Increasing Student Achievement of Seventh Grade Athletes

1

Increasing Student Achievement of Seventh Grade Athletes

by

Ronniqua Wilson

CUR 526 OL4; CRN22386

Educational Research for Practitioners

Nova Southeastern University

October 6, 2012

Abstract

Educational staff and athletic coaches need to hold higher standards and academic accountability for all student athletes. Athletic programs have placed too much emphasis on winning which is hurting the athletes in the classroom. All programs have to find an equal balance between athletics and academics in order to increase the success of student athletes in the classroom. The target group will be seventh grade student athletes.

The primary goal of this proposed topic is to encourage and educate athletic programs about the importance of assisting their student athletes with increasing academic achievement. The writer will provide ways to increase academic achievement and educate student athletes on social and life skills. This paper will address the responsibilities of educators and student mentors. The writer will identify methods, strategies, and support systems for athletic programs to implement within their school that could help cultivate their student athlete’s academic achievement.

Chapter I

Purpose

The setting for the proposed project is a public school middle school, which is located in a middle class community that has been well developed for years. The campus opened in 1962, which was the community’s high school from 1962 to 1976. From 1977 to 2006 this campus served as the only junior high school campus. Once the community began to rapidly expand, another junior high school was built. As part of the district wide grade realignment plan during the 2007-2008 school year, this location became a middle school serving grades six, seven, and eight.

The school has a student population of 588 students that consists of 178 sixth graders, 214 seventh graders, and 196 eighth graders. Of the 588 students that attend the school 82% are African American, 15% Hispanic American, 3% European American, and 1% Asian American. The school also has a teacher student ratio of 1:12. The campus is run by three district employed administrators. There is one female principal and two male assistant principals. The school has 40 full time professionals and a host of paraprofessionals. This middle class campus features extracurricular activities such as Athletics, Cheerleading, Band, Chorus, Theater Arts, and Student Council. The different athletic sports that the students participate in are Football, Volleyball, Cross Country, Track & Field, and Tennis. They are members of the Big X District for UIL Sports.

Writer’s Role

The writer’s role for this proposed topic is a physical education teacher and coach at the school where the target students attend. The writer is the Athletic Coordinator for the girl’s athletic program. While micro managing different assignments; the writer is also currently enrolled in a Master’s program for Athletic Administration.

Problem

University Interscholastic League (UIL) requires all student athletes to achieve a 70% (C) grade or better in all academics. However, upon completion of the grading process, a discrepancy between what was expected and the actual scores achieved was observed.

Based on the discrepancy between expectations and observations of student reading performance, the writer developed a survey to determine if student attitude could be influencing student reading progress (see Appendix A). The survey consists of 10 statements rated on a 5-point Likert scale. The highest possible score is 50 and the lowest possible score is 10, indicating a range of 40. If student attitude toward reading were positive, the writer would expect an average score of 40. However, the actual obtained average score was 32.4 (see Table 1).

Table 1

Results of Student Athlete Survey

Participants / Expectation / Observation / Discrepancy
Seventh Grade Athletes
N = 8 / N = 40 / N = 32.4 / N = 7.6

Based on the results of the Survey, there is a discrepancy of 7.6 points between what was expected and what occurred. A need exists to improve student attitude toward reading.

Chapter II

Literature Review

Studies have been done to research various methods to increase academic achievement at all levels of education. Educational programs often perceive student athletes as lacking the educational skills needed to succeed academically (Martin, 2008). Athletic programs and faculties have collaborated ideas and strategies to assist an athlete’s performance in the classroom. Studies show many factors that would increase a student’s performance while focusing on academics. Harackiewicz and Sansone (2012) also collected information from interviews and surveys with students. Social psychological research has revealed much about how personal and interpersonal factors impact academic achievement (Harackiewicz & Sansone, 2012). All of these have an influence on how children perform academically.

According to Harackiewicz and Sansone (2012) self-efficacy beliefs influence students behavior in a number of ways (p.14). The authors explained that students beliefs influence the choices that they make. Students engage in task about which they feel confident and avoid those tasks about which they are not confident (p.14). Consequently, parents and teachers do well to take seriously their share of responsibility in nurturing the self-beliefs of their children and students; for it is clear that these self-beliefs can have beneficial or destructive influences (p.17).

Many extracurricular activities have proven to be beneficial in building and strengthening academic achievement. In evaluating programs to increase student achievement, Martin (2008) offered tools to evaluate the effectiveness of existing programs through summative evaluations (p.50). Martin also researched the way that applied learning strategies provide instruction in the classroom, generally to agree on the “how of instruction” (p.34). These strategies are considered essential; knowledge of what the strategy is, how to apply it, and when to use it (p.35). The first effective use of learning strategies can enhance a student’s ability to achieve academically (p.36).

Cathey (2008) provided research and experimentations of the impact of athletic involvement on student academics. This study focused on the relationship between academic achievement and athletics at the middle school level (p.3). Some critics believe athletes view academics as insignificant and athletics as an essential part of their academic experience (p.4). The author noted that students feel that athletics is a motivating factor to the academic achievement of those student athletes and the expectations of coaches, teachers, and fellow teammates (p.5). As Cathey noted, the study uncovered that 90% of high school principals believed extracurricular activities and athletic programs are essential to create a well-rounded learner (p.7).

Abrell, Blom, Habrook, Judge, and Wilson (2012) explore the experiences of women who coach male athletes. Men have dominated the athletic arena; as a result the number of women in sport management positions has been limited (p.54). The authors results support the findings that a lack of support systems, monitoring, and networking were the main reason the number of women coaching males was so low (p.57). In conjunction with student achievement all these limitations play a major role in the achievement of male athletes academically. If they are not pleased with their athletic foundations this can lead to a lack of motivation in the classroom.

One of the most important roles of interscholastic sport coaches is to emphasize the character development in their athletes by seeing a positive role model (Lumpkin & Stokowski, p.112). Lumpkin and Stokowski explained the process of setting performance standards, providing encouragement, and offering assistance to ensure that each student on their teams succeeds first in the classroom (p.125). Programs such as Prompting Achievement in School through Sports (PASS) also have a positive effect on the lives of student athletes regarding life decisions outside of sports. As coaches’ model good character and sportsmanship, their athletes will display the same characteristics in the classroom. This will also assist one in positive achievement. When coaches help athletes prioritize their academic work, learn interpersonal and social skills, and develop and display their physical abilities to their potential, these athletes are more likely to become productive members of society (p.128).

Burnett, Knoles, and Peak (2010) review the overall importance placed on an athlete’s academic eligibility which can be extremely stressful for both the coach and the student athletes. There is a need for intervention of athletic participation and academic performance (p.4). Therefore, the authors conducted a study of 379 male and female student athletes. All who participated were in various sports during the academic year. The study was to investigate academic success through grade point averages. Burnett noted that athletic participation had a positive impact on achievement despite additional responsibilities athletic participation requires. In conclusion, the study supported that there was a significant difference between grade point averages and a difference between male and female athletes as it related to increased grade point averages.

Brundrett (2004) conducted an action research to explore the possible relationship between the levels of implementation of the middle school concept and student achievement at selected Texas middle schools (p.6). The level of implementation was determined by the Texas Assesment of Middle Level Schools (TAMLS). Student achievement, school size, and demographic variables were studied using frequency counts, mean surveys, standard deviation and analysis of variance (ANOVA). The middle school concept is an integrated approach that seeks to be supportive of the affective needs of young adolescents while providing for rigorous academic programs (p.5) Based on the finding of the study, Brundrett recommended: “1. Middle schools involved in reform efforts to improve student achievement and should focus their efforts in the areas of developmental responsiveness and teacher professional development (p.137). 2. Principals of large middle schools (n ≥ 801 students) should consider the implementation of the school concept as a design strategy when reform efforts are undertaken (Brundrett, p.138).”

Barr-Anderson, Fox, Neumark-Sztainer, and Wall (2010) conducted a study to examine the associations between sports team participation, physical activity, and academic outcomes in middle and high school students (p.32). Several studies have found that any type of positive physical activity for students is associated with an increase in academic achievement among students. The authors wanted to determine if the greater achievement was associated with physical involvement. The methods used were student data based surveys. They reported that both physical activity and sports teams participation were independently associated with a higher GPA (p.34). Descriptive means and proportions were presented for the main study variables, sports team participation, hours of MVPA and GPA (p.33). Regardless of whether academic success was related to the physical activity itself or to participation on sports teams, findings indicated positive associations between physical activity involvement and academic achievement among students (p. 36).

Broughton and Neyer (2001) discussed the need for serious counseling, noting that 10% of student athletes are in need (p. 47). They reviewed the history of advising and counseling of college students and noted that the “interest in addressing the counseling and advising needs of college student athletes has grown so significantly that other professional association specializations have formed” (p. 48). Current issues were discussed and the needs classified into four categories (academic advising, life skills development, clinical counseling, and performance enhancement” (p. 48). They reviewed the literature and determined that a developmental program was the best. They indicated that “a model program providing a developmental approach to assisting college student athletes is a necessary addition” (p. 50). In closing the discussion, the authors described programs from Ohio State University and Washington State University that provide comprehensive counseling and advising.

Classroom motivation may be affected by how the teacher provides encouragement, academic opportunities, structure, and a strong student teacher relationship (O’Connor, 2012) This particular web page provided helpful information on different instructions to improve achievement and behavior in students. In order to encourage motivation in students, one must first create a positive environment for them (para. 1). To assist students with higher achievement, one must provide positive feedback. Praise a student’s strengths rather than continuously bashing them. Always provide equal learning opportunities. Behavior management is another crucial aspect to helping students improve achievement and success. Listed are three simple steps to follow: Structure your classroom time with easy to follow activities, offer additional time to students outside of the classroom, and finally always provide choices (para. 5).

Csorba (2009) discussed the correlations between sports and academic success involving student athletes. This site also gave information on commitment to either sports or academics. Csorba emphasized the need for time to be spent wisely. By adhering to the following tips, a student-athlete can achieve prodigiously in sports and academics and maximize his potential to excel on the field and in the classroom (para. 1). Additionally, the student athletes will develop the skills, strategies, and efficacy necessary to address future challenges (para. 7). Csorba also displayed how life skills programs play a vital role in the development of student athletes on and off the field.

Sullivan (2011) closely evaluated the positive effects of participation in interscholastic sports at the middle school level. Students participating in one or more interscholastic sports had an average grade point average of 3.151, while non-athletes had an average of 2.4, according to a study of interscholastic sports participation. Athletes have higher grades than non-athletes even when socioeconomic status, gender, age and family composition are taken into account (para. 2).

Planned Solution Strategies

The best solution strategy for this proposed topic would be to set support systems and programs in place for students to become more successful and have a higher achievement in academics. Participation in any extracurricular activity has proven to have a positive effect on academic achievement. When students are provided with positive encouragement, motivation, and a systematic system there are positive impacts on that students’ academic achievement. A desire to want to achieve and go higher in academics is developed. The writer plans to use the approach, along with specific based strategies to increase student achievement.

Chapter III

Implementation Plan

Athletic programs have been placing so much emphasis on its student athlete’s athletic development that academics are suffering. Coaches must stress to their athletes the importance of striving for excellence on and off the field. With that in mind, students are on campus to be students first and then an athlete. The goal of this proposed project is to address the need of improving the academic achievement of student athletes. The data to support the need to improve student academic achievement was presented in chapter 1. The writer conducted a literature review to identify research-based strategies that would be included in an action plan for improving student academic achievement. The writer will address the aspects of the coach’s responsibility to assist student athletes’ success academically.