Riffs between athletic departments and academic departments are evident because of disagreements and feelings that each is intruding on the other’s toes. The two departments cannot be on the same page considering that they have almost similar goals of ensuring athletes do their best both in class and on the field (Matthew, Mathew & Mary, 2014).
For student-athlete academic performance within NCAA Divisions, the students perform excellently in both academics and field related activities. Essentially, athletics is considered as one of the factors in determining one’s college decision, and students should not give it more attention that academics. In its context, NCAA division offers a student with a rich experience of other things, which cannot be found in a classroom.
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When it comes to sports, some such as basket ball, football and rugby are time consuming and they eventually have an impact on a student’s academic performance (Rezania & Gurney, 2014). Participating in athletic programs within college and university demands effort and time considering one has to attend meetings, practices, games, film sessions and training (Breitbach & Richardson, 2015). For that reason, the student athlete has to compromise his academic engagement and in return, his academic performance is affected negatively.
In often cases, professors are unfairly pushed to give passing grades in some cases considering that, NCAA experts the athletes to observe the 40/60/80 rule. They are required to have completed 40% of the academic requirements towards the end of second year, and 60% in the third year (Reid, Stewart & Thorne, 2004). The students find it difficult to balance the two, and in some cases, the professor has to award them marks to ensure they graduate. Whenever NCAA raises the bar of academic performance, it poses a challenge to both the student and the teacher (Breitbach & Richardson, 2015).
To merge strained relationships between athletes, athletics staff, and instructors, team atmosphere should be encouraged. A team operates in an effective way when all the parties are on the same page and in constant communication with each other. Communication should be encouraged between the parties, and both academics and athletics should go hand in hand. Both are important disciplines and none is superior to the other.
References
Breitbach, A., & Richardson, R. (2015). Interprofessional Education and Practice in Athletic Training. Athletic Training Education Journal , 170-182.
Matthew R. Huml, Mathew J. Bergman, Mary A. Hums. (2014) Comeback Player of the Year: A Conceptual Model on Former Student-Athletes Returning as Adult Students. Journal for the Study of Sports and Athletes in Education 8:3, pages 148- 167.
Reid, C., Stewart, E., & Thorne, G. (2004). Multidisciplinary Sport Science Teams in Elite Sport: Comprehensive Servicing or Conflict and Confusion? The Sport Psychologist , 204-217.
Rezania, D. & Gurney, R. (2014). Building successful student-athlete coach relationships: examining coaching practices and commitment to the coach. Springerplus. 3: 383.
