Student Athletics in Undergraduate Learning: Maximizing Benefits and Minimizing Downsides

Tags: Students, Faculty, Administrators

Student athletics are a longstanding and valued part of undergraduate education. For many students, participation in sports provides structure, discipline, teamwork, and a sense of belonging that enriches the overall college experience. Athletic programs also contribute to campus identity and, in many institutions, play a role in student recruitment and retention. Research frequently cited in discussions of athletics and academics suggests that student-athletes often perform at least as well as, and sometimes slightly better than, their non-athlete peers. For example, one study reported average GPAs of 3.56 for athletes compared with 3.40 for non-athletes, while another college-level study found athletes averaging 3.46 compared with 3.17 among non-athletes.^Ref. These findings suggest that athletic participation can coexist with academic success. At the same time, these conclusions are often presented too broadly. Most studies examining academic outcomes among athletes are correlational rather than causal.

Understanding the Limits of “Athletes Perform Better” Research 

Students who participate in athletics may already possess characteristics, such as discipline, time management skills, or institutional support, that contribute to academic success independent of sports participation itself. In addition, many studies classify students simply as “athletes” or “non-athletes,” without distinguishing between different levels of athletic commitment. A student who participates in a single sport with minimal travel obligations has a very different academic experience from one who practices daily and travels frequently for competitions. As a result, the common statement that “athletes perform better than non-athletes” should be interpreted cautiously.

Uneven Academic Impact Across Disciplines

For teaching-focused universities and colleges, the interaction between athletics and academics deserves particular attention. These institutions place strong emphasis on classroom learning, faculty-student interaction, and hands-on educational experiences. When students miss class because of athletic travel, the impact is not uniform across disciplines. In lecture-based courses, missed material can sometimes be recovered through notes, recordings, or reading assignments. In contrast, laboratory courses, studio classes, and clinical programs often rely on activities that cannot easily be replicated outside scheduled class time. Making up a missed laboratory session, for instance, can be difficult because of equipment constraints, safety requirements, and limited lab availability. Alternative assignments may partially address the problem, but they rarely replicate the original learning experience.

Assessment Integrity and Instructor Workload

Examinations present another challenge. When athletic travel requires students to take exams at different times, instructors must balance accommodation with fairness and academic integrity. Creating multiple versions of an exam that are equivalent in difficulty is not always straightforward. Differences in wording or emphasis can unintentionally alter the level of challenge. Staggered testing schedules also increase the risk that students who complete an exam earlier may inadvertently share information with those taking it later. These concerns do not reflect distrust of student-athletes; rather, they highlight structural challenges in maintaining consistent assessment standards.

These accommodations can also create additional workload for instructors. Faculty members may need to coordinate alternate exam times, develop alternative assignments, adjust grading schedules, and manage communication with both students and athletic staff. At institutions where faculty already carry substantial teaching responsibilities, this added work is rarely reflected in formal workload policies.

Designing Policies that Support Both Athletics and Academics

None of these challenges suggest that athletics should be reduced or discouraged. On the contrary, sports contribute meaningfully to student development and campus life. The goal should instead be to preserve the benefits of athletics while minimizing unintended academic disruptions. Institutions can move in this direction by implementing thoughtful policies, such as centralized proctored make-up exam periods, improved coordination between athletic travel schedules and academic calendars, and clearer guidelines for laboratory and studio course absences. Universities might also benefit from collecting internal data that examines whether varying levels of athletic participation—such as hours of practice or travel commitments—have measurable effects on academic performance.

Student athletics and academic excellence are not incompatible. With careful planning and institutional support, athletics can remain a positive force in undergraduate education while preserving the integrity and continuity of the classroom experience. The objective should not be to question the value of sports, but to ensure that they operate in harmony with the primary educational mission of the university.