Tessa Gromoll & Christy Lock

University of West Georgia

Triple Threat: Tutoring Student Athletes

Triple Threat Overview

• Discuss challenges tutors face when working with student athletes

• Provide reasons student athletes may seem challenging

• Create a GAME PLAN to combat challenges and make tutoring sessions successful

Student athletes can seem: Unmotivated Distracted Difficult to deal with at times As if they have unrealistic expectations

Time management can be difficult: Working around student athletes’ schedules Catching up from work missed at away games Finding time for your own school work

Challenges Faced By Tutors

What are some common challenges

you face when working with

student athletes?

Demanding schedules set up by others Morning workout (5:30 AM) Breakfast/team meetings… Class… class… class… Lunch Class… Meetings… Training Practice… Study time… (9:00 PM or later)

Constantly monitored and evaluated Coaches Professors Fans Peers Tutors

Reasons Tutors May Face Challenges: Experiences of Student Athletes

Upholding status/Being in the spotlight Self efficacy and filling stereotypes Striving to be the best on the court, field, etc.

Prone to at-risk behavior (Lewis, 2008) More likely to use sex, drugs, and alcohol

Reasons Tutors May Face Challenges: Experiences of Student Athletes

Can lack wellness (Etzel, Watson, Visek, & Minar, 2006) Overtraining Lack of sleep Poor nutrition/eating disorders

May be underprepared Presidential exceptions for college acceptance

Faced with stereotypes (Woodruff & Scahllert, 2008) Identity: Student Athlete or Athlete Student?

Reasons Tutors May Face Challenges: Experiences of Student Athletes

So what…. ?

Create a

GAME PLAN!TRIPLE THREAT

1. DRIVE2. SHOOT3. PASS

Don’t foul out early in the game—CREATE CONTRACTS! Sets expectations Helps keep sessions on track

Keep stats—SET GOALS AND TRACK EM’! Set goals for individual tutoring sessions Write goals down and track progression

Stay out of the paint—USE TIME WISELY! Motivate student athletes to reach goals, but don’t spend too much time on

one subject or topic Make sure students are progressing towards goals and setting new ones

DRIVEDrive to the goals using motivation and persistence!

Be a team player Use sports terminology in session (…or don’t) Be supportive and show interest

Go to game/match Ask how team is doing

Know your opponent—the material Be aware of what the student athlete is covering in the course Anticipate questions that could be asked Stay on track with material

Don’t spend too much time on one problem/explanation

Take shots from different angles Try different methods/techniques to keep sessions interesting Figure out what works for your “team”

SHOOTDon’t be afraid to take shots!

Know student athletes’ LEARNING STYLES Kinesthetic/Interactive Learning*

Carrying out physical activity Running plays at practice “Practice makes perfect”

Visual Learning Association with images

Watching films Seeing plays drawn out

Auditory Learning Listening/hearing

Communicating with teammates in games or practice Music used to mentally prepare

PASSDon’t be a “ball hog” pass along study tips and tricks!

Retain Knowledge

Comprehend Information

Organize Facts

Make Connections

Study Tips and Tricks

Predict Test Questions Allow students athletes to create an test questions for specific topic and use

questions on mock exams

Create Mock Exams/Quizzes Use predicted test questions and create your own Allow time to debrief incorrect answers

Timelines Used for processes, dates Relate to sports to get students athletes to connect to material (game time frames)

Note Cards Used for vocabulary, formula, concepts Make sure student athletes know how to use them effectively

PASSDon’t be a “ball hog” pass along study tips and tricks!

(The Leader’s Guide to Supplemental Instruction, 2006)

Study Tips and Tricks

Play Games Q&A Tick Tack Toe Verbal Volleyball

K-W-L Activate prior knowledge and build upon information

What I Know What I Want to know What I Learned

One Minute Paper Have student athletes write about a certain topic for one minute and discuss or use

as a basis for session

PASSDon’t be a “ball hog” pass along study tips and tricks!

(The Leader’s Guide to Supplemental Instruction, 2006)

Study Tips and Tricks

Create Acronyms Example: PMAT Make remembering lists or concepts fun, but don’t spent too much time on this

Rhyme Time Incorporate songs, raps, or poems to remember information Make it fun, but don’t spent too much time on this either

Encourage Visits with Professors Creates relationship that is connected to the course May lessen stereotypes

PASSDon’t be a “ball hog” pass along study tips and tricks!

Motivational tips for student athletes Assist with time-management Help to clear their minds and focus Be positive and encouraging Envision success

Motivational tips for tutors** Focus on successful sessions—keep a positive attitude Don’t stress! Take deep breaths and remember the contract that you created in

the beginning of the sessions Make sure you manage your own time wisely

PASSDon’t be a “ball hog” pass along study tips and tricks!

Challenges when tutoring student athletes

Reasons tutoring student athletes can be challenging

Creating a GAME PLAN Drive towards the goal! Take shots! Pass along study tips and tricks!

Conclusion

QUESTIONS

?????????

Etzel, E. F., Watson, J.C., Visek, A.J., Maniar, S.D. (2006). Understanding and promoting college student-athlete health: Essential issues for student affairs professionals. NASPA Journal, 43(3).

Gayles, J., & Shouping, H. (2009). Athletes as students: Ensuring positive cognitive and affective outcomes. New Directions for Higher Education, 148, 101-107.

Lewis, T. F. (2008). An explanatory model of student-athlete drinking: the role of team leadership, social norms, perceptions of risk, and coaches' attitudes toward alcohol consumption. College Student Journal, 42, 3. p.818(14).

Quatromoni, P.A.(2008). Clinical observations from nutrition services in college athletics, Journal of the American Dietetic Association,108 (4), 689-694.

The Leader's Guide To Supplemental Instruction (pp. 75-87). (2006). Study Skills. Kansas City: University of Missouri.

Woodruff, A., & Schallert, D. (2008). Studying to play, playing to study: Nine college student-athletes’ motivational sense of self. Contemporary Educational Psychology, 33(1), 34-57.

Yopyk, D. & Prentice, D.(2005). Am I an athlete or a student? Identity salience and stereotype threat in student–athletes. Basic and Applied Social Psychology, 27(4), 329-336. doi:10.1207/s15324834basp2704_5.

Yusko, D., Buckman, J., White, H., & Pandina, R. (2008). Risk for excessive alcohol use and drinking related problems in college student athletes. Addictive Behaviors, 33, 1546-1556.

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