Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
essay abputathletes getting scholarships for college sports
essay abputathletes getting scholarships for college sports
college athletes scholarship
Don’t take our word for it - see why 10 million students trust us with their essay needs.
The National Collegiate Athletic Association (NCAA) consists of individuals with skills in athletics like the students, athletic personnel, the faculty student groups, researchers and other stakeholders. The NCAA has various divisions with various students and athletes with different levels of capabilities. The divisions have special considerations for the students in order to enhance the students’ performance on athletic activities. The NCAA divisions include the Division 1, Division and Division 3. In most cases, the D1 has the prominent collegiate athletic skills and powers. Division 1 has robust budgets that cater for the athletic students’ needs. The division also has sophisticated facilities that are large and efficient in ensuring training of the athletic students. The division also has scholarship programs for the athletes and offer better services as compared to the other divisions in the athletic associations (Bracken & National Collegiate Athletic, 2009).
There are many schools, colleges and associations that are often committed to offer intercollegiate athletic competition. It is known that the Division II and III also offer intercollegiate competition, but are less competent as compared to the Division I. There are considerations for the schools to be moved to division I; for instance, D-I schools must be able to attain the membership by a special conference and must satisfy the NCAA that it is financially capable to carry out all the division I programs to the students and professional athletes that it hosts (National Collegiate Athletic, 2010).
It is a recommendation for the division I schools to have field teams of men in at least seven athletic sports and seven teams for women in at least seven sporting activities...
... middle of paper ...
.... Sponsorship awareness at a new NCAA division I football stadium: An analysis of donation level as a measure of fan identification. Journal Of Brand Strategy, 1(4), 413-423.
National Collegiate Athletic, A. (2010). 2010-11 NCAA[R] Division I Manual. National Collegiate Athletic Association.
National Collegiate Athletic, A. (2010). Transfer 101: Basic Information You Need to Know about Transferring to an NCAA College for Divisions I/II/III, 2010-11. National Collegiate Athletic Association.
Svrluga, B. (2013). NCAA Division II, Division III Basketball Title Games Get Chance to Share a Big Stage. The Washington Post.
Yong Jae, K., Durrant, S. M., & Mangiantini, J. (2008). Assessment of Services Provided to NCAA Division I Athletes: Development of a Model and Instrument. Sport Management Review (Sport Management Association of Australia & New Zealand), 11(2), 193-214.
The National Collegiate Athletic Association is an organization that some universities are a part of, but not recommended to join. It is a non-profit association that regulates athletics of institutions, conferences, organizations, and individuals. It organizes the athletic programs of colleges and universities in the United States. It is designed to help prolong the lifelong success of college athletes. There are 1,121 college and universities, 99 conferences, and 39 affiliated organizations. There are over 460,000 athletes that make up the 19,000 teams that participated in over 54,000 competitions each year. My SWOT analysis will identify the strengths, weaknesses, opportunities and threats facing the association, when it comes to its daily business, finances, and rules and regulations of this organization.
Snyder, E. (2013). Student-Athlete Participation in Intercollegiate Athletic Decision-Making: Inclusion through Different Domains of Governance. The Sport Journal. Retrieved from http://thesportjournal.org/article/student-athlete-participation-in-intercollegiate-athletic-decision-making-inclusion-through-different-domains-of-governance/.
Sack, Allen L. 1991. "The Underground Economy of College Football." Sociology Of Sport Journal 8, no. 1:
The payment of NCAA student-athletes will deteriorate the value of an education to the athletes. The value of an education for a young man or woman cannot be measured. It is our gate way to success as...
Since the 1972 conception of Title IX of the Education Amendments, the number of women participating in intercollegiate athletics has increased five-fold, from fewer than 30,000, to more 150,000 in 2001. However, more than 400 men’s athletics teams have been dismantled since Title IX, the law forbidding sex discrimination at institutions receiving federal funds, became law. Some would say this is due, in part, to Title IX enforcement standards like proportionality. Proportionality requires that an institution’s athletic population must be of an equal ratio to its general student body. Among some of the 400-plus teams dismantled by Title IX are several former Colorado State University teams including wrestling, baseball, gymnastics, men’s swimming and diving, and men’s tennis. CSU student athletes no longer sport the opportunity of participating in these activities at the NCAA Division I level, and the days of the student body rooting for their ram teams are gone, possibly forever. Now the search is on to find a solution to the problems associated with Title IX if, indeed, a solution is ultimately necessary.
Schneider, R. (2001). College Students Perceptions on the Payment of Intercollegiate Athletes. College Student Journal, 35(2), 3. Retrieved November 15, 2013, from the EBSCOHOST database.
Abstract: Collegiate athletes participating in the two revenue sports (football, men's basketball) sacrifice their time, education, and risk physical harm for their respected programs. The players are controlled by a governing body (NCAA) that dictates when they can show up to work, and when they cannot show up for work. They are restricted from making any substantial financial gains outside of their sports arena. These athletes receive no compensation for their efforts, while others prosper from their abilities. The athletes participating in the two revenue sports of college athletics, football and men's basketball should be compensated for their time, dedication, and work put forth in their respected sports.
Beginning in the 1920s, public interest towards college sports sky rocketed with the growing opportunities of higher education for everyone, regardless of social status. This effect caused the Carnegie Foundation for Advancement of Education to take a closer look into this fast growing industry in the “Carnegie Report” in 1929. The report made a plea to the NCAA to reduce the level of commercialization and improve academic integrity for all student-athletes. This is just the first time the NCAA receives this very recommendation. Post World War II brought another increase in college attendance with government financed aid to veterans. Widespread availability of televisions and radios lead to broadcasting of college sport events, bringing in a multitude of fans as well as the expected friends and family of athletes. Soon gambling and excessive means of recruiting tempted the industry and the NCAA was forced to...
Financial aspects and profitability of college athletic programs is one of the most important arguments involved in this controversy. A group of people expresses that college athletic programs are over emphasized. The point they show on the first hand, is that athletic programs are too expensive for community colleges and small universities. Besides, statistics prove that financial aspects of college athletic programs are extremely questionable. It is true that maintenance, and facility costs for athletic programs are significantly high in comparison to academic programs. Therefore, Denhart, Villwock, and Vedder argue that athletic programs drag money away from important academics programs and degrade their quality. According to them, median expenditures per athlete in Football Bowl Subdivision were $65,800 in 2006. And it has shown a 15.6 percent median expenditure increase fro...
College sports are a major revenue producing industry. Athletic programs and their student-athletes can achieve national recognition and generate millions of dollars in revenue for their university. Colleges use this revenue to invest in players, pay for their education, and provide state of the art training facilities, which are used to improve their athletic performance. As revenue driven colleges begin to prioritize athletics, the emphasis on the quality and standards of an undergraduate education are diminishing. Compromising their academic acceptance requirements, universities have now found that the educational ability of their newly accepted student athletes are inadequate, to say the least (Gurney). The same universities must then spend millions of dollars to provide these athletes with “learning specialists”, who in turn helps them to meet academic requirements and maintain their eligibility (...
Saffici, Chirstopher and Robert Pellegrino. "Intercollegiate Athletics vs. Academics: The Student-Athlete or the Athelte-Student." The Sport Journal 15.1 (2012): 6. online.
exposes most Division II sports drain athletic budgets and do not make a profit. ...
Zimbalist, Andrew S. Unpaid Professionals: Commercialism And Conflict In Big-Time College Sports. Princeton, N.J.: Princeton University Press, 1999. eBook Collection (EBSCOhost). Web. 27 Mar. 2014.
Howard-Hamilton, Mary F., and Julie Sina. "How College Affects College Athletes." New Directions for Student Services (2011): 35-43.
Because of the unique issues facing student athletes, academic administrators and student affairs professionals are challenged to adequately address these challenges. While there may be existing services on campus to assist all students with success related issues, institutions must also take a closer look at the services that will be the most effective for student athletes. An important element is not only having a conducive learning environment for services, but also staff personnel who understand the complex life of a student athlete. Many athletic advising and counseling programs concentrate on academic eligibility; however, student athletes can also benefit from services that promote the overall development of the student (Howard-Hamilton & Sina, 2001). Based on the aforementioned, institutions could greatly benefit from a dedicated office that works directly and closely with student athletes. An Athletic Student Developme...