Diya Ganguli
Research Mentor(s): Michael Mignano
Mentor Department: Movement Science
Authors:
Session: Session 5 (2:00pm – 2:50pm)
Presentation Type: Poster 42
Abstract
Since its implementation in 2003, the NCAA’s Academic Progress Rate contributes to the success or failure of a head coach and may be a factor when a new coach is being hired. It has been acknowledged that the NCAA has an issue with the minimum academic eligibility requirements for athletes, but there is a gap in scores with the transfer of coaches and graduation rates of athletes compared to non-athletes. This study utilizes data from previous studies and the collection of APR scores of coaches from different conferences, such as BIG10 and SEC. At first glance, the measures to hold coaches accountable for the academic performance of their athletes differed by institution. Some schools consistently hit 980+ because of the prestige of the school but others struggled to achieve the minimum standards of 930. Certain standards are expected based on conference. However, the standards were not explicitly stated, but more of a media rivalry of which college has more driven and academically successful athletes. We found that coaches are not held to a standard as they do not dictate their player’s class load or test scores. They can only encourage players as it might reflect badly on the coach, but their players’ drive and ability for academic success is on the players themselves as many rely on scholarships and have to upload certain credentials. Another factor examined was that coaches encourage players by having a transformational leadership style (flexible, approachable, sense of urgency, supportive, and value-driven). Thus, a coach’s approachability and leadership style that inspires players to dedicate time and effort to their studies and contribute to a higher APR.
