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Raising academic performance is crucial for many students and institutions nationwide, particularly at the Division III level, where no athletic scholarships are available for student-athletes. Even though these athletes are not eligible for athletic scholarships, they have similar demanding schedules to athletes participating in higher division programs who are eligible for scholarships (Stokowski et al., 2020). Consequently, it appears to be the most significant advantage of Division III universities to assist its players in preserving their student achievements and, as a result, overall eligibility to engage in the schools sports programs.
Educational support offered on campus by faculty and administration at each school is one of the most effective ways to assist collegiate athletes with their academics. This assistance may help college athletes perform better in class. This is particularly true for Division III athletes since most schools are small, private liberal arts institutions with varying learning support services and typically a teacher-to-student ratio that enables them to meet with teachers for additional assistance if necessary.
Several universities athletic departments have instituted study halls for each team, supervised by an assistant coach or another staff member. Although study halls may be held at an athletic facility, they usually take place in a location where student-athletes can access the internet and complete any other necessary academic tasks. Head coaches set up and allocate one-on-one tutoring chances with some faculty members help (Stokowski et al., 2020). Peers from the same class and occasionally athletes who are taking or have taken the same class may serve as the tutors. Coach-led classes. Some colleges mandate that head coaches instruct both students who are athletes and students who are not. These courses could give athletes more motivation to succeed academically.
Coaches may implement time management strategies to help student-athletes better manage their time. Such assistance can teach student-athletes how to schedule their week in advance, helping them to balance their academic obligations and the demands of their sports season (Stokowski et al., 2020). Advanced versions of these systems are more likely to be used in Division I programs, but more conventional methods have been tested at lower levels of college athletic competition.
Reference
Stokowski, S., Rubin, L., Rode, C., Fridley, A., & Shkorupeieva, S. (2020). Separate kingdoms: Academic advisers perceptions of college athletes and athletic departments. The Mentor: Innovative Scholarship on Academic Advising, 22, 16-32.
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