Coaching Critical Thinking: Tutoring Athletes toward Self-sufficiency

Abstract

When working with student athletes, writing tutors often face obstacles not faced when working with other segments of the student population. Student athletes are often under-prepared and ill-equipped to handle the rigors of college level writing assignments. In addition, student athletes tend to resist the intimacy of the tutor/tutee relationship. If the writing assignment requires personal writing, this resistance can turn to resentment. This paper examines some of the reasons for this resentment and suggests ways to reduce it. When the tutor is successful, the resultant student writing can not only help the student athlete make a better grade on the assignment, but it can also help the student athlete develop the critical thinking skills needed to be successful off, as well as on, the playing field.

Additional information

Notes on contributors

Robin Redmon Wright

Robin Wright is the Director of the Academic Assistance and Resource Center (AARC) at Stephen F. Austin State University (SFA) in Nacogdoches, Texas. The AARC is comprised of four tutoring programs: writing, mathematics, content studies, and supplemental instruction. She also teaches composition and first-year studies at SFA. Before taking the position at SFA, she was the Coordinator of the Athletics Department branch of the English Department's Writing Center and taught composition, literature, creative writing, and first year studies classes at the University of Tennessee, Knoxville.