Playbook vs. Textbook: Examining Academic Transitioning of NCAA Division I-FBS Football Student-Athletes

Abstract

The athletic transition of freshman student-athletes receives a plethora of media attention but there is also an academic transition that takes place. This research focuses on the academic transition of freshman football student-athletes at a Division I-Football Bowl Subdivision institution. Three themes were constructed from the interviews: (a) time management; (b) prioritization; and (c) guidance. Increased time demands devoted to football and academics presented a struggle in time management as well as deciding how to prioritize what needed to be accomplished. The student-athletes also acknowledged the immense amount of academic support they receive. The support staff may think this is what is desired, but the student-athletes responded they would like to be able to make decisions on their own and not be treated as though they are incapable of making decisions. Student-athletes should be taught time management, prioritization, and self-guidance skills and not have those tasks done for them.

Keywords:

• Student-athletes
• NCAA
• academics
• transitions
• case study

Additional information

Notes on contributors

Robin Hardin

Dr. Robin Hardin is an associate professor in the Sport Management program at the University of Tennessee. He research interests are within the areas of intercollegiate sport and sport communication. Dr. Hardin also a member of the official statistics staff for football, and men’s and women’s basketball at Tennessee.

Joshua R Pate

Dr. Joshua R. Pate is an assistant professor at James Madison University in sport and recreation management. His primary research interests are in disability sport, specifically focusing on inclusion and the Paralympic Games. Pate also writes for Ability Magazine, covering topics such as sport for Wounded Warriors, adapted sport, and accessible travel.