final sep presentation

8/6/2019 Final SEP Presentation

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Jasmine AlfonsoJasmine Alfonso

The Tech CenterThe Tech Center

New Visions EducationNew Visions Education

COMPARATIVE STUDYCOMPARATIVE STUDY

BETWEEN STUDENTBETWEEN STUDENT

ATHLETES AND NON-ATHLETES AND NON-

ATHLETES IN HIGHERATHLETES IN HIGHER

LEVEL CLASSESLEVEL CLASSES


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How do student athletesHow do student athletesperform in higher levelperform in higher level

classes as compared to non-classes as compared to non-athlete students?athlete students?

THESIS


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Purpose of Study

To determine if there is a correlation between athleticsand academics in secondary education

The relationship between the success rate in higher level

classes such as honors, advanced placement, andcollege level classes as compared to the amount ofphysical activity the student receives determined bywhether or not the student participates in a varsity orJ.V. level sport

Examines whether or not there is true a relationship

between the mind and body in correlation betweengrade point averages and physical activity


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Background Research

LITERATURE REVIEW


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General Information Continued

In a time where child obesity is on the rise, theimportance of being fit both mentally andphysically is an essential component to being ahealthy person

Students, who in general, are physically fit perform

better on academic achievement tests overstudents who are not as physically fit. showing

that as fitness scores improved the scores foracademic achievement improved as well. (Vail,2006)


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Positive Correlations

Increased physical activity through physical education includeincreased arousal and reduced boredom, which may lead toincreased attention span and concentration [as well as] increasedself-esteem, which could be expected to improve classroom

behavior as well as academic performance. (Coe, et. all, 2006,1515)

For example, investigators in Illinois found that students totalfitness, as measured by passing all 5 components of theFitnessgram, positively correlated with academic achievement,

measured by the standardized Illinois State Achievement Test,particularly Mathematics and Science. (Chomitz, et. all, 2009, 31)


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Positive Correlations Continued

Students who are physically fit exhibit betterconcentration than their peers; stating how theexercise these students are receiving lowered stresslevels and anxiety, which are factors that can have a

large impact on the mental capabilities of a student(Vail, 2006).

It was also stated by the Department of Education thatstudents who participate in sports are three times aslikely to have a GPA of 3.0 and higher (Stegman,Stephens, 2000).


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Trends

Female athletes tend to have greater academic abilities over their malecounterparts. As well as a greater correlation in math scores overthose in English (Chomitz, et all., 2009).

Sports foster the development of student success in lifelong learning,

life roles and personal effectiveness. Allowing student-athletes todistinguish rules of behavior in team settings, as well as assisting inthe development of team, letting individuals reflect upon failure on andoff the field (Silliker, Quirk, 2002).

These characteristics which are commonly found in student-athletes

have shown to lead to higher career aspirations, better attendancerecords, reduced delinquency and a higher social standing amongtheir peers (Silliker, Quirk, 2002).


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Trends Continued Sports not only assist in improving the success of student

achievement in the classroom, but also show that talentedathletes have higher graduation and report rates over theirpeers who are not as athletic

This can be attributed to the commitment they have fortheir sport as well as a problem focused, self-consciousand goal oriented mind of a student athlete (Jonker, etall, 2009).

Student-athletes ability to manage their time better than thatof non-athletes is shown also in a study completed byLaughlin in 1978 where he found that overall student-athletes had a high grade point average

During the on-season the students maintained a highergrade point average than during the off seasons oftheir sport. (Silliker, Quirk, 2002).


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Negative Correlations

Student-athletes, training through the educational system has left anumber of student-athletes with inadequate skills necessary foracademic success in college. (Dilley-Knoles, Burnett, Peak, 2010, 2)

The Womans Sports Foundation determined that overall there is no effecton the grade point average of student athletes in rural, urban orsuburban areas.

The study shows that while sports made little impact on grades the students were notas likely to attend a four year college.


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Inconclusive Results

Several studies have been completed over the past few

decades which have yielded inconclusive results, due tothe amount a variable influence on the study.

Some of the studies which were deemed inconclusive ornegative include Melnick as well as Marsh and Kraus inthe late 90s (as cited in Broh, 2002).


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Design of study

METHODOLOGY


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Setting of Study A high school in suburban New York State. The schoolwas large in scale and maintained roughly 400 students

per grade level

Approximately 525 surveys were distributed to students.305 were returned completed.

100 were student athletes who were enrolled in higherlevel classes

30 were student-athletes not enrolled in higher levelclasses

120 were non athlete students enrolled in higher levelclasses

57 were non athlete students not enrolled in higher levelclasses

The individuals who participated in this study were

willing male and female high school students who arebetween the ages of 14 to 18


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Overview of Study

an anonymous survey was created asking if they: participated in sports

how many hours a week they perform physical activity

how many honors, AP, and college level classes they areenrolled in

how many hours a week they spent studying andcompleting homework

check off the averages they had for each higher level classand GPA


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Overview of Study Continued

a letter was sent to the local school administrators togain approval to test the hypothesis in the suburbanhigh school

a letter was then sent out to fourteen teachers, coachesand club representatives asking if they would allowtheir students to participate in the study

copies of the survey were then given to that teacher for

distribution. Responses were collected from thosestudents who were willing to participate over a periodof two weeks.


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Overview of Study Continued

each survey was separated into four separatecategories:

Student Athletes enrolled in higher level classes

Student Athletes not enrolled in higher level classes

Non-Athletes enrolled in higher level classes Non-Athletes not enrolled in higher level classes

the data was then inputted into Microsoft Excel to besorted into a table.

all the data was placed into the correct category


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Overview of Study Continued charts were created that used data from three of the

categories:

student type

enrolled in higher level

GPA

Four charts were made which displayed the percentage

of students from each category who maintained acertain GPA range.

the percentages from each were then taken andcompared in a final graph which compared the overallresults of the study


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Observations of data

RESULTS

C d GPA


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Compared GPAsbetween

Athletes & Non-Athletes

:N o te H LC sta n d sfo r H ig h e r Le ve l

C la sse s

A s d isp la ye d b y th eg ra p h A th le te sy ie ld e d b e tte r

,re su lts w h e th e r or

n o t th e y w e re.e n ro lle d in H LC

Athl t


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Athletesnot enrolled inHigher Level

Classes

2 students had the GPA. . ( %)range of 2 1 2 5 7



4 students had the GPA

. . ( %)range of 3 6 4 0 13

:total 30 students fit

this category

N Athl t


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Non-Athletesenrolled in

Higher LevelClasses

1 student had the GPA. . ( %)range 1 6 2 0 1


. . ( %)range 2 1 2 5 2

19 students had the GPA. . ( %)range 2 6 3 0 16


. . ( %)range 3 1 3 5 39


1 student did not know

( %)their GPA range 1

:Total 120 students fit inthis category

Non Athletes not


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Non-Athletes notenrolled in

Higher LevelClasses



. . ( %)range 2 1 2 5 13



. . ( %)range 3 1 3 5 45


. . ( %)range 3 6 4 0 6

5 students had an

( %)unknown GPA range 7

:Total 57 students fit in

this category


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Athletes enrolledin Higher Level

Classes

1 student had the GPA. . ( %)range 1 1 1 5 1

1 student had the GPA

. . ( %)range 1 6 2 0 1

1 student had the GPA

. . ( %)range 2 1 2 5 1


. . ( %)range 2 6 3 0 12


. - . ( %)range 3 1 3 5 34


. . ( %)range 3 6 4 0 51

:Total 101 students fit

into this category


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DISCUSSION


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Significance

shows that students need be focus not only on theirmind but on their body as well

in order to not only keep them physically active but alsoimprove themselves academically

correlation between the mind and body will stop schools

from cutting sports and gym classes from curricula inorder to save money

By promoting physical activity in school the students will

increase their abilities in the classroom while providingexperiences outside of the classroom


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Further Investigation

Be tested on schools in the surrounding areas in order toshow a going trend in students across the board.

Gain the exact GPA of each student in order to maintaina firmer grasp of the data

More specific in the grouping of students by asking morequestions about the student

the grade level gender of the student


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Limitations

The need to maintain the anonymity of the student.The types of questions which can be asked to categorize

the students are limited

Stops other people from being able to identify thestudents who par-took and were involved in thecompletion of the study

Data collection

Through the limited contact with the students involved it

was difficult to gauge when student had questionswhen answering and completing the survey

Led to certain parts of the survey to being null and voidwhen analyzing the data.


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Errors in Study

Teachers held on to surveys instead of handing them in

Directions were not followed on the survey for question3(how many honors level classes the student is

involved in) Listed all HLC instead of just honors classes

took up more time to reanalyze and correct data

Did not understand question (check off each time ahigher level class has a specific average)

Only checked off one average

Answers were skewed, unusable and the question wasdisregarded


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References Begnaud, B. (2007) The effect of athletic involvement on GPA: The benefits

of playing a sport - Associated Content from Yahoo! -associatedcontent.com. (n.d.). Associated Content from Yahoo! -associatedcontent.com. Retrieved November 3, 2010, fromhttp://www.associatedcontent.com/article/146382/the_effect_of_athletic_invo lvement.html?cat=25

Broh, B. (2002). Linking extracurricular programming to academic

achievement: Who benefits and why?.American SociologicalAssociation, 75(1), 69-95.

Chomitz, V., Slinning, M., McGowan, R., Mitchell, S., Dawson, G., & Hacker,

K. (2009). Is there a relationship between physical fitness andacademic achievement? Positive results from public school children inthe northeastern United States. Journal of School Health, 79(1), 30-36.

Coe, D. P., Pivarnik, J., Womack, C., & Reeves, M. (2006). Effect of physical

education and activity levels on academic achievement in children. American Journal of Sports Medicine, 38(8), 1515-19.

Dilley-Knoles, J., Burnett, J., & Peak, K. (2010). Making the grade: academic

success in today's athlete. The Sport Journal, 13(1), 7. Retrieved

December 20, 2010, fromhttp://www.thesportjournal.org/article/making-grade-academic-success-- -


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References continuedJonker, L., Elferink-Gemser, M., & Visscher, C. (2009). Talented

athletes and academic achievements: A comparison over 14

years. High Ability Studies, 20(1), 10.Jr., Thomas R. M. (n.d.). ATHLETICS - ATHLETICS - Playing sports

doesn't lift grades, study finds - NYTimes.com. The New YorkTimes - Breaking News, World News & Multimedia. RetrievedMarch 21, 2011, from

http://query.nytimes.com/gst/fullpage.html?res=950DE0D81239F93 5A2575BC0A96F948260

Silliker, A., & Quirk, J. (2002). The effect of extracurricular activity

participation on the academic performance of male and femalehigh school students.American Shool Councelor Association,44(4), 1-7.

Stegman, M., & Stephens, L. (2010, December). Athletics and

academics: Are they compatible?. High School Magazine, 7, 1-3.

Vail, k. (2006). Is physical fitness raising grades?.American School

Board Journal 193(30 33) 7

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