Sports and Education

This literature review concerning the topic of the effects of playing sports on study habits and academic goals addresses the following areas relevant to this study: past research on sports and education; current research on sports and education; high school sports participation; effects of gender and ethnicity/race on high school sports participation; benefits of high school sports participation; and conclusions.

Past Research on Sports and Education

Athletic participation promotes growth and change in high school students who play for professional and nonprofessional interests. Early studies of high school sports provided a focus on the need to meet academic standards to be able to participate in college sports, which demanded this excellence in high school academics. Thus, increased academic outcomes were an indirect effect of high school sports (Ishee, 2004; Lapchick, 1995). Lapchick pointed out that NCAA Proposition 48 requirements are that to be considered eligible to play sports, an incoming college freshman must: have maintained a "C" high school average in 11 core curriculum courses; have a score of 15 on the American College Test; or have a score of over 700 on the verbal and math sections of the Scholastic Aptitude Test. These demands place pressure on high school athletes to meet academic standards. The requirement regarding standardized test scores appeared to target blacks and minorities who tended to score lower o

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s, educational behavior, attitudes of friends at school, self-concept, locus of control, work orientation, popularity and dating, school interest, grades, standardized test scores, time spent on homework, educational and occupational aspirations, and science achievement and attitudes. Findings showed that males were more likely to be viewed as athletic and female students were more likely to view athletic students positively (gender not mentioned); both groups may have been thinking of male athletes. Findings also showed that involvement in sports was more likely to have a significant effect on science variables for females, with effects stronger in the senior year. For females sports participation was significantly and positively related to access to science and negatively related to attitudes toward science. For males, sports participation had a significant negative effect on science achievement. Effects of sports participation on science were strongest for white and upper SES women; a negative effect was found for African American women and no effect was found for Hispanic women. Cheerleading had a positive effect on African American women's access to science in the senior year and a negative influence on science exper

Category: Psychology - S