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    The Sport of School: Help Your Student-Athlete Win in the Classroom
    The Sport of School: Help Your Student-Athlete Win in the Classroom
    The Sport of School: Help Your Student-Athlete Win in the Classroom
    Ebook176 pages2 hours

    The Sport of School: Help Your Student-Athlete Win in the Classroom

    By Christian K. Buck

    ()

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    About this ebook

    As a parent, coach, or educator, you've probably noticed that many student-athletes are driven on the field, but struggle academically. You may be wondering: What can I do to help?

    The Sport of School offers a proven solution: take what you know about your child's athletic performance and apply it to the classroom.

    Every athlete is different. The Rookie sincerely wants to learn but doesn't know how. The Natural Talent excels but doesn't know how to cope with challenges. The Workhorse shows intense dedication to skill building. The Spectator simply goes through the motions. The Intellectual focuses on athletics only after they've met their academic goals.

    Packed with case studies, The Sport of School gives parents, coaches, and educators the tools they need to motivate each type of student. You'll learn what factors push students to win, how to shift students' perceptions of school and grades, and why visualizing victory makes all the difference, both on and off the field.
    LanguageEnglish
    PublisherBookBaby
    Release dateOct 20, 2020
    ISBN9781544516042
    The Sport of School: Help Your Student-Athlete Win in the Classroom

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      Book preview

      The Sport of School - Christian K. Buck

      ]>

      ]>

      Copyright © 2020 Christian K. Buck

      All rights reserved.

      ISBN: 978-1-5445-1604-2

      ]>

      This book is dedicated to my son, Jack, and to all the students of the world who are passionate about improving their performance and driven to being the best they can be.

      ]>

      Contents

      Part One: PREGAME

      1. FORMING A GAME PLAN TO MOTIVATE STUDENT-ATHLETES

      2. WORK ETHIC ISN’T BORN; IT’S MADE

      3. HOW TO INSPIRE MOTIVATION

      4. FIVE TYPES OF STUDENT-ATHLETES

      Part Two: GAME ON!

      5. THE SPORT OF SCHOOL MODEL

      6. UNDERSTANDING CONSEQUENCES: CONNECTING TOMORROW TO TODAY

      7. RECOGNIZING LIFETIME GOALS: VISUALIZING A SMART FUTURE

      8. DECIDING VERSUS COMMITTING: IT’S ABOUT EFFORT, NOT IQ

      9. WHETHER STUDENTS THINK THEY CAN OR CAN’T DO IT, THEY’RE RIGHT

      Conclusion

      Contacts

      Acknowledgments

      About the Author

      ]>

      Part One

      Part One: PREGAME

      ]>

      Chapter 1

      1. FORMING A GAME PLAN TO MOTIVATE STUDENT-ATHLETES

      Don’t let him waste his money on the application.

      That was the dean of admissions’ response when my college counselor contacted him about my potential future of playing lacrosse at his school. He rejected me before he even received my application.

      That was the summer before my senior year in high school. It was a sobering experience. I suddenly realized how poorly I measured up to my classmates—my class rank was 205 out of 275. Not good.

      Though painful, it was a pivotal moment in my life. Without that kick in the ass, I wouldn’t have recognized the need to change my habits. I decided then and there that I was going to completely transform how I approached my academics.

      I wrote that dean a letter stating that I was determined to improve my grades and get into his school. After receiving a 2.8 GPA during my first three years of high school, I improved to a 3.8 during my senior year. I didn’t get smarter that semester; I just tried for the first time.

      And that’s the point of my practice and this book. My job is to get students to change how they see school—to really try, maybe for the first time, and to work harder and smarter. To take the effort they exert on the field and translate it into the classroom—in other words, to treat school like a sport.

      If your son or daughter isn’t living up to their potential right now, this book is for you. I can say confidently that this Sport of School approach absolutely works. The experience varies with each unique individual, but the results are the same. In the ten years I’ve worked as a mental conditioning coach and performance expert, consulting students on academic improvement, the GPAs of more than one hundred clients have improved from an average of 2.8 to an average of 3.5.

      So, here comes the cold water: The landscape of the college admissions process has changed. It’s much more competitive to get into an elite college than it was when you and I were growing up. Almost without exception, friends, colleagues, and peers tell me they never would have gotten into the college they attended if they were to apply today—and, they’re probably right. The acceptance rates for top colleges and universities have dropped; therefore, the importance of high school grades has increased. Today, more kids are applying and competing for the same number of postsecondary spots.

      According to Vinay Bhaskara, co-founder of Massachusetts-based CollegeVine, which provides college admissions guidance, The pressure is most acute at the top universities. Having a college degree in America has gone from nice-to-have to something you need-to- have for even a lower-middle-class life in American society today.1

      The number of spots available has become more limited. What’s more, the overall enrollment of young adults at postsecondary institutions has grown from 25% in 1970 to 40% in 2014, according to the National Center for Education Statistics, and this has meant lower acceptance rates. In 1990, the acceptance rate at the University of Pennsylvania was 41%, but U.S. News & World Report listed an acceptance rate of just 10% in 2017.2

      State schools remain some of the most competitive institutions in the country, even more so if you want to attend one outside of your state. The University of North Carolina, for example, accepts only 18% of its incoming freshman from out of state. This policy reflects UNC’s desire to serve state residents first and foremost, thus causing a ripple effect for any students living outside of North Carolina. According to Stephen Farmer, vice provost for enrollment and undergraduate admissions, while the in-state acceptance rate has hovered around 50% for the last ten years, the out-of-state acceptance rate has now dropped below 20%.

      There is also a misunderstanding in the ranks of high school sports that distracts many student-athletes. It’s commonplace to believe that if student-athletes are good enough at their sport, they will be offered a full athletic scholarship. In actuality, the odds of earning an athletic scholarship are miniscule. According to CBS News, only about 2% of all high school seniors earn a college athletic scholarship each year. For those who do, the average scholarship is less than $11,000.3 Meanwhile, Ivy League and NCAA Division III schools do not offer any athletic scholarships.

      The NCAA estimates that only 6.7% of 1,083,617 high school football players will play football in college. Furthermore, only 1.6% of college football players will play in the NFL. Obviously, the odds of going pro are extremely small. What if your student-athlete has chosen to run track, swim, or fence? What are the chances of playing that sport professionally as his or her sole source of income? It seems the odds are so low that the NCAA doesn’t even track those statistics.

      Due to the low odds of making it to the next level of college or professional sports, we must recognize the need to prepare our student-athletes for college without sports, and for life in general.

      Students can often feel a tremendous amount of pressure to attend the right college to earn their degree. They are bombarded by daily messages, both inside of the home and out, convincing them that only the best schools are valid options. This pressure manifests itself in high levels of anxiety: if they don’t attend a good school, it will be seen as a failure. Imagine that weight on your shoulders every day.

      Due to the increased competition in admissions, high school students and their families have turned to college counselors and tutors in record numbers. According to Mark Sklarow, executive director at the Independent Educational Consultants Association, at least a quarter of students bound for private colleges or out-of-state schools use a personal college counselor. As for tutors, Global Industry Analysts, Inc., released a study stating that the global private tutoring market is projected to surpass $227 billion by 2022, of which the United States accounts for 90%.4

      The use of tutors and private college counselors has industrialized the process of getting good grades, and although tutors and counselors have helped countless students, this is not a holistic approach. Due to this new competitive environment and the pressure to perform, grades have become the focal point of school, not the education students receive.

      PRIORITIZING EFFORT OVER RESULTS

      Grades are the outcome of a process. Just as a low golf score is the outcome of good coaching and hours and hours of practice, grades represent the final outcome of the effort, focus, intensity, and practice put into each assignment.

      Today, a student’s grades designate what institutions they may be able to attend. Good or bad, they are part of an individual’s résumé, or what I call a student’s marketing plan. In high school, grades are regarded as a means to an end: get the best grades possible, to get into the best college possible, to get the best job possible, and so on. But we have to ask ourselves, Is our goal to prepare our students for the next four years or the next forty? If students are to succeed in the long term, we need to change the paradigm of how we motivate them.

      We need to switch from forcing students to improve their grades because we demand it, to motivating them to strive for success on their own. If we recognize their motivation—not the grades themselves—as the key to improvement, then that’s what we should address. Not only will students improve their grades, but they will also be able to apply that motivation to any aspect of their lives. By taking control of their academic performance and charting their own course, they are fueled not only by the knowledge and competency that comes with a good education, but also by a feeling of personal accomplishment.

      How do we get that message across to our kids? It’s easy enough to say, but harder to do. My approach is to look at the characteristics that make a great athlete and help student-athletes apply those characteristics in the classroom:

      Focus: Great athletes are able to focus on the task at hand and tune out distractions.

      Drive: Great athletes are driven to improve every day. They are not satisfied with their last performance.

      Discipline: Great athletes are disciplined enough to stay on strict schedules; for example, adhering to eating or exercise programs.

      Determination: Great athletes never give up, no matter how challenging the situation may be. They quickly bounce back from setbacks or failure.

      Commitment: Great athletes are committed to their sport. It is not a sometimes thing.

      Vision: Great athletes have a clear vision of what they want to accomplish and how to do it.

      Aggressiveness: Great athletes make moves on their own. They do not simply respond to what other athletes do.

      Everyone generally understands what makes a great athlete. What’s less obvious is what makes a great student. However, if we were to write a list of characteristics that make a great student, the list would look exactly the same.

      In short, the goal of this book—and the Sport of School Model—is to take what we know about athletic performance and apply it to human performance, and more specifically to academic performance. If students become

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