Episcopal Diocese of Southern Philippines

BRENT HOSPITAL AND COLLEGES INCORPORATED

RESEARCH-BASED ARGUMENTATIVE
ESSAY

WHY K TO 12 CURRICULUM SHOULD NOT

Submitted to:
Dante M. Dumdum
Submitted by:
Bianca Faye D. Domingo
BSPT 1

December 02, 2019

THESIS STATEMENT: It is evident that student-athletes should have proper time management

skills and a strong support system to balance both roles of being a student and an athlete.

RESEARCH QUESTIONS:

1. Why is it important for a student athlete to have good time management skills and a strong

support system?

EVIDENCE/RESEARCHING:

1. Umbach (2006) encourages institutions to put an academic support system in place to

teach or at least inform the student-athletes of time management techniques and to

instruct them in beneficial ways

2. Most student athletes attend college with much the same academic, emotional, and

personal goals and concerns as other college students (Ferrante and Etzel, 1991). These

concerns range from typical adolescent developmental issues to more serious

psychological issues such as addiction, depression, and even suicidal tendencies.

3. If students focus too heavily on their academic studies, then their athletic performance

and skills may suffer. The student is challenged by an expectation to flourish in two

consuming areas; whichever aspect the student chooses to favor, some aspect of their

growth and development may be compromised (Lavallee & Wylleman, 2000).

4. Etzel (1989) noted that the challenges and demands associated with being a student-

athlete make these individuals more susceptible to mental and physical distress.

5. Byrd and Ross (2009) revealed in their studies that being a part of athletics motivated

students to attend class regularly and participation also led to better time management.
6. Misra and McKean (2000) found that positive time management skills increased the

chances of academic success, and that many college advisors or counselors frequently

advise time management strategies to enhance academic performance.

7. When it comes to the support of an individual from a coach, support program or athletic

personnel, can affect their self-esteem, health and overall performance (Lakey & Cohen,

2000).

8. Winston (1996) argues that the relationship that academic support personnel establish

with the student is critical to the facilitation of constructive change. He goes a step further

to assert that the character and attitudes of the academic support personnel are equally

important.

9. Light (2001) states that a large fraction of students who underperform can be

characterized as having left a support group they had in high school without finding a

new, similar support group at college.

10. Hollis (2001-2002) suggests that student-athletes are a disadvantaged group. This is

because of the major time restraints and time commitments that they face that other

students do not face. Richard and Aries.

Student- athlete has its many definition however, Aquilina (2009) considers a student

athlete as ‘a group of individuals who are still in education but also train at a high-level in sport

‘while Pato et al. (2014) defines a student athlete as ‘a person who is a full-time university or

high school student, and who participates in athletics or play sport as an individual or member of

a federation, a club, or a sport association’.

Student-athletes have a dual role as both students and athletes and have certain

responsibilities to both role. Student-athletes must find a way to successfully budget their time in

both of these roles. Student-athletes find themselves having to make two full time commitments,

one to their teachers who expects them to fully commit themselves to the classroom and two to

their coach who also expects them to entirely commit to their sport. When students are unable to

find a balance between their athletics and education responsibilities, they run the risk of

decreased performance in at least one of these areas. Often times failing marks and failure to

comply on school works results to psychological stress.

Most student athletes attend college with much the same academic, emotional, and

personal goals and concerns as other college students (Ferrante and Etzel, 1991). These concerns

range from typical adolescent developmental issues to more serious psychological issues such as

addiction, depression, and even suicidal tendencies. In addition, decrease in academic

performance in most schools results in the student being withdrawn or strongly encouraged to

disengage from sports. Alternatively, if students focus too heavily on their academic studies, then

their athletic performance and skills may suffer. The student is challenged by an expectation to
flourish in two consuming areas; whichever aspect the student chooses to favor, some aspect of

their growth and development may be compromised (Lavallee & Wylleman, 2000).

The positive benefits associated with participation in college athletics are well

documented. However, for some reason student athlete participation may lead to issues of

maladjustment, emotional illness, and psychological distress. There is no remorse in the life of a

student athlete, neither professor nor coach cares if you’re too tired trying to balance the two in

your life. Etzel (1989) even noted that the challenges and demands associated with being a

student-athlete make these individuals more susceptible to mental and physical distress. Student-

athletes are students first. This idea may be lost to some student-athletes, as well as others on-

and off-campus, who enroll in college for the first time. They arrive on campus with dreams of

hard practices that will prepare them for the long seasons ahead. They dream of wins and

championships. What some may fail to realize is they enter college for an education and athletics

is another means to accomplishing such.

Balancing athletic and academic responsibilities has the potential to distract you from your

academic responsibilities. The hours of practice and preparation for game day undoubtedly take

athletes away from their studies. Maloney and McCormick (1993) conducted a study on 595

student-athlete at Clemson University in determination of finding the effect of athletics on

academic success. They found that academically, athletes do three-tenths of a grade point worse

than regular students in three out of 10 classes. They also discovered athletes in revenue sports

are lagging behind their peers. Student-athletes often require more help than the average student

because they have less time to complete the work and assignments. In some cases, student-

athletes may not be prepared for the course load as the prior preparation they have received is not

the same as students in the general population on a campus. It is clear that student-athletes find it
difficult to balance both roles at the same time. Student-athletes therefore needs proper time

management and a strong support system to avoid failing grades and psychological stress.

Having a strong support system is undoubtedly one of the solution that student athletes

need. When it comes to student athlete support system, high school athletes generally have more

structure and consistency with parent oversight, teacher involvement, and guidance from coaches

to help ensure their academic success (McDougle & Capers, 2013). In their research, Shuman

(2009) and Simons (1999) mentioned the importance of a support system for student athletes,

and how it would enable them to get the tools that they need to be successful both in and out of

the classroom. In addition, Burns (2013) revealed that student-athletes who believed academic

support systems were helpful felt more confident in their career direction and life skills.

Furthermore, Umbach (2006) encourages institutions to put an academic support

system in place to teach or at least inform the student-athletes of time management techniques

and to instruct them in beneficial ways. Options for managing one’s time include study group

sessions, using a structured schedule or planner or finding a note-taking buddy in class. One

essential intervention is to advise student-athletes of the importance of managing time in order to

succeed. With the existence of a strong support system student athletes will become motivated in

fulfilling both roles.

One of the most adopted approaches for providing academic support for student-

athlete is the provision of a support program such as the Student-Athlete Academic Support

Program (SAASP). The Student-Athlete Academic Support Program assists the student-athletes

in balancing their sport and academic schedules and assigns them to tutors to help them

academically. The goals of these programs were to decrease academic difficulty, to enhance

academic skills, and to provide more individual assistance in organizational and study skills
(Pope and Miller, 1996). Having strong support system such as the SAASP will lessen the

burden of the student-athlete and will eventually generate positive results in the future.

The support system is not only limited to support programs for athletes it also extends to

academic support personnel who guide student-athletes. The role of athletic personnel can be a

tool to student success both in and out of the classroom. Students succeed through the guidance

and assistance of the school staff; “interpersonal connectedness” to a support network or

environment helps adjustment and creates positive social relationships (Sarason, Sarason, &

Pierce, 1990, p.136). Winston (1996) argues that the relationship that academic support

personnel establish with the student is critical to the facilitation of constructive change. He goes

a step further to assert that the character and attitudes of the academic support personnel are

equally important. To further emphasize the necessity of support services, Light (2001) states

that a large fraction of students who underperform can be characterized as having left a support

group they had in high school without finding a new, similar group at college. Because of the

sudden change of environment these students will most likely feel lonely when they get to

campus. Such students may find it difficult to integrate quickly or easily into their new

community. For many, their academic work as well as their social life and sense of being

grounded will suffer. Advisors can play an important role by encouraging their students to find a

group to join on campus (Light, 2001).

Another solution that will help student-athletes in their dual role is acquiring proper time

management skill. Time management plays a vital role in improving a students’ academic

performance. Every student-athlete should have time management ability which includes setting

goals and priorities, especially using time management mechanism. Student- athletes need time

management and they will eventually develop and improve their time management skills over
time. Becoming an athlete provides students a chance to develop skills in managing time,

especially when student-athletes may become overwhelmed with feelings that there is not

enough time to complete all their work adequately .Byrd and Ross (2009) revealed in their

studies that being a part of athletics motivated students to attend class regularly and participation

also led to better time management.

Moreover, many of the negatives about college athletic involvement center on academics.

Managing the time to commit to their academics can be challenging due to the fact that they are

so focused. Student-athletes have an extreme amount of time commitments so it is important to

examine how they budget their time. Hollis (2001-2002) indicated that student-athletes are

always at a disadvantaged. One of the reason is because of the major time restraints and time

commitments that they face that other students do not. Richard and Aries (1999) found that

athletics, are in fact the most time consuming extracurricular on a college campus. This suggests

that Hollis was correct in saying that these students are disadvantaged because they have so little

time to devote to their studies and other areas of life. If student-athletes do consider themselves

to be at a disadvantage, then it would be imperative that these students receive extra support

systems and proper time management skills that other students may not need.

Furthermore, Misra and McKean (2000) found that positive time management skills

increased the chances of academic success, and that many college advisors or counselors

frequently advise time management strategies to enhance academic performance. Adding to this,

the research done by Britton & Tesser (1991) and Misra and McKean (2000) made it clear that

having good time management skills is vital for student athletes, as far as keeping stress levels

under control so they could reach optimal academic achievement.

complexities and demands of their student-athlete role and they must work to balance the

requirements of athletics and academics. Therefore, time management skills and a support

system is what the student athletes need. When it comes to the support of an individual from a

coach, support program or athletic personnel, can affect their self-esteem, health and overall

performance (Lakey & Cohen, 2000). When there is a support system to a student athlete, this

provides feedback that they are cared for. Time management skills provide support for the big

picture. The big picture being that student athletes have the potential to have college careers,

where they can earn a college degree, all while feeling in control of their time, academics, and on

field performance. Thus, leading to a positive and well-balanced college career.

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