Fordham University’s Academic Excellence in Athletics
On August 1, 2024, Fordham University (2024 USNews Ranking: 89) proudly announced that its men’s and women’s soccer programs have received the Team Academic Award from the United Soccer Coaches for the 15th consecutive season. This prestigious accolade recognizes the outstanding academic performance of both teams, highlighting the dual achievements of student-athletes in both academics and athletics. Fordham University has long emphasized the importance of balancing academic pursuits with athletic endeavors, demonstrating a commitment to developing well-rounded student-athletes. The receipt of this award not only acknowledges the hard work of the athletes in their studies but also reflects the dedication of the coaching staff and the institution’s focus on academic success.
The significance of this achievement extends beyond mere recognition; it serves as a testament to the broader implications of academic success in collegiate athletics. As we delve deeper into the impact of academic achievements on student-athletes’ performance, the role of coaching staff in promoting academic success, the importance of balancing academics and athletics, and the long-term benefits of academic awards for university sports teams, we can better understand the holistic approach that institutions like Fordham University are taking in shaping the future of college sports.
Impact of Academic Achievements on Student-Athletes’ Performance in Sports
The relationship between academic success and athletic performance is a topic of increasing interest in the realm of collegiate sports. The National Collegiate Athletic Association (NCAA) celebrated the 20th anniversary of its Division I academic success initiative on June 4, 2024, releasing the latest four-year Academic Progress Rate (APR) data. The national average APR has remained steady at 984, indicating a continuous rise in the academic performance of student-athletes. This upward trend is particularly noteworthy when compared to the four years preceding the COVID-19 pandemic (2015-16 to 2018-19), during which the overall national average increased by one point.
Specific sports have shown varying changes in their APRs, with baseball and men’s basketball seeing increases of one and two points, respectively, while soccer and women’s basketball experienced declines of one and two points. Over the past two decades, 21,365 former student-athletes have returned to campus to complete their degrees after exhausting their athletic eligibility, contributing to their original teams’ APR scores. Nearly 11,000 of these returning student-athletes came from football, baseball, and both men’s and women’s basketball programs.
NCAA Academic Committee Chair Robert Davis emphasized that degree completion remains a priority for the committee, which is committed to developing effective programs and legislation to assist more former student-athletes in completing their degrees and enhancing their overall experience. NCAA Vice President Dave Schnase also noted that the success of student-athletes in the classroom is largely attributed to their efforts and the support available on campus.
The establishment of the Division I Degree Completion Scholarship program in 1989 has provided financial support to student-athletes, helping them complete their studies within five years. Over the past 35 years, this program has awarded more than $30 million to over 2,900 student-athletes. Furthermore, in 2018, the Division I Board of Directors passed legislation requiring schools to provide degree completion funding for former basketball players, with plans to expand this initiative to all sports in the summer of 2024.
The APR for Division I teams is calculated using a straightforward formula that rewards student-athletes for maintaining academic progress and graduating. Although the public reporting of APRs resumed in 2022 following the COVID-19 pandemic, teams with scores below 930 are no longer subject to mandatory penalties that would disqualify them from postseason play, instead receiving conditional waivers.
This data underscores the critical link between academic success and athletic performance. Student-athletes who excel in their studies often demonstrate improved focus, discipline, and time management skills, which can translate into better performance on the field. The recognition of academic achievements, such as the award received by Fordham University, serves to motivate student-athletes to strive for excellence in both their academic and athletic pursuits.
Role of Coaching Staff in Promoting Academic Success Among Athletes
The role of coaching staff in fostering academic success among student-athletes cannot be overstated. Coaches are not only responsible for developing athletic skills but also play a crucial role in guiding student-athletes toward academic achievement. Dan Keating, a coach known for his comprehensive approach to athlete performance enhancement, emphasizes the importance of integrating physical training with academic monitoring to help athletes succeed both on and off the field.
Keating believes that physical training encompasses more than just strength training, cardiovascular conditioning, flexibility training, and sport-specific drills. It requires tailored training programs that address the unique needs of each athlete, ensuring they remain physically healthy and capable of resisting injuries. He points out that systematic physical training can enhance athletes’ endurance, strength, speed, and agility, but overtraining can lead to fatigue and injuries. Therefore, incorporating rest and recovery periods into training regimens is essential.
In terms of academic monitoring, Keating stresses that maintaining a balance between athletics and academics necessitates structured academic support. He advocates for the establishment of academic monitoring systems that facilitate regular communication with academic advisors, provide tutoring and study time, and allow for the timely identification of issues that may arise. This support helps athletes maintain academic eligibility and alleviates the pressure that can arise from juggling both athletic and academic commitments.
Keating has proposed several strategies to assist athletes in balancing physical training with academic responsibilities. First, he emphasizes the importance of time management training, teaching athletes how to effectively manage their time to balance academic and athletic commitments. Second, he advocates for flexible training schedules that accommodate the academic calendar, allowing for adjustments based on the demands of coursework. Finally, he highlights the need for an integrated support system that fosters collaboration among coaches, academic advisors, and counselors, creating a network that addresses both the physical and academic needs of student-athletes.
The results of Keating’s comprehensive approach have been significant. Athletes report feeling more supported and less stressed, enabling them to focus more effectively on both the field and in the classroom. By fostering this balance, student-athletes not only achieve outstanding athletic performance but also attain better academic results and higher graduation rates. Keating firmly believes that this balanced approach is key to cultivating well-rounded, successful student-athletes. In the evolving landscape of college athletics, the true measure of success lies not only in game scores but also in performance both inside and outside the classroom.
Importance of Balancing Academics and Athletics in College Sports Programs
The future management of college athletics hinges on the ability of athletic directors and other sports administrators to bridge the ongoing divide between athletics and academics. Faculty perceptions of athletics and student-athletes significantly influence academic achievement and campus experiences. According to former NCAA President Myles Brand, many faculty members hold a “standard view” that regards athletics as merely an extracurricular activity with limited educational value, viewing coaches as strategists on game day rather than true educators. This perspective marginalizes athletics from the educational mission and overlooks the developmental benefits of athletic participation for student-athletes.
Brand advocates for a more enriched “integrative view,” positing that athletics is a vital component of the educational experience, capable of fostering skills such as teamwork, empathy, work ethic, resilience, and leadership. By recognizing athletics as akin to the performing arts, faculty members can better appreciate the educational value of sports.
A survey conducted among faculty at a public research university in the Midwest revealed a complex view of athletics. While faculty acknowledged the importance of athletics in the university’s mission, they also expressed concerns that sports sometimes detract from educational goals. Despite recognizing the value of athletic participation in cultivating essential skills, faculty members were hesitant to view student-athletes’ involvement in sports as equivalent to classroom learning.
Faculty perceptions of the athletic department also reflect a desire for financial management within the sports program to align with other campus units, with expectations for the athletic department to be self-sustaining. Nevertheless, the athletic department at the university in question is one of the few self-sufficient programs at the NCAA Division I level, consistently providing funding support for academic research.
To strengthen the connection between athletics and education, it is recommended that athletic directors and administrators emphasize the link between academics and athletics, encouraging collaborative projects between faculty and athletic staff, and increasing opportunities for student-athletes to engage in research initiatives. Additionally, redefining the role of athletics in higher education to align more closely with academic standards and fostering collaborative relationships between faculty and coaches can help achieve a more integrated approach to athletics and academics.
By implementing these measures, universities can strike a balance between athletic success and academic excellence, promoting the holistic development of student-athletes. The recognition of academic achievements, such as the award received by Fordham University, serves as a powerful reminder of the importance of this balance in shaping the future of college sports.
Long-Term Benefits of Academic Awards for University Sports Teams
The long-term benefits of academic awards for university sports teams extend beyond immediate recognition. On July 22, 2024, EA Sports announced the release of its new college football video game, “College Football 25,” set to launch on July 19. This marks the first college football game release since 2013, made possible by student-athletes’ ability to be compensated for the use of their names, images, and likenesses (NIL). The return of this game has generated significant excitement among fans and highlights the evolving landscape of college athletics.
In the game, Texas quarterback Arch Manning received an overall rating of 87, despite not yet starting as the team’s quarterback. Manning initially declined EA’s invitation but announced via social media on July 9 that he would appear in the game. EA confirmed that all 134 Football Bowl Subdivision (FBS) teams would be included, with over 12,800 players receiving invitations to participate.
The cover athletes for the game include Quinn Ewers from the University of Texas, Travis Hunter from the University of Colorado, and Donovan Edwards from the University of Michigan. Additionally, EA revealed the highest-rated player in the game, cornerback Will Johnson from the University of Michigan, who received a rating of 96.
The game will feature classic modes such as “Dynasty Mode” and “Road to Glory,” while also introducing new elements like the transfer portal. It will include college football playoffs for 12 teams and all bowl games, enhancing the gaming experience for fans.
Moreover, EA Sports has announced the inclusion of a new gameplay feature called CampusIQ, which incorporates wear and tear systems, player abilities, and home-field advantages, aiming to provide a faster-paced gaming experience.
The release of “College Football 25” signifies a revival of college football video games, capturing the attention of numerous fans. This resurgence not only reflects the growing popularity of college athletics but also underscores the importance of academic achievements in shaping the narratives surrounding student-athletes.
The recognition of academic excellence, as exemplified by Fordham University’s soccer programs, contributes to a positive image of student-athletes and reinforces the notion that academic success is integral to athletic achievement. As universities continue to prioritize academic performance alongside athletic prowess, the long-term benefits of such recognition will resonate throughout the collegiate sports landscape.
Conclusion
In conclusion, Fordham University’s achievement in receiving the Team Academic Award for its men’s and women’s soccer programs for the 15th consecutive season serves as a powerful reminder of the importance of academic excellence in collegiate athletics. The impact of academic achievements on student-athletes’ performance, the role of coaching staff in promoting academic success, the necessity of balancing academics and athletics, and the long-term benefits of academic awards all contribute to a holistic approach to developing well-rounded student-athletes.
As institutions like Fordham University continue to emphasize the significance of academic success alongside athletic performance, they pave the way for a future where student-athletes are recognized not only for their contributions on the field but also for their dedication to their studies. This balanced approach fosters an environment where student-athletes can thrive both academically and athletically, ultimately leading to a more enriching college experience and a brighter future for all involved in collegiate sports.
