This episode of Perspective on Athletics is a bit different than usual. Rather than addressing one topic, I will offer some of my random, and not so random, thoughts on how intercollegiate athletics needs to change, or at the very least engage in discussion about serious issues that continue to plaque the environment. The tables need to turn. Everyone on campus needs to look at athletics differently and realize the impact all actions have on student-athletes, not just the institution. Athletics provides a unique classroom environment that cannot be duplicated anywhere else on campus. Still, that doesn’t mean athletics departments should be able to do whatever they want.
My Key Principles for Intercollegiate Athletics
It may seem naive and oversimplified, but we all have made athletics way to complicated. ‘Student-athlete’ is an oxymoron at many Division I programs, yet they still preach a commitment to education and graduation. And when anyone challenges the hard facts, there is always a “but….”
Most of the friction generated about athletics comes from publicity and perceptions of NCAA Division I programs. But even the “purists” in NCAA Division III have their issues. There is the trickle down effect and the “wannabe” complex that fuels all division’s increasing appetite for advantages. Keeping up with the Jones’ for facilities, funding and personnel resources dominates all levels.
Here are my principles for intercollegiate athletics. Many are related to the chaos at Division I, but all levels could use some self-reflection and clarity of purpose. If programs adhere to these basic philosophies the collegiate model of athletics could exist with little or no friction or scandal. Send me your feedback, I’d love to get reactions.
Athletics programs should NOT be self-sustaining
With little or no reliance on institutional funds, an athletics program grows a sense of independence when reform efforts expect integration. An institution that is responsible for funding a portion of its athletics program will have a much deeper vested interest in its operation and oversight. And this would help keep spending in check. That doesn’t mean reducing expenditures necessarily, but spending would need to be justified by more than available revenue streams. Institutions should, at minimum, fund the full cost of athletics financial aid for its sponsored programs. This approach promotes community and creates a connection with the institution for student-athletes, not just affiliation with the athletics department.
Forget about leveling the playing field
It will never happen. As soon as a measure is instituted with the intention of fairness, some school, coach, fundraiser or administrator will find an advantage and exploit it. It’s human nature and a part of competition. Someone wins and someone loses. A level playing field is not the answer. A commitment to common principles rather than maximizing revenue, is.
Oversight for athletics is too big a job to push onto presidents
There is not enough time day-to-day for presidents to be actively engaged. This reporting structure also works counter to the integration principle by setting athletics apart from other student affairs units. The President needs to be accountable for athletics, and may oversee the program, but some other senior administrator needs to be working regularly with the Athletics Director.
Coaches impact students more than anyone on campus
This relationship is powerful and therefore must be understood, supported and respected. There is no other person on campus that will develop as strong a relationship or have more influence on a student than his or her head coach. All institutions need to acknowledge and embrace this simple fact.
Coaches must be held accountable for success, not just winning
Success needs to be clearly defined within each institution and athletics program. It can’t just be winning and it can’t just be student-athlete satisfaction. Real outcomes that align with the overall educational mission must be incorporated into athletics goals and assessment.
Figure out a different role for Conferences
Right now big time conferences hold all of the power because they are the negotiators and keepers of the TV contracts. Explicit definitions on what a conference can, and cannot, do need to be established. For example, geography should play into who can become a part of a conference. This would keep some attention on the impact for student-athletes due to travel. Maybe all compliance matters start and end with conferences. This way, the NCAA would not have to worry about keeping a level playing field across all of the conferences.
Academic reform needs to happen at the institutional level
While the NCAA reforms are significant and admirable, it will always be flawed and exploited. For those institutions where student-athletes perform above the standard, the reform is meaningless. For those that do not meet the standard, it creates a sense of urgency for a “quick fix.” In reactive modes, programs add compliance and academic support staff looking for band-aids to keep student-athletes eligible based on NCAA requirements rather than restructuring at the campus level and identifying what student-athletes should be achieving academically.
College isn’t for everyone
If a student-athlete cannot succeed in college, everyone suffers the consequences. Let’s figure out a better alternative. Creating a minor-league system in all major sports would address this issue and likely reduce the ‘one-and-done’ syndrome that big time college basketball suffers from today.
Create a different academic model for short-term student-athletes
Why insist that a student-athlete earn a bachelor’s degree when an associate’s degree or trade certificate would better serve students? Develop programs that will provide student-athletes will the skills needed to succeed after leaving college instead. This approach would serve Division I football and basketball well if the trend of ‘one-and-done’ continues.
Treat football and men’s basketball differently
Almost all other programs have proper perspective. Student-athletes perform well academically and graduate at higher rates than the general student body. But the realities of Division I football and basketball do not provide enough time for student-athletes to dedicate to academics. It seems reasonable to adjust expectations for these two sports if the demands continue as they are now.
Student-Athlete are caught in the middle
Faculty have expectations and demands. Coaches have expectations and their own demands. The two often conflict and leave the student-athlete trying to decide who to disappoint in any given week. Faculty and administrators need to recognize this fact. Open communication and conflict resolution needs to be a part of an athletics program’s operating policies. Clearly establish what faculty can expect from student-athletes and what the athletics program can expect from faculty regarding classwork and lack of attendance due to team travel.
Don’t expect all student-athletes to perform academically on par with other students
Many do, by the way. However, the extraordinary commitment needed to participate in college athletics commands time, energy and attention. This is not an excuse for lower academic performance, but a plea to have faculty and others recognize the achievement of student-athletes who perform on par with other students. Within the general student body there are high performers and low performers. Why would anyone expect that it would be any different for student-athletes?
Winning is not the enemy
The obsession to win is often criticized. Vince Lombardi is also often misquoted as saying ‘Winning isn’t everything, it’s the ONLY thing’. Lombardi spoke, rather, to the DESIRE to win as one of the most important characteristics for success. These are two very different, yet intimately linked, concepts. Competition and the desire to excel at competition are good traits, as longs as everything else is kept in perspective.
Winning is a byproduct of doing things right
There are no shortcuts. There is no magic bullet. A solid plan with aggressive goals and objectives is necessary, along with conviction, fortitude and patience. Quick fixes rarely last. Failure is rarely fatal. Build a strong foundation and you’ll succeed more than you fail.
Respect for the game is paramount
No one player or coach is bigger than the sport. Disrespecting the game by showboating, excessive celebration or anything that promotes “me” instead of “we” ruins sport. The media bears a large responsibility here to not glorify showboating.
Do not permit players’ names on uniforms
There is only one thing that should appear on any institutional apparel: the college or university name, and maybe a logo… I’m not against marketing as longs as it promotes the institution and not individual student-athletes.
Do not allow media to stage photography or video of student-athletes
Media should only be permitted to use action photography from competitions or official mug shots issued from the athletics media relations department. As soon as Sports Illustrated or others feature student-athletes on their covers or inside their publications in posed situations, it becomes about ‘me’ rather than the institution, program or team.
Student athletes are entitled to opportunity, nothing more
Pay for play? Heck no. However, covering full cost of attendance is essential and changes need to be made to athletics financial aid by-laws to allow for additional expenses that all students incur (traveling home, meals, entertainment etc.) that many students pay for with part-time jobs.
Coaches are entitled to annual contract, nothing more
Multi-year contracts are meaningless. Buyouts are more prevalent than demonstrated loyalty. Annual review and renewal of coaching contracts should be the standard. And maybe if a coach doesn’t deliver on his objectives a pay cut is in order. Accountability is key and it must include more than winning games.
Athletics participation is curricular, not extra- or co-curricular
Faculty and administrators need to understand the role athletics plays in the lives of young men and women who choose athletics as their passion. It does not detract from learning; rather, it supports and enables it. Use this simple fact to motivate student-athletes. Recognize their commitments and acknowledge their dedication and successes.
Don’t expect student-athletes to participate in everything on campus
The reality is that their lives are BUSY. Our studies show that student-athletes have little time for anything else beyond academics and athletics… and student-athletes wouldn’t have it any other way. If someone gave them an extra two hours a day, they would go workout, sleep or study, most likely in that order. Most have no burning desire to attend a play or get active in student government. They are already pursuing their passions on campus.
Student-athlete satisfaction is not a good assessment measure
Too much clouds their perspective and judgement. Athletics departments must regularly conduct assessments of their student-athlete experience, and if open and consistent communication exists student-athletes will provide useful information rather than just their gripes and frustrations.
Former student-athletes give the best perspective on their experiences
Time is an invaluable lens that clarifies importance of the many lessons learned, though at the time they didn’t seem like lessons. Athletics programs should regularly engage former student-athletes in a discussion about what their experience meant and how it impacts their current lives.
If we can start to look at athletics as a unique classroom experience that cannot be duplicated anywhere else on campus, we might approach things a little differently. We might keep student-athletes at the forefront of all discussions and decision making. After all, that is why intercollegiate athletics exists in the first place: to help students learn, grow and ultimately succeed in life.
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