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These article provides information on academic support programs for student athletes. Various athletic-academic scandals have forced universities to provide needed academic support to student athletes. Campus consensus on academic support program must be developed by involving central administration, faculty, and athletic department personnel. Before selling up an athletic support program, a careful self-assessment can also serve as an example of institutional reform. A decision must be made whether the program should operate internally in the athletic department or externally in the campus administration. The first step in beginning an academic support program is assessing athletes through testing and records. The program should emphasize skill development and counseling, preferably in programs already existing for the general student body on campus. Budgets for large programs range between $250,000 to $500,000 a year. The program should be annually evaluated by looking at retention and graduation rates of student athletes. The program's success depends on the commitment of the university and the participation of the community.

The author discusses the importance of instituting NCAA academic reforms and maintaining the balance between academics and athletics. It offers an overview of the new NCAA academic standards and its solution to bridging the gap between athletics and academics. The author also points out the significant role coaches and academic/athletic advisors play in a student's athletic and academic career. She provides adequate information needed to develop better academic standards in hope of gaining successful academic support programs for student athletes.

The author discusses several topics, focusing mainly on student athletes and their performance academically. He offers a few useful methods for athletes to improve academic performance and achieve success in the classroom. He argues the importance of the National Collegiate Athletic Association and its newest provisions added to improve the academic requirements for student athletes at all universities. He offers practical information, relevant for this study while also making intriguing and stimulating points necessary for his research.

This article examines the academic services provided to student athletes on university campuses. The author describes the role of important figures, such as advisors, in athletes' collegiate career. He discusses several other factors that also contribute to athletes' academic achievement, but for the purpose of this research paper, information focusing on the influences responsible for maximizing academic performance of athletes were more important and useful. Nevertheless, much of the author's information was indeed interesting and resourceful.

The article discusses the importance of instituting NCAA academic reforms and maintaining the balance between academics and athletics. It offers an overview of the new ncaa academic standards and its solution to bridging the gap between athletics and academics. The author also points out the significant role coaches and academic/athletic advisors play in a student's athletic and academic career.

This article analyzes information on academic support programs provided for student athletes. Academic support must first focus on the involvement of the central administration, faculty, and athletic department. Also according to this article, an evaluation of the athletes through testing and records must be performed first to further improve the academic support. This article provides information necessary for developing an academic support program fit to supply sufficient support for athletes.

The author describes the necessary means needed to take place in order to get college academic programs up to par and back on track with ideal standards. He argues a convincing argument on how to attain an athletic program geared toward having sufficient academic outcomes. According to the author, the answer to achieve such a goal "lies within the organizational placement of athletics within the academic administrative structure" (12). Nonetheless, both student advisors and student athletes themselves play an important role in the outcome of their academic achievement. With adequate research, the author provides information that is valuable for this study at hand.

In this article, the author analyzes academic success through the eyes of athletes, which is rarely discussed or reviewed. He notes that controversy, surrounding suspect graduation rates, poor test score requirements, tutor scandals, and more, have been a problem for several years. Focusing on certain details related to academic struggles for student athletes, the author provides information that helps relate academics and athletics from a different perspective.

This paper investigates gender differences in academic performance among university athletes at an NCAA Division I school. Using regression analysis, the findings suggest that background scholastic achievement variables and race influence university academic performance for student athletes, but sport participation measures and race are negatively related to university academic performance for males only. The consequences of inequalities between men's and women's athletic programs are explored. Implications for academic programs are discussed. (Abstract from author as it appears on EBSCO.)

The authors explore the significance of different opportunities provided by college recreational sports (CRS) and its affect on student-athletes. They came to the conclusion from their study that academic performance excels when academic standards are brought to the administration first. Their results can help inform academic and athletic administrators, students, and the general public of the importance of continued support for recreational sports in college, and not just intercollegiate sports.

In a case study performed at the University of Minnesota, the authors developed a consensus about the determining factors linked to the correlation of academic performance and student athletes. They used these results to produce helpful ideas, useful for improving academic standards within universities athletic programs. Such recommendations ranged from academic support availability to university alum involvement. These findings give readers an idea and understanding of the requirements needed to have a successful academic support program in a university, however these results are also limited by the fact that the study was performed only at the University of Minnesota.

The author discuss many revisions NCAA continues to make to constantly improve and keep academic standards and programs up to date with ideal measures. He explores the timeline of NCAA reforms, starting with the first reforms that required little, if any, academic requirements for student athletes. He ends with the present position of the NCAA and its reforms, which are greatly improved with more realistic requirements for athletes' academics. Worsnop provides information useful for this study, while also making overall great points about the academic part of college sports.

This article discusses the addition of academic support programs on campuses and the increased student athlete advisory support at universities. Many state that their reason for such an addition is due to the new academic rules set by the NCAA. Although many universities are deciding to add new programs, increasing academic support is nothing new. Several colleges have faced scrutiny along the way for spending too much money on facilities and personnel necessary for improving academic programs. The authors do a great job of expressing the importance and need for such academic programs and support.

The latest NCAA graduation success rate report shows UD in the top 10 nationally with Notre Dame, Duke and Northwestern, among others.

This article examines the affects and consequences of illegal academic scandals. It discusses the impact of scandals, such as bumping test scores up so students can pass, and who it affects most. Kihl et al. came to the conclusion that the players themselves suffer the most. The team takes the hardest hit for academic scandals and other such corruptions. Although this article contains useful information, it only focuses on men's basketball program at a university.

The purpose of this paper is to describe content and methods of an academic course offered twice annually at an NCAA Division I University. With empirical support to the effectiveness of this academic approach to psychological skills training presented elsewhere (Curry & Maniar, 2003), the focus of this paper is on the type and extent of each intervention treatment during the 15-week semester course (Vealey, 1994). Course content includes applied strategies for best performance targeting, arousal/affect control, identifying purpose, goal setting, imagery, sport confidence, trust, flow, sport nutrition, on-/off-field problem solving, self-esteem, and life skills education on eating disorders and drug/alcohol abuse. Teaching methods include narrative story telling, small group activities, journal writing, cognitive-behavioral homework, brainteasers, and active learning demonstrations. [ABSTRACT FROM AUTHOR]