INTERCOLLEGIATE ATHLETICS: Preparing Student-Athletes for

Lifelong Success

Mike L. RacyNCAA Vice President

2. Three NCAA Divisions; Three Different Missions.

1. Brief History of Intercollegiate Athletics.

3. Student Success as a Result of Athletics Participation.

1. Based on British Amateur Sports Model.

2. Mind, Body, Spirit—The Pursuit of Excellence—is as Old as OlympicCompetition.

3. First Intercollegiate Contest—1852.

4. Faculty Involvement with Intercollegiate Athletics Dates to 1880s.

INTERCOLLEGIATE ATHLETICS

5. Schools Began to Organize into Leagues and Conferences in 1890s.

6. 1906—NCAA is Organized. The Health and Safety of Student-Athletes was Primary Emphasis.

7. Popularity Grew in Early 1900s through the Mid-20th Century as Nation Entered Wars

and Emphasis placed on Physical Training of Students and Rigorous Athletic Games.

INTERCOLLEGIATE ATHLETICS

NCAA Membership and Organization

1,066 Schools

430,000 Student-Athletes

89 National Championships

3 NCAA Membership Divisions

16 Association-Wide Constitutional Principles

3 Distinct Membership Philosophies

DIVISION I PHILOSOPHYA member of Division I:

Subscribes to high standards of academic quality, as well as breadth of academic opportunity;

Strives in its athletics program for regional and national excellence and prominence. Its recruitment of student-athletes and its emphasis on and support of its athletics programs are, in most costs, regional and national in scope.

Recognizes the dual objective in its athletics program of serving both the university or college community and the general public.

DIVISION II POSITIONING STATEMENT

Life in the Balance. Higher education has lasting importance on an individual’s future success. For this

reason, the emphasis for the student-athlete experience in Division II is a comprehensive program of learning and development in a personal setting. The

Division II approach provides growth opportunities through academic achievement, learning in high-level

athletic competition and development of positive societal attitudes in service to community. The balance

and integration of these different areas of learning opportunity provide Division II student-athletes a path to graduation while cultivating a variety of skills and

knowledge for life ahead.

DIVISION III POSITIONING STATEMENTFollow your passions and discover your potential. The

college experience is a time of learning and growth – a chance to follow passions and develop potential. For

student-athletes in Division III, this happens most importantly in the classroom and through earning an

academic degree. The Division III experience provides for passionate participation in a competitive athletics

environment, where student-athletes push themselves to excellence and build upon their academic success with new

challenges and life skills. And student-athletes are encouraged to pursue the full spectrum of opportunities available during their time in college. In this way, Division III provides an integrated environment for student-athletes to take responsibility for their own paths, follow their passions

and find their potential through a comprehensive educational experience.

STUDENT SUCCESS AS A RESULT OF ATHLETICS

PARTICIPATION

Intercollegiate athletics provides opportunities and access to higher education.

Intercollegiate athletics provides structure and mentoring that leads to academic success and high graduation rates.

Intercollegiate athletics prepares student-athletes to take on leadership/management responsibilities in their professional careers.

Intercollegiate athletics provides an excellent out-of-classroom setting for teaching/learning life skills (e.g., time management, work ethic, teamwork).

Theories We Have Tested

Intercollegiate athletics prepares student-athletes for civic and community responsibilities.

Intercollegiate athletics prepares student-athletes for lifelong learning, and many use their collegiate opportunities to pursue postgraduate degrees.

Intercollegiate athletics participation leads student-athletes to healthy life style decisions (e.g., exercise, eating habits, nonsmokers).

Intercollegiate athletics connects student-athletes to their colleges and universities in a way that promotes support and financial giving following graduation.

Theories We Have Tested

NCAA Research• GOALS – Growth, Opportunities, Aspirations

and Learning of Students in college 21,000 current student-athletes at 627 Divisions I, II and III

schools.Surveyed about their college academic, athletics, and social

experiences; time demands; team and campus climate; health and well-being; post-college aspirations.

• SCORE – Study of College Outcomes and Recent Experiences8,500 former student-athletes who graduated high school in

1994.Mostly former Division I and II student-athletes or recruits

(10 years removed from competition); surveyed about their college experiences, current education, career, and well-being.

• Mnemonic: Set GOALS in college, check the SCORE later.

Access

Division I – 10.8%Division II – 16.7%Division III – 11.9%

First Generation Student-Athletes in College (Neither Parent Attended

College)

Academics/Graduation

Academic Engagement

Student-athletes major in a variety of fields. The four most popular majors are Business, Education, Kinesiology and the Social Sciences. The most often cited reasons for choosing a major were “Preparation for a Career” or “Personal Interest” in the topic.

Average Federal Graduation Rates vs. GSRs/ASRs

(2001-2004 Entering Cohorts)

Student Body Student-Athletes

Federal Rate

Federal Rate GSR/ASR

Division I 62% 64% (+2) 80%

Division II 48% 55% (+7) 72%Division

III 64% 66% (+2) 88%

Federal Graduation Rates of Scholarship Student-Athletes

versus All Students at Division II Institutions

1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 20044042444648505254565860

Div II All S-As

Div II All Students

Leadership

Percent Positive Response by Former Student-Athletes Regarding Athletic Influences on Leadership

Skills

SkillSCOREGroup(100%)

SA with a BA Degree

(88%)

SA without a BA

(12%)

Leadership Skills 96 97 90

66% of Former Student-Athletes

Classified Their Career Position as Involving

Leadership/Management/

Executive Responsibilities.

Life Skills

Percent Positive Response by Former Student-Athletes Regarding Athletic

Influences on Personal Characteristics

CharacteristicSCOREGroup(100%)

SA with a BA Degree

(88%)

SA without a BA

(12%)

Teamwork 96 97 91

Ethnic Appreciation 93 93 92

Time Management 94 95 82

Work Ethic 97 97 93

Campus/Community Engagement

Volunteerism and Campus Involvement

Over 80% of current student-athletes in all divisions reported that they had participated in service projects during the past year, and of those, 51% report committing a least a few hours each month to service.

In total, 75% of student-athletes report that they either are currently involved in an extracurricular activity other than athletics or have plans to be.

Lifelong Learning

Advanced Degrees

27% of former student-athletes have received a post-BA degree (MA, MBA, PhD, MD, etc.) by age 30.

[U.S. Census—9.4% of U.S. population has a Masters, Doctorate or Professional Degree.]

Healthy Lifestyle

Healthy Habits 57% of former student-athletes (30+ years old; 1994 HS grads) report exercising vigorously on most days.

3% of former student-athletes smoke cigarettes daily. 68% report never having smoked a cigarette.[2008 American Lung Association—almost 25% of college students smoke.]

College/UniversitySupport and Financial

Giving

Post-Graduation Connections by Former Student-Athletes

Yes NoHave Visited the Campus

75% 25%

Have Attended an Alumni Event

49% 51%

Have Donated Money to the College/University

51% 49%

Questions and Discussion