Transcript The Value of Interscholastic Sports

The Value of Interscholastic
Sports
Introduction
• Proponents of high
school sport programs
believe that sports
contribute to the
overall education of
students.
National Federation of State High
School Associations
• Mission Statement:
▫ States that it serves “…students by providing
leadership for the administration of educationbased Interscholastic activities, which support
academic achievement, good citizenship, and
equitable opportunities.”
National Association of State Boards of
Education
• Claims the purpose of
high school athletics “…is
to enhance the whole
school experience for all
students. Academic
achievement must always
be considered the
priority.”
Research findings about
physiological benefits
• Enhanced functioning and health of
cardiovascular and muscular system
• Improved flexibility, mobility, and coordination
• Increased stamina and strength
• Improved ability to maintain weight
• Increased likelihood of maintaining weight
• Regular athletic participation will decrease the
risk of diabetes, heart disease, obesity, and other
related diseases.
• Non-participants are 49% more likely to use
drugs and 37% more likely to become teen
parents than those who spend one to four hours
per week in extracurricular activities (United States
Department of Education. No Child Left Behind: The facts
about 21st Century Learning. Washington, DC: 2002.)
• Students participating in organized sports were
25 percent less likely to be current cigarette
smokers (American Journal of Health Behavior, 2004)
Participation in extracurricular
activities benefits the student
• Participants have higher GPAs than nonparticipants(2.84 to 2.68)
• Participants have lower absenteeism than nonparticipants (4.9 days to 10.8 days)
• 75% of participants were “A” or “B” students in
high school
• Reduced the drop out rate by 40 %. (Holloway, J. H.,
2002)
▫ The mean dropout percentage for athletes was 0.6
percent vs. 10.32 percent by non-athletes.
Participation in extra-curricular
activities linked to success in school
• Music students scored about 11 percent higher
than non-music students on the 2001 SAT (College
Entrance Examination Board).
• Discipline referrals for athletes ran at a 33.3
percentage while the referral percentage for nonathletes was 41.8 percent.
• Students who took part in more vigorous sports
like soccer or football or skateboarding, do about
10% better in math, science, English and social
studies classes (Medicine & Science in Sports & Exercise,
August 2007).
Increased Graduation Rate
• The mean graduation
percentage for athletes
was 99.4 percent as
compared to 93.5 percent
for non-athletes.
▫ National graduation rate
in 2011 – 77.7% (Iowa
ranks first with 88%)
High school seniors who participated in extracurricular activities by college plans
50
45
40
35
30
25
20
15
10
5
0
43
37
25
25
14
11
5
17
15
11
5
2
Has college plans
No college plans
University of Michigan, Institute for Social Research, Monitoring the Future, 2010.
How former high-school athletes
have benefited…
• 92% said participating in high school athletics
made their high school experience more positive
• 87% said the lessons they learned while
participating have helped them as adults
• 71% earned a post-secondary degree
• 77% employed full-time
• 95% of Fortune 500 CEOs participated in high
school athletics
Athletics popular among high school students
• 40% athletics
• 32% school clubs
• 23% music/performing
arts
• 14% academic clubs
• 10% newspaper/yearbook
• 9% student government
• 55.5 percent of students
enrolled in high schools
participate in athletics
Rank of Importance
According to Students
NonSports
22%
Sports
38%
Acade
mics
40%
Summary of the Benefits of
Interscholastic Sports
• Students who participate in athletics tend to:
▫ Have maximized physiological development
▫ Be less likely to use drugs, tobacco, or suffer from
health problems
▫ Have a higher GPA
▫ Have lower absenteeism
▫ Have a higher graduation rate
▫ Have a high success rate after high school
References
• American Academy of Pediatrics Committee on
Sports Medicine and Fitness. (2001). Organized
sports for children and preadolescents. Pediatrics,
107(6), 1459-1462.
• American Journal of Health Behavior, 2004
• Barber, B.L., Eccles, J.S., & Stone, M.R. (2001).
Whatever happened to the jock, the brain, and the
princess? Young adult pathways linked to adolescent
activity involvement and social identity. Journal of
Adolescent Research, 16, 429-455
• Broh, B.A. (2002). Linking extracurricular
programming to academic achievement: Who
benefits and why? Sociology of Education, 75, 69-91
• College Entrance Examination Board
References
• Holloway, J. H., 2002. Extracurricular
Activities: The path to academic success?
Educational Leadership, 57(4), 87-88
• Medicine & Science in Sports & Exercise, August
2007
• National Federation of State High School
Associations. (n.d). Mission Statement.
• United States Department of Education. No
Child Left Behind: The facts about 21st Century
Learning. Washington, DC: 2002.
• University of Michigan, Institute for Social
Research, Monitoring the Future, 2010.