Abstract
Abstract: The purpose of this research was to examine select psychological (body awareness), educational (health, nutrition, and injury recovery knowledge) and physiological (height, weight, BMI, and body fat percentage) variables within a sample of university students (n = 914) and varsity athletes (n = 435) at three “Power 5” NCAA Division I institutions in an effort to explore the legitimacy of competitive athletics as a holistic educational endeavor worthy of fulfilling the mission of higher education. Data analysis revealed some support for Kolb’s experiential learning theory, with athletes demonstrating significantly greater nutrition, health, injury knowledge, and body awareness than non-athletes (p < 0.01), though mean scores for both groups revealed limited knowledge. Athletes demonstrated overall superior health and lower susceptibility to future metabolic risk factors than their active non-athlete classmates as demonstrated by a significantly lower body fat percentage despite having higher BMI values. Despite a lack of structured traditional education, it appears that athletes are gaining knowledge and engaging in practices critical to holistic development. Practitioners must determine how to further cultivate these benefits through structured education for athletes and non-athletes.
Highlights
The purpose of this research was to examine select psychological, educational and physiological variables within a sample of university students (n = 914) and varsity athletes (n = 435) at three “Power 5” National Collegiate Athletic Association (NCAA) Division I institutions in an effort to explore the legitimacy of competitive athletics as a holistic educational endeavor worthy of fulfilling the mission of higher education
Research Questions [RQ 1] Do athletes view their intercollegiate athletic experience as educational? [RQ 2] What educational benefits are most highly valued by intercollegiate athletes? [RQ 3] Are there significant differences in basic health measures and knowledge between athletes and non-athletes? [RQ 4] Are there significant differences in basic health measures and knowledge based on sex, class standing, race, GPA, or participation in high school sport?
Recent Shifts in NCAA Structure As we explore the educational value of intercollegiate athletics, it is important to understand the context of the Power 5 athletics sample and the structural issues that may affect optimal educational experiences
Summary
The recent changes to conference alignment and commercialization of sport among the Power 5 conferences continue to intensify such scrutiny of this athletics and academics divide Driven by this philosophical divide within the academy, the purpose of this study was to address an important literary gap through measuring a variety of psychological and physiological constructs within a sample of active university students and varsity athletes. The findings of the study are important to the literature and surrounding critical commentary of college sport as they provide quantifiable constructs indicative of holistic education This data can add depth to the current discussions of reform, exploitation, and education within intercollegiate athletics by examining important aspects of individual well-being not typically addressed. Research Questions [RQ 1] Do athletes view their intercollegiate athletic experience as educational? [RQ 2] What educational benefits are most highly valued by intercollegiate athletes? [RQ 3] Are there significant differences in basic health measures and knowledge between athletes and non-athletes? [RQ 4] Are there significant differences in basic health measures and knowledge based on sex, class standing, race, GPA, or participation in high school sport?
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