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• W79242599 abstract "The purpose of the study was to determine football coaches' perceptions about support services for two-year college student-athletes. A telephone interview was used to collect data about Personal Services, Career Services, and Academic Services that were available for football players at 33 two-year colleges in 11 states. All two-year colleges provided Orientation/Transfer Activities, Academic Advisement, and Basic Skills Enhancement. Services with the least percentages of support were Managing Personal Finances, and Planning Retirement from Athletics. Statistically significant differences existed between services provided at four-year and two-year institutions. Two-year colleges provided support services at higher percentage levels than four institutions. Introduction College athletics impacts nearly everyone. Newspaper and TV coverage of college sports are almost impossible to ignore. Scandals are regularly reported, such as questionable recruitment practices, poor academic calibre of athletes, low graduation rates, and inequality between men and women athletes. A memorable CBS television expose on Sixty Minutes nearly two decades ago identified an athlete who completed four years of eligibility and could neither nor write. The Chronicle of Higher Education regularly prints articles about college athletics. For example, in the July 26, 2002 issue, the writer lamented the problems with Proposition 48 in National Collegiate Athletic Association (NCAA) circles (Suggs, 2002). Because of poor graduation rates among college-athletes, the NCAA is considering a new set of standards, which will require athletes to pass more classes to retain their eligibility. Background Many authors have focused on student-athletes in the collegiate setting. Wittmer et al. (1981) detailed the personal, academic, and career problems of college student-athletes and offered suggestions for a freshman-level course and for a senior-level seminar designed to assist student-athletes at the University of Florida. The course consisted of: interpersonal, leadership, and social skills; communal living and guidelines; university support services and career decision-making strategies; academic planning and time management; and skills in meeting the press. The emphasis of the senior exit seminar was on identifying major concerns that would impact athletes upon graduation and was mostly a lecture series. The University of Notre Dame's academic programs to assist over 600 student-athletes were described by Gabbard and Halischak (1993). A professional association, the National Association of Academic Advisors for Athletics, was formed to assist those advising student-athletes. Underwood (1984) published a book in which he gave advice to the academic community about the eligibility and academic integrity of student-athletes. Petitpas and Champagne (1988) discussed developmental programming for intercollegiate athletes. In an ASHE-ERIC report, Thelin and Wiseman (1989) dealt with balancing academics and athletics in higher education. Shriberg and Brodzinski (1984) edited a New Directions for Student Services that concentrated on rethinking services for college athletes. In a more recent New Directions for Student Services, Howard-Hamilton and Watt (2001) edited a volume that provided trends affecting athletic programs and practical strategies and insights for ensuring a positive college experience for student-athletes. Purpose of the Study The purpose of this study was to determine the perceptions of football coaches about support services for two-year college-athletes. A secondary purpose was to compare support services offered at two-year and four-year institutions. Since the literature contains a paucity of published studies about two-year college athletes and services for them, the need for this research was obvious. Previous Research At four-year institutions, researchers have looked at predictors of academic success of male student-athletes (Brigham, 1982), preparation and performance of intercollegiate football players (Stuart, 1985), factors in student-athletes' choices of colleges (Mathes & Gurney, 1985), academic support for student-athletes (Gibson & Creamer, 1987), achievement motivation of student-athletes (Simons, Van Rheenen & Covington, 1999), academic performance and campus involvement (Richards & Aries, 1999), career development of varsity athletes (Martens & Cox, 2000), educational impacts of intercollegiate athletic participation on male student-athletes (Wolniak, Pierson & Pascarella, 2001), and beneficial academic services for student-athletes (Hollis, 2001-2002). …" @default.
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• W79242599 modified "2023-09-26" @default.
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