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What are the benefits of education-based athletic participation?

This is an excerpt from NIAAA's Guide to Interscholastic Athletic Administration-2nd Edition by NIAAA,Michael Blackburn,Eric Forsyth & Scott J. Smith.

By Mike Blackburn

Future Benefits of Education-Based Athletic Participation

Heath (1991) found that extracurricular participation is a strong predictor of adult success, comparable to academic achievement or standardized test scores. The real measure of success as an adult includes positive involvements in and contributions to the community, faith-based organizations, and society, along with a sense of well-being and happiness, achievement in a profession, and providing aid to other people. High school athletic programs are an ideal setting for learning real-life skills such as self-worth, confidence (Lomangino 2023), determination, structure, and loyalty. The habit of physical activity developed through school athletic program participation very often carries into adulthood health and wellness (PCSFN Science Board 2020).

Another study, shared by the National Center for Educational Statistics, focused on similar outcomes for high school varsity athletes eight years after graduation. The findings showed that former high school athletes have higher incomes compared to nonathletes, more postsecondary degrees, are more likely to participate in physical fitness in later life, and were less likely to use tobacco products (Carlson et al. 2005). After graduation, former varsity athletes are more likely than nonparticipants to earn a bachelor’s degree, be employed full time, have higher levels of income, and participate in physical fitness activities, while being less likely to smoke (Missouri High School Athletic Association 2008). Participation has a positive effect on future wage earnings later in life (Kosteas 2010). Those who had participated in sports in high school were better prepared for postsecondary education (NASBE 2004) and were more likely to develop good study skills (Gellner 2023), to take more rigorous courses, and to focus on long-term life accomplishments via short-term goals.

Those who participate in education-based athletics are less likely to be involved in risky behaviors, according to a University of Kansas study (CISGA 2022). Students who take part in education-based athletics are less likely to abuse alcohol, drugs, and marijuana, and are less likely to use tobacco (NATA 2023). The Utah Interscholastic Athletic Administrators Association claims on its website that student-athletes, after graduation, are more likely than nonparticipants to continue to (1) have a stronger sense of self-confidence in building relationships with others and have an expanded capacity for empathy; (2) demonstrate a better understanding of self and an understanding of how their actions affect others; and (3) engage in physical activity, reflecting they have developed better lifelong fitness habits (UIAAA 2020).

Other important personal qualities enhanced through participation in education-based athletics include resiliency, self-motivation, a strong work ethic, self-discipline, and initiative. Participants endeavor to distinguish themselves in citizenship, higher standards of behavior, and respect for self and others. The strengths of determination, dedication, and resourcefulness are prevalent. Having positive mentors, expanding relationships by meeting new people, working with diverse personalities (Chen 2022), and developing patience and persistence are benefits of participation. Additional attributes include integrity, honesty, reliability, and ethical behavior. Athletes in school programs dream big dreams and are goal oriented, thriving on adaptability, positive attitude, and self-awareness. Leaders promote patience, responsibility, empathy, and compassion. Pride in effort and a willingness to create a foundation on which other areas of success are built is often an outgrowth (Sheehy 2002). Success is often attributed to perseverance more than talent, and being passionate about athletic programs can promote enthusiasm in later life endeavors.

All these qualities and benefits are not to say that running, jumping, lifting, catching, kicking, or throwing are more important than academics. Nor is it to suggest that sports participation is more important than family time, spiritual commitment, or assisting those in need within our communities. However, few pursuits have such a high educational payoff as school-based athletics. Santee Ruffin, who served in urban services with the National Association of Secondary School Principals, stated in a speech his belief in the power of athletics programs when he said that athletics in schools

represent the salvation of our schools and maybe the nation. They promote academic achievement, equal access to opportunity regardless of race and class, cultural understanding, and self-esteem by giving youth a place to be loved, cared for, and to belong, a place where they can make mistakes and still be accepted (MHSAA n.d.).

To summarize, research has garnered a number of overriding conclusions regarding education-based athletic programs and their relationship with student-athletes, schools, and communities. Athletic programs develop loyalty toward the educational mission of the school and are a rallying point to support student efforts. Regardless of gender, race, generation, era, or demographic, students benefit from participation in interscholastic athletics in developing social and personal character. Interscholastic athletic programs build a foundation on which participants formulate decision-making ability related to moral integrity and strength of character. The educational experience is enhanced for these students through self-motivation to be in attendance, achieve in the classroom, and conduct themselves appropriately.

More Excerpts From NIAAA's Guide to Interscholastic Athletic Administration-2nd Edition

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