THE RELA TrONSHIP BETWEEN ACADEMICS AND ATHLETICS

By

Erin Sullivan

A Research Paper Submitted in Partial Fulfillment of the

Requirements for the Master of Science Degree

In

Education

The Graduate School

University of Wisconsin-Stout

December 22, 2010

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The Graduate School University of Wisconsin-Stout

Menomonie, WI

Author: Sullivan, Erin P.

Title: The Relationship Between Academics and Athletics

Graduate Degree/ Major: MS Education

Research Adviser: Steven P. Terry, Ph.D.

Month/Year: December, 2010

Number of Pages: 26

Style Manual Used: American Psychological Association, 6th edition

Abstract

This research paper will look at the relationship between academics and athletics and

investigate the importance of academic success and participation in collegiate athletics. The

research was collected from 37 student-athletes at the University of Wisconsin-Stout, an NCAA

Division III institution in Menomonie, WI. A survey was conducted asking the student-athletes

in baseball, soccer, and volleyball a variety of questions about the relationship between

academics and athletics. The relationship between educational responsibility, character and

athletics will be examined. In the results chapter each question in the survey will be addressed

and the results will be investigated.

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Table of Contents

Abstract ............................................................................................................................................2

Chapter I: Introduction ....................................................................................................................5

Statement of the Problem .....................................................................................................6

Research Questions ..............................................................................................................7

Definition of Terms..............................................................................................................7

Assumptions of the Study ....................................................................................................7

Limitations of the Study.......................................................................................................8

Chapter II: Literature Review ..........................................................................................................9

Athletics and Character ........................................................................................................9

Educational Responsibility ................................................................................................11

Chapter III: Methodology ..............................................................................................................14

Subject Selection and Description .....................................................................................14

Instrumentation ..................................................................................................................14

Data Collection Procedures ................................................................................................15

Data Analysis .....................................................................................................................15

Limitations .........................................................................................................................15

Chapter IV: Results ........................................................................................................................16

Survey Questions Analysis ...............................................................................................16

Chapter V: Discussion ...................................................................................................................21

Limitations of the Study....................................................................................................21

Conclusions ........................................................................................................................21

Recommendations ..............................................................................................................22

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References ......................................................................................................................................23

Appendix A: Survey ......................................................................................................................25

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CHAPTER I: INTRODUCTION

It’s not about getting a scholarship, getting drafted, or making ESPN SportsCenter. It’s a deep

need in us that comes from the heart. We need to practice, to play, to lift, to hustle, to sweat. We

do it all for our teammates and for the girl in our calculus class we don’t even know. We don’t

practice with a future Twins first baseman; we practice with a future sports agent. We don’t lift

weights with a future Olympic wrestler; we lift with a future doctor. We don’t run with a future

Wimbledon champion; we run with a future CEO. It’s a bigger part of us than our friends and

family can understand. Sometimes we play for 2,000 fans, sometimes 25. But we still play hard.

You cheer for us because you know us. You know more than just our names. Like all of you, we

are still students first. We don’t sign many autographs, but we do sign graduate school

applications, MCAT exams, and student body petitions. When we miss a kick, or strike out, we

don’t let down an entire state. We only let down our teammates, coaches, and fans. But the hurt

in our hearts is the same. We train hard. Lift, throw, run, kick, shoot, dribble, and lift some more,

and in the morning we go to class. Still the next day in class we are nothing more than students.

It’s about pride in ourselves, in our school. It’s about our love and passion for the game. And

when it’s all over, when we walk that court or field for the last time, our hearts crumble. Those

tears are real but deep down inside, we are very proud of ourselves. We will forever be what few

can claim: college athletes.

There are questions surrounding academic achievement and athletics in the college

setting. Some people might wonder if and how the two are at all related. The obvious thing these

people question is if being a college athlete helps or hurts your academic success. The above

words touch on many aspects of academics and athletics. The main question that begs an answer

is whether a college student can have passion for both academics and athletics.

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A majority of the research will focus on Division III academic and athletic programs. A

statement from the National Collegiate Athletic Association (NCAA) says “Division III athletics

offers student-athletes the opportunity to become well-rounded individuals who successfully

integrate athletics and academics. Student-athletes are integrated into the student body, and they

experience the full range of college life” (NCAA website). The major difference between

Division I, II, and III athletics is that you can get athletics scholarships at the Division I and II

levels, so that is why the NCAA places emphasis on becoming a well-rounded individual both

academically and athletically and the total college experience at the Division III level.

One important thing that athletics teaches student-athletes is how to budget time and also

how to develop positive values that could in fact turn into positive study habits (Miracle, 1994, p.

136). Time constraints weigh on a student-athlete’s mind, but being a student-athlete will teach

you how to manage your time. Organization also goes along with this. Someday when these

student-athletes start looking for a job, organization will be a big key for them. It may also be

argued that athletic involvement helps to develop self-esteem. “The self-esteem gained from

athletics could create a higher level of aspiration in other areas, including academics” (Miracle,

1994, p. 136).

One thing universities can do to help their student-athletes succeed academically is to

provide tutoring services or academic monitoring. Most athletic programs do a decent job of

providing these services to their student-athletes (Brand, 2001, journal). It is important to put

student-athletes in situations in which they have the best chance of succeeding.

Statement of the Problem

The purpose of this study is to investigate the relationship between academics and

athletics at the University of Wisconsin-Stout. In the fall semester of 2010, both male and female

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student-athletes in baseball, volleyball, and soccer were asked to participate in a survey to

compare the relationship between academics and athletics.

Research Questions

1. Is there a relationship between academics and athletics?

2. Is there a relationship between academic success/failure and athletics?

3. Do student-athletes think athletics takes time away from academics?

Definition of Terms

The following terms are defined in relationship to the context of this research:

Academics – The full credit load that a student has while at UW-Stout

Academic success – A student-athlete that achieves at least a 2.0 GPA to remain

athletically eligible

Nontraditional season – Athletically related activity during the offseason, which includes

one date of competition and 16 practice days, but no more than four days per week all during a

five week period

Off-season – The time during the academic year when athletic competitions are not

taking place

Season – When the actual athletic competitions take place during the academic year

Student-athlete – Male or female that participates in a varsity, NCAA sanctioned sport

while obtaining full-time student status at UW-Stout

Assumptions of the Study

• Every student-athlete will answer the survey honestly

• Every student-athlete that participates will be doing so because they want to, the survey is

not mandatory

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Limitations of the Study

• Survey return rate

• Confidentiality issues

• The size of the sample population

• Only student-athletes from three sports will be surveyed

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CHAPTER II: LITERATURE REVIEW

This chapter will present research about athletics and academics and will be broken up

into sections. The first section will focus on athletics and character. The next section will

mention time constraints. And finally educational responsibility will be reviewed.

Athletics and Character

There is an ongoing debate if sport builds character. Many people say it does while others

say there is no way. Others say that it could just be an assumption. Gerdy states “the claim that

athletics participation plays a critical role in the educational process has been a widely held

assumption in the United States” (2000, p. 115). The thought could be that whenever you face

any kind of adversity, you are building character. The key thing to remember is that it is only an

assumption. So here is a thought on the positive role of character building through athletics.

Sports is a vital character builder. It molds the youth of our country for their roles as

custodians of the republic. It teaches them to be strong enough to know they are weak

and brave enough to face themselves when they are afraid. It teaches them to be proud

and unbending in honest defeat, but humble and gentle in victory….It gives them a

predominance of courage over timidity, of appetite for adventure over loss of ease

(Gerdy, 1997, p. 36).

Another positive attribute athletics building character can be summed up like this. The lessons

you learn in the classroom are important, but so are the lessons you learn out on the playing field

such as discipline, teamwork, and perseverance (Gerdy, 1997, p. 36). The things you learn out on

the playing field can not only build character, but may be considered life transferable skills.

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Those involved in collegiate athletics often point to the character developing qualities on

participation in sport. In his article in the educational value of the athletic experience, Durbin

(1986) states:

Although intangible in terms of empirical information, most educators as well as critics

readily admit that athletic participation helps develop basic values such as self-respect,

self-esteem, self-confidence, and competitive spirit; further, that the participant learns the

value of teamwork and experiences how to win and how to lose. These intangibles

certainly are educational experiences as important in a student’s total preparation for

being a productive citizen in later life as grades earned in the academic classroom (p. 33).

Competitive sports have the possibility to build that character and put a positive influence

on student-athletes (Gerdy, 2000, p. 135). Competition can bring out the bad and good in people.

When you lose you can decide to be a good loser or a loser that loses control and does not think

with the right state of mind. The same can be true when you win. In both situations, student-

athletes should act with class. Obviously everyone would hope for the positive outcome, but in

all reality, that does not always happen.

Sports can also be something that brings a community together and makes things fun for

some children; it can create enthusiasm (Gerdy, 2000, p. 135). It is important to have something

to tie a community together as well and have an outlet for children to do something that is

healthy for their body and teaches them many things along the way.

There has been research done that says sport does not build character. Shulman and

Bowen feel that today’s student-athletes are not prepared well academically (Gavora, 2002, p.

159). This proves that character would be difficult to obtain if students are not prepared to get the

job done. Character can then lead into educational responsibility.

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Educational Responsibility

Educational responsibility is the job of more than just the student-athlete. The coaches,

advisors, and administrators also have a hand in it. “Colleges and universities in Division III

place highest priority on the overall quality of the educational experience and on the successful

completion of all students' academic programs” (NCAA website). The decision is ultimately up

to the student-athlete to earn the degree (Gerdy, 1997, p. 95). Even though it is up to the student-

athlete to earn the degree, there are people that help the athlete along the way. At most

universities, this is known as an academic support staff. The staff is made up of a variety of

different people. It just depends on the institution and each separate team. At the University of

Wisconsin-Stout the individuals that comprise the academic support staff include coaches,

athletic administrators, advising center, and the tutoring center.

Student-athletes look to the support staff when they need help with their academics.

“Coaches continue to have a significant influence over student-athletes not only in athletic

matters but also in personal and academic affairs” (Gerdy, 1997, p. 95). A coach is a great

resource for a student-athlete to have and many student-athletes feel comfortable talking to at

least one of their coaches, whether it is the head coach or an assistant coach. However, the

ultimate responsibility is with the student-athlete to get their diploma.

Many universities do place a great emphasis on being successful academically, especially

at the Division III level where most of the student-athletes will not go on to play professionally

in their sport. Many coaches hope to recruit student-athletes that are intelligent so they do not

have to worry about their academic performance.

This is a combination that makes our teaching and coaching jobs easier; that forestalls

morale problems because intelligent kids inevitably are more receptive to good coaching

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and understand their roles in a team concept better; and that establishes a continuity of

players through four years of varsity competition – and the head coach need not

accumulate more gray hairs than necessary worrying whether his key players can stay in

school (Slaughter, 1989, p. 143).

Academic Support Services are very helpful to the student-athlete. It is good for the

student-athlete to have someone to talk to that does not belong to the athletic department. It will

give them a new perspective on different situations (Slaughter, 1989, p. 144). Academic Support

Services can provide the student-athlete with the help they need to be successful in their

academic setting.

Part of educational responsibility is doing everything you can to succeed academically.

There have been inconsistent findings regarding the relationship between academics and athletic

participation. Studies done by De Stefano (1984), Henschen and Fry (1984), and Shapiro (1984),

suggested that student-athletes tend to perform better academically than non-athletes do. Rehberg

and Schafer (1968) reviewed the literature and came to the conclusion that athletic participation

does not appear to have an overall negative effect on academic performance. They actually felt it

may have a positive effect on academic success. Results showed student-athletes had a higher

grade point average than non-athletes. One more piece of positive information of this study was

that, in relative terms, more student-athletes than non-athletes tend to enroll in college.

One more big decision that student-athletes have to make when they choose a university

is their field of study. The decision most likely will not be a final one, but it is something that the

student-athlete should be thinking about. Most students, athletes and non-athletes, understand

some of their early choices in college surround their field of study (Bowen, 2003, 117). Some

classes early on in a student’s college career could be a prerequisite for their intended major.

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Some students may choose to change their major after having an introduction class to a certain

major because they did not like it or it was not what they thought it would be. Class scheduling

takes some time as there are many choices for students. In most cases an advisor will help the

student with their choices. A variety of course offerings are beneficial to students may help guide

their career choices.

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CHAPTER III: METHODOLOGY

This chapter will describe the methodology used to determine if being a student-athlete

helps or hinders academic success. It will start with a description of the subjects in the study and

how they were selected. Then the instrument that was used to collect the data will be described

as well as how the instrument was distributed. Finally, the data analyses will be described as well

as the limitations to the study.

Subject Selection and Description

Subjects will be all University of Wisconsin-Stout (UW-Stout) student-athletes that

participated in volleyball, soccer, and baseball during the 2009-10 academic year. All the

student-athlete subjects will be of at least a sophomore standing because they need to have a

cumulative GPA to be able to participate in the survey. Volleyball, soccer, and baseball were

chosen because it will incorporate both fall and spring sports. Also, each of these sports has a

nontraditional season. The survey will be given to the head coach of each of these sports and

they will be asked to distribute them to their student-athletes and return them to the researcher’s

mailbox once they are complete. This is considered a cluster survey because the student-athletes

are a sub group of UW-Stout.

Instrumentation

Very few survey instruments exist in this area. For this reason, an instrument was created

to investigate the relationship between academics and athletics. Since this survey was just

created, there is no measure of validity or reliability that can be controlled. There will be 15

questions on the survey asking a variety of questions about the relationship between academics

and athletics.

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Data Collection Procedures

Before any surveys are given to anyone, permission from the UW-Stout Institutional

Review Board (IRB) will be secured. To ensure confidentiality and reduce any bias, the survey

will be distributed by the coaches and then returned to the researcher’s mailbox.

Data Analysis

The researcher will look at the statistics from the survey and analyze the results. Each

question will be analyzed in Chapter 4 after the answers are tabulated.

Limitations

The instrument that was created had no statistical measures of validity or reliability. The

collected data will only be UW-Stout student-athletes during the 2009-10 academic year with at

least a sophomore standing and may also have a low return rate. The results will only reflect the

thoughts and feelings of the student-athletes from the one year and may be different if collected

over several years. Only student-athletes from three sports, baseball, volleyball, and soccer will

be surveyed. Also, the student-athletes may not answer the survey honestly, potentially giving

skewed results.

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CHAPTER IV: RESULTS

The purpose of this study is to determine if athletic participation influences success in

academics at the University of Wisconsin-Stout. In the fall semester of 2010, both male and

female student-athletes in baseball, volleyball, and soccer were asked to participate in a survey to

look the relationship between academics and athletics. Student-athletes with an academic

standing of at least a sophomore were asked to complete the survey that was given to them by the

head coach of their respective sport. Once the survey was complete, the student-athletes gave it

back to their head coach and the head coach returned the completed surveys to the researcher’s

mailbox. Each question on the survey, along with the results is listed below.

Question 1: Gender

There were 19 males and 18 females that participated in the survey for a total of 37

student-athletes.

Question 2: What year are you academically?

Of the 37 student-athletes that completed the survey, 51% were sophomores, 33% were

juniors, and 16% were seniors.

Question 3: How many credits were you enrolled in for the spring 2010 semester?

All the student-athletes were enrolled in full time status (at least 12 credits) during the

spring 2010 semester as a condition of academic eligibility for NCAA Division III standards they

must be in order to be eligible to compete in intercollegiate competition. There were 13 student-

athletes enrolled in 12 or 13 credits. Fourteen student-athletes were enrolled in 14 or 15 credits, 8

were enrolled in 16 or 17 credits, and 2 were in 18 or more credits. Twenty-seven of the 37

surveyed student-athletes were enrolled in anywhere from 12-15 credits.

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Question 4: How many sports do you participate in per academic year at UW-Stout?

Of the 37 student-athletes surveyed, 97% participate in one sport and just one student-

athlete participated in two sports during the 2009-10 academic year. Two-sport athletes are not

common in collegiate athletics because of the time commitment for each sport.

Question 5: Do you hold a job during your playing season?

Of the 37 student-athletes surveyed, only 38% hold jobs during their respective playing

season. That leaves 62% that do not. Of the 38% that do hold jobs, the hours range widely. Some

of those students hold jobs on-campus while others have jobs off campus.

Question 6: Do you find it hard to find time to study during your season?

This is a question that is very commonly asked. Organizing time is very important for

student-athletes. Seventeen of the student-athletes found it difficult to find time to study during

the season while 20 do not.

Question 7: What is the average number of hours/week you spend on homework outside of class?

This question also focuses on time. For a student to be successful academically, they need

to put some time in outside of class. Of the 37 student-athletes, 5% spend 0-3 hours per week,

46% spend 4-7 hours per week, 33% spend 8-11 hours per week, and 16% spend 12 or more

hours per week on homework outside of class time.

Question 8: How many classes did you miss due to travel during the 2009-10 academic year?

Part of being a student-athlete is having to miss class time occasionally for an athletic

contest either home or away. The results show that not much class time is missed, if any, for the

surveyed student-athletes. Two of the student-athletes did not miss any classes during the 2009-

10 academic year, while two more missed 6-10 classes and the majority, 33 student-athletes,

missed 1-5 classes due to athletic competition.

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Question 9: Do you find yourself procrastinating on projects or papers?

Procrastination can be a part of life in many different ways. This question, focused on

waiting until the last minute to work on a project or paper. According to the results, many

student-athletes, 62%, find themselves procrastinating on completing projects or papers, while

38% feel they do not procrastinate.

Question 10: If you are struggling in class, do you seek help?

As mentioned previously in the paper, there are a variety of people or places that student-

athletes can go to if they need help and find themselves struggling in a class. A majority, 26 of

the 37 student-athletes surveyed, use the resources that are there for them. This question may not

give true results as some student-athletes may never feel they are struggling in any of their

classes.

Question 11: Do you find commitments for athletics make it hard to study?

Being committed to academics is a must if you want to succeed as a student-athlete

because of the criteria established for academic success by the NCAA to maintain athletic

eligibility. The results show that 73% feel commitments for athletics do not make it hard to

study, while 27% felt that commitments for athletics do make it hard to study.

Question 12: Do your grades go up, stay steady, or go down during the season?

Grades can change at different time throughout the semester. This question asked what

they believed their grades are like during the season versus out of season. A vast majority, 90%,

felt their grades stayed steady during their playing season. Only 5% feel their grades go up and

5% felt their grades go down during their playing season.

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Question 13: Do you feel you manage your time better during the season? If yes, why? If no,

why?

Time management is a must to be a successful student-athlete. Of the 37 student-athletes

surveyed, 65% felt they manage their time better during their season. Some of the reasons they

feel this way are there is less time to do the same amount or more work, so you have to plan your

days out. It is hard to catch up if you have fallen behind, but it is also more important to use time

management skills if this happens. Having many things on the plate at once forces time

management and focus. A common theme among the 37 surveyed student-athletes was that they

felt more focused when they were in season. They were motivated to use time management skills

more effectively.

On the flip side, 35% felt they do not manage their time better during their season. Some

feel it gets difficult with games and practices. They don’t have time to manage because they

always feel rushed and feel they are able to plan better when they have less going on.

Question 14: What is your current cumulative GPA?

When it comes to athletic eligibility it is all about the GPA and making sure the

cumulative GPA stays above a 2.0. Of the 27 student-athletes surveyed, 19% have a cumulative

GPA between 3.6-4.0, 35% are between 3.1-3.5, 35% are between 2.6-3.0, 11% are between 2.1-

2.5, are zero between 0.0-2.0.

Question 15: Any comments you wish to share about the relationship between academics and

athletics?

A few of the student-athletes surveyed commented that they like when their coach does

periodic grade checks because it holds them accountable. Another student-athlete expressed the

importance of doing well academically so they are able to participate athletically. Being a

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student-athlete forces you to learn to use your time wisely. When you are in season, most of your

time is committed to school and your sport and not much else. Another student-athlete felt they

learned so much from being on a team and that it’s the little things that mean the most to them.

One other student-athlete feels that slacking isn’t really slacking because the bar is set so high

that slacking is being a normal student compared to a student-athlete.

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CHAPTER V: DISCUSSION

The purpose of this study is to investigate the relationship between academics and

athletics at the University of Wisconsin-Stout. In the fall semester of 2010, both male and female

student-athletes in baseball, volleyball, and soccer were asked to participate in a survey to look

the relationship between academics and athletics. To this point, many things have been looked at

including definitions, assumptions and limitations of the study, athletics and character,

educational responsibility, the method in which research was collected, and the results of the

survey that 37 student-athletes completed.

Limitations of the Study

• Survey return rate

• Confidentiality issues

• The size of the sample population

• Only student-athletes from three sports were surveyed

The instrument that was created had no statistical measures of validity or reliability. The

collected data will only be UW-Stout student-athletes during the 2009-10 academic year with at

least a sophomore standing and may also have a low return rate. The results will only reflect the

thoughts and feelings of the student-athletes from the one year and may be different if collected

over a few years. Also, the student-athletes may not answer the survey honestly, potentially

giving skewed results.

Conclusions

The results of this survey indicate a relationship with the literature review. It is very

important to organize the day to make sure that the student-athletes get everything done that they

need to. There are many things to fit into one day, class, eating, practice or game, and

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homework. One other thing student-athletes learn from athletics is responsibility and many life

lessons such as accountability, commitment, focus, time management, character, and educational

responsibility. A few of the student-athletes indicated that having their coach do periodic grade

checks were helpful. They feel it promotes accountability in academics. The results showed time

management is a key component to being a successful student-athlete and that is one of the most

important aspects in the relationship between academics and athletics.

Recommendations

It may be a good idea to expand the study over a three to five year period to get a good

feel for what student-athletes think over their whole college career. It would also be important to

survey all the sports at UW-Stout and not just the three sports that were surveyed. The results

would be more accurate if all 18 sports were looked at and not just three. The use of Qualtrics

would allow a larger sample number. The survey questionnaire cold contain more specific

questions to help elicit more specific responses regarding what helps or hinders the relationship

between academic success and athletics. This topic may be investigated more as time goes on

and a more proven survey may also be developed.

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REFERENCES

Bowen, W. G. & Levin, S. A. (2003). Reclaiming the game. College sports and educational

values. Princeton, NJ: Princeton University Press.

Brand, M. (2001, April). Academics first. Vital Speeches of the Day, 67(12), 367-372.

De Stefano, Rebecca Larue. (1984). The graduation and attrition rates of student-athletes and

other freshmen who entered Ohio University from 1974-1977. Ph.D. Ohio University.

Division III. Retrieved December 1, 2004, from: www.ncaa.org

Durbin, Brice B. (1986). NASSP Bulletin. High School Athletics: A Valuable Educational

Experience. 70(492), 32-34.

Gavora, J. (2002). Tilting the playing field. San Francisco, CA: Encounter Books.

Gerdy, J. R. (1997). The successful college athletic program. Phoenix, AZ: The Oryx Press.

Gerdy, J. R. (2000). Sports in school. The future of an institution. New York, NY: Teachers

College Press.

Henschen, K. & Fry, D. (1984). An archival study of relationship of intercollegiate athletic

participation and graduation. Sociology of Sport Journal, 1, 52-56.

Lapchick, R. E. & Slaughter, J. B. (1989). The rules of the game. New York, NY: Macmillan

Publishing Company.

Miracle, A. W., & Rees, C. R. (1994). Lessons of the locker room. Buffalo, NY: Prometheus

Books.

Mixon, F. G. (1995, December). Athletics versus academics? Rejoining the evidence from SAT

scores. Education Ecomonics, 3(3), 277-284.

Rehberg, R.A. & Schafer, W.E. (1968). Participation in interscholastic athletics and college

expectations. American Journal of Sociology, 73, 732-740.

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Shapiro, B. (1984). Intercollegiate athletic participation and academic achievement: A case study

of Michigan State University student athletes, 1950-1980. Sociology of Sport Journal, 1,

46-51.

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Appendix A: Survey

1. Gender (please circle one) Male Female

2. What year are you academically? (please circle one)

Sophomore Junior Senior

3. How many credits were you enrolled in for the Spring 2010 semester? (please circle one)

12-13 14-15 16-17 18 or more

4. How many sports do you participate in per academic year at UW-Stout? (please circle one)

1 2 3

5. Do you hold a job during your playing season? (please circle one)

Yes No

6. Do you find it hard to find time to study during your season? (please circle one)

Yes No

7. What is the average number of hours/week you spend on homework outside of class? (please circle one)

0-3 4-7 8-11 12 or more

8. How many classes did you miss due to travel during the 2009-10 academic year? (please circle one) 1-5 6-10 11-15 16 or more

9. Do you find yourself procrastinating on projects or papers? (please circle one) Yes No

26

10. If you are struggling in class, do you see help? (please circle one) Yes No

11. Do you find commitments for athletics make it hard to study? (please circle one) Yes No

If yes, why?

12. Do your grades go up, stay steady, or go down during season? (please circle one) Go up Stay steady Go down

13. Do you feel you manage your time better during season? Yes No If yes, why? If no, why?

14. What is your current cumulative GPA? (please circle one) 3.6-4.0 3.1-3.5 2.6-3.0 2.1-2.5 0.0-2.0

15. Any comments you wish to share about the relationship between academics and athletics?