High School Athletic Participation Effects From Teacher Perspectives

High School Athletic Participation Effects From Teacher Perspectives by Chris Starostka MAT, Drake University, 2003 BA, Simpson College, 2001 Doctoral Study Submitted in Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 Abstract Studies of the effects of students playing sports in high school vary but results are mostly positive. This qualitative case study examined the perceptions of 15 teachers at a small rural Iowa high school to assess how they viewed the effects of sports participation on student athletes in the classroom and why the setting experienced a decline in participation numbers. The framework that drove this study was based on Pajares’s concept that teacher expectations may influence students and their academic performance and behaviors. The data included individual interviews from 15 teachers and teacher/coaches who had a minimum of 5 years teaching experience and had student athletes in their classrooms. The interviews were transcribed and analyzed for emergent themes. Findings revealed that increased academic performance, learned leadership traits, and teamwork were the perceived benefits to sports participation. Missed class time and stressful time requirements on student athletes were the perceived detriments. Findings also indicated that a need for more cohesiveness better and communication between teachers and teacher/coaches, and a need for higher eligibility standards for student athletes to participate in athletics. These findings were used to develop a policyStudies of the effects of students playing sports in high school vary but results are mostly positive. This qualitative case study examined the perceptions of 15 teachers at a small rural Iowa high school to assess how they viewed the effects of sports participation on student athletes in the classroom and why the setting experienced a decline in participation numbers. The framework that drove this study was based on Pajares’s concept that teacher expectations may influence students and their academic performance and behaviors. The data included individual interviews from 15 teachers and teacher/coaches who had a minimum of 5 years teaching experience and had student athletes in their classrooms. The interviews were transcribed and analyzed for emergent themes. Findings revealed that increased academic performance, learned leadership traits, and teamwork were the perceived benefits to sports participation. Missed class time and stressful time requirements on student athletes were the perceived detriments. Findings also indicated that a need for more cohesiveness better and communication between teachers and teacher/coaches, and a need for higher eligibility standards for student athletes to participate in athletics. These findings were used to develop a policy recommendation project that will update and overhaul the district’s current athletic eligibility policy. This project will enable more students to participate in athletics and remain eligible for sports participation and additional tutoring. Social change could result from increased participation in athletics, improved academic performance, and greater cohesion among teachers at the school. High School Athletic Participation Effects From Teacher Perspectives by Chris Starostka MAT, Drake University, 2003 BA, Simpson College, 2001 Doctoral Study Submitted in Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 Dedication This work is dedicated to my amazing wife, Natalie, who continued to push me to reach my goals even when I lost sight of them. Thank you and I love you. Acknowledgments I would like to thank all of the people who made this possible. There are way too many to name individually, but I would like to identify the following few: Dr. Mario Castro and the rest of my committee; my parents Ted and Kate and the rest of my family; all of my colleagues at the schools I have worked at; and the wonderful educators at Valley High School, Simpson College, Drake University, and especially Walden University who guided me to this point. This has been a long time coming and it was only possible through the efforts of all of these people. A sincere thank you from the bottom of my heart goes to all of you.