A Division III Student-Athlete Academic Support Program Model.

Autor/inn/en	Smith, David A.; Herman, William E.
Titel	A Division III Student-Athlete Academic Support Program Model.
Quelle	(1996), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Athletes; Athletic Coaches; Career Counseling; College Athletics; College Students; Higher Education; Social Support Groups; Student Adjustment; Student Educational Objectives; Student Motivation; Tutorial Programs + Suchen Sie Ihr Suchwort? Schulleistung; Athlet; College athletes; Collegesport; Hochschulsport; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social support; Soziale Unterstützung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulische Motivation; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	Varsity student-athletes (SAs) in National Collegiate Athletic Association member institutions encounter obstacles to their academic achievement that non-athletes do not, such as time for physical training and practice, and travel away from campus for games. A program is described that provides support for SAs. The Student-Athlete Academic Support Program (SAASP) originated in 1994 and is based on a single goal: that all of the institution's SAs "graduate prepared." The program content includes: (1) "career maturity" or knowing what careers are available, knowing the academic prerequisites for careers of interest, and spending time with someone in the target career; (2) a grade point average sufficiently high for competitive graduate admission, and study skills competence; and (3) developing a self-image as a student-scholar. The objective of the SAASP is to improve the academic performance, retention, and graduation rate of all SAs. Existing staff, academic coordinators for each sport, are part of the program team. They are immediate role models for the SAs and enhance the SAs internalization of an academic identity. A close relationship is also maintained with the college career planning office through regular meetings with its staff and SAs. Mandated study-time, study skills workshops, and tutoring services are additional components of the program. (JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01