​More than a Game: The Why and the How of Student Athletics as an Academic Intervention

By Stephen Minix

While athletics may often be viewed as only relevant when citing the final score of the game in the newspaper, or as a point of contention in annual budget allocations, athletics can — and should — play a key role in student development inside the classroom.

When looking at the academic performance of student-athletes, it becomes very difficult to overlook the relationship with increased academic performance, school-day attendance, and graduation rates.

Student-athlete eligibility is a year-round issue.

If you’re waiting until the start of the season to address it you’re too late. Offseason academic support targeted to keep athletes eligible year round to create a larger pool of eligible athletes is key. ‘Finish line’ mentality is a death-sentence for athlete eligibility.

Coaches design precise practice plans for the season replete with minute-by-minute scheduling of conditioning, defensive schemes, offensive sets, etc. One common mistake is that academic support is often not focused on during the season (or during the offseason for that matter). There is an assumption that the student will make the necessary accommodations to remain 'eligible.'

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"You must consistently focus on academic interventions as much as you focus on 2–2–1 traps or press-breakers."

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Offseason

At minimum set the expectation that your athletes must check-in with the coaching staff on the academics during the offseason.

• This could be 30 minutes of office hours, one day a week after school where the student-athletes must come in and present their grade-checks (branded with team logos).

→ Or, a more robust option is to consider allocating equivalent of one varsity athletic stipend for a teacher to host office hours and academic support to athletes each season of sport (fall, winter, spring).

• The small financial investment will go a long way in creating a culture of academic accountability in your athletic program.
• Allows for structure associated with working with offseason student-athletes to continuously work on the academic performance.
• Allows for cross-pollination from additional educators on campus that are not the coach.
• Student-athletes benefit from additional systems of support.

In-Season

Set the tone — Day One, depending on your sport, consider putting student desks on the court (safely, of course), or in the field.

• Have players get into their uniforms, sweats, etc.
• Set the clock.
• Sit at your desks and work on outstanding academic work.

→ Student-athletes must understand the importance of academic health as related to being a student-athlete.

• By allocating precious gym time or practice time to study-hall/academic supports you send a resounding message as to why the ‘student’ comes before the ‘athlete.’

→ Most teams practice two hours a day, five days a week, for a total of 20 hours (when games are not being played).

• Adding 45 min each day as dedicated academic-practice time will provide 3 ¾ hours a week of support and go a long way in helping student-athletes stay in good academic standing.
• Consider the alternative…what is the purpose of having a well skilled team that cannot play because they’re not eligible? You can only coach who is available so it behooves you to focus on academic eligibility throughout the year.

Brand your athletic intervention with team logos, colors, etc., so it’s a part of the fabric of athletics at your school site.

• Look good feel good!
• Brand the grade-check templates.
• Awards should be as celebrated for academic success while playing sport as All-City/All-Area (performance).
• Team GPA during season and during off-season should be managed the same way and celebrated the same way.
• Consider adding GPAs for any athlete over 3.0 to your program’s announcements, etc.
• Create an Athletics Honor Roll for students performing well in the classroom — there’s no downside, and even students who play lesser roles on a given team may have a new window for public appreciation.

Story by Stephen Minix. Originally published to the UpMetrics blog, Data for Good, on Medium.