation to academics. This theory is called the self –worth theory
that claims, achievement motivation is best understood in terms of attempt by individuals to
maintain a positive self image of competency, particularly when risking competitive failure
(Simons, Rheenen, &Covington, 1999). Self-worth theory can explain a lot about why the athlete
is succeeding or why he may not be succeeding. If the athlete feels that he or she can make a
positive contribution he or she will have better outcomes. Self-worth is increased greatly when a

player feels that his or her contributions are noticed and honored by his team mates. This allows
him or her to realize that they can make a difference for the better. The effects of sport
participation do not just end at the benefits in high school but continues to the future.
The effect of sport participation does not just have an important effect on athletes during
high school, but helps them succeed in the future. Athletic participation causes an increase in the
number of years an athlete will continue their education after high school (Barron, Ewing,
Waddell, 2000). A student’s performance in high school has an impact on their college success.
In a study conducted by Snyder and Spreitzer about the effect of student participation in
athletics, they discovered that a greater percentage of students who participated in athletics
during high school went to college compared to their fellow peers that did not participate in
athletics. The National Longitudinal Survey of Youth (NLSY), and the National Longitudinal
study of the High School Class of 1972 (NLS-72) are two independent studies that were used to
record and understand the effects of athletic participation on education. Both of these studies
concluded that participation in athletics has a positive outcome on academics. The NLSY and
NLS-72’s data worked with confirming Snyder and Spreitzer on the theory of athletic
participation having an impact on academic achievement.
The National Longitudinal Survey of Youth (NLSY) and the National Longitudinal Study
of the High School Class of 1972 (NLS-72) discovered the data that while participating in sports
students “achieved a level of education after high school that is 25 percent higher in the NLS-72
(National Longitudinal study of the High School Class if 1972) (Table 2, Column 4) and 35
percent higher in the NLSY (National Longitudinal Survey of Youth) (Table 2, Column 10),”
then their fellow peers that do not participate in athletics (Barron, Ewing, Waddell, 2000, p.413).
Continuing education after high school is very important for future success. Receiving a college

degree is a way to open the doors for a good life in the future. The National Longitudinal Survey
of Youth (NLSY), and the National Longitudinal Study of High School Class of 1972 (NLS-72)
support that sport participation offers a higher education after high school, but as well provides a
link between sport participation and wages.
As well as conducting research on the effect of sport participation on academics; the
National Longitudinal Survey of Youth (NLSY) and the National Longitudinal Study of the High
School Class of 1972 (NLS-72), studied the effect of sport participation on labor market
outcomes. The labor market is the amount of available workers compared to the amount of work.
The labor market is a competitive atmosphere because employers fight to hire the best, and
workers are fighting to receive the best satisfying job. With the contribution of Long and Caudill
(1991), and many other sociologist’s research on the effect of high school athletics, Barron,
Ewing, and Waddell where able to conclude, “the reason former high school athletes fare better
in the labor market than their non-athlete counterparts is that athletic involvement enhances
productivity” (Barron, Ewing, Waddell, 2000, p. 420). Long and Caudill’s research allowed them
to find that male varsity collegiate athletes received larger incomes, 10 years after beginning
college, and that they were more likely to finish and graduate college, than their companions
who did not participate in sports. These findings lead them to say “athletic participation may
enhance the development of discipline, confidence, motivation . . . or other subjective traits that
encourage success” (Long, James, Caudill, 1991, p.529). The find of athletic participation
enhancing the development of traits is an important discovery because these traits are what help
a worker be part of a positive addition to a specific labor market.
What many people search for when looking for a job is the wage being offered or given.
It is proven that people who participated in athletic activities in high school have higher wages.

The National Longitudinal Survey of Youth (NLSY) and the National Longitudinal Study of
High School Class of 1972 (NLS-72) took the time to study the effect of sport participation in
the labor market. These two researchers found “the wage for males who participated in athletic
activities in high school is 12% higher in the NLS-72 (Table 4, Column 1) and 32% higher in the
NLSY (Table 4, column 5),” (Barron, Ewing, Waddell, 2000) than there non-athletic
counterparts. The impact of sport participation in the labor market is not just about the athlete
fitting into the market better, but it also impact his or her income in a positive manner. At the end
of looking at the outcomes of sport participation in the labor market Barron, Ewing, and
Waddell, came up with the conclusion that there is no indication that sport participation has a
negative effect of the athlete’s labor outcomes (Barron, Ewing, Waddell, 2000). Although sport
participation does not have a negative effect on the athlete’s labor outcome, and have many
positive effects in their future the journey is difficult.
As student athletes controlling time between academics and sports is difficult. After high
school the transition to college then to the labor market is not an easy one as well. This is why
coaches are major adult role models for student athletes as they are spending countless hours
with their athletes (Simons, Rheenen, & Covington, 1999). What some athletes may not even
notice is that their coaches can be their mentors as well. Mentoring occurs more among athletes
than non athletes (Bloom, Bush, Schinke, Salmela, 1997), can it be because athletes have class
and academics to deal with. It is important for athletes to have coaches who can be their mentors
as well. “Mentoring is a process that requires further research and is believed to lead to high
levels of success in both personal and professional endeavors” (Merriam, 1983). Even though
there are many researchers who have began to research the effects of sports on athletes, there are
still many discoveries to be found. For now what we know is that mentoring is reached by the

coaches working with their athletes on a daily basis causing them to become involved in all the
things that happen in their daily lives (Bloom, Bush, Schinke, Salmela, 1997). Having coaches
become mentors to the athletes builds a positive relationship between the coach and the athlete
allowing good communication providing success.
Communication between a team and their coach is crucial for success. For a Coach to be
a positive mentor to their mentees they have to reach a personal dimension. This personal
dimension involves the coach going above the expected level of traditional forms of coaching
(Bloom, Bush, Schinke, Salmela, 1997). A mentor or coach has to be able to connect with their
mentee providing the coach or mentor with an understanding of what may be going on in the
mentee’s life. Having a coach understand and be involved in the athlete’s life allows them to
accommodate for the needs of his or her players. As stated in The Importance of Mentoring in
the Development of Coaches and Athletes, “Coaches sometimes modified their training
schedules or even sacrificed possible victories to serve the best interest of their athletes” (Bloom,
Bush, Schinke, Salmela, 1997). When a coach understands that there are athletes who are
struggling in timing and controlling all they have in their plate, and is able to change times and
sacrificing builds on the connection they have together. Bloom, Bush, Schinke, and Salmela’s
research article proves this when they say, “Athletes who had mentors acting as confidants,
counselors, or positive role models reported a higher degree of comfort to express emotions and
commit to relationships” (Bloom, Bush, Schinke, Salmela, 1997). The athlete is not the only one
who benefits from a mentor. The coach who is mentoring his student as well learns important
information from the daily life of his mentee.
To conclude, sport participation has a positive effect on academic achievement, and the
emotional health of a student athlete. Within all the data that has been found about the positive

outcomes of sport participation such as better GPA, class rank, test scores, set up for the future,
and health why do students still not participate in athletics. There are those selected few who do
participate in athletics that do not do well in their academics effecting the outcome of the overall
population of students who participate in athletics. Every individuals is different and has
different motivational factors. Once again, Coach and mentors are the most important factor to
the success of these athletes because they are there to help motivate, and help lead the student to
success. Without the assistance of many mentors and coaches student athletes will have not
succeeded as far as they have.
References

Barron, J. M., Ewing, B. T., & Waddell, G. R. (2000). The effects of high school athletic
participation on education and labor market outcomes. Review of Economics and
Statistics, 82, 409-421.
Bloom, G., Burann- Bush, N., Schinke, R., & Salmela, J. (1997). The Importance of Mentoring
in the Development of Coaches and Athletes, Journal of Sports Psychology, 29, 267-281.
Holland, A., & Andre, T. (1987). Participation in extracurricular activites in secondary school:
What is known, what needs to be known? Review of Educational research, 57(4), 437-
466.
Jones, D. (2006). THE IMPACT OF STUDENT ATTENDANCE, SOCIO-ECONOMIC
STATUS AND MOBILITY ON STUDENT ACHIEVEMENT OF THIRD GRADE
STUDENTS IN TITLE I SCHOOLS. THE IMPACT OF STUDENT ATTENDANCE,
SOCIO-ECONOMIC STATUS AND MOBILITY ON STUDENT ACHIEVEMENT OF
THIRD GRADE STUDENTS IN TITLE I SCHOOLS, 20-69.
Long, James, and Steven Caudill. (1991). “The Impact of Participation in Intercollegiate
Athletics on Income and Graduation,” this REVIEW 73(1), 525-531.
Merriam, S. (1983). Mentors and protégé’s: A critical review of the literature. Adult Education
Quarterly, 33, 161-173.
National Federation of State High School Associtation (2002). NFSHS.org The case for high
school activites. Retrieved April 21, 2002, from http://www.nths.org/case.htm
Simons, Van Rheenen, & Covington, (1999). Academic Motivation and the Student Athlete.
40(2), 151-161.
Spreitzer E. (1994). Does participation in interscholastic athletics affect adult development? A
longitudinal analysis of an 18-24 age cohort. Youth & Society, 25(3), 368-387.

Stegman, M., & Stephens, L. J. (2000, Febuary). Athletics and academics: Are they compatible?
High School Magazine, 36-39.
Toporek, B. (2011, October 27). Education Week. Retrieved October 27, 2015, from
http://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%
2Fv1%2Fblogs%2F93%2F%3Fuuid%3D21123.
Whitley, R.L. (1999). Those dumb jocks are at it again: A comparison of the educational
performances of athletes and non-athletes in North Carolina high schools from 1993
through 1996. High School Journal, 82, 223-234.

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