A qualitative analysis of variables that contribute to the academic success of freshman student-athletes at a football championship subdivision university

Few topics in higher education are more debated than intercollegiate athletics. Issues such as amateurism and professionalism, and the academic abuses of athletes and coaches, keep college athletics in the headlines. Over 400,000 student-athletes participate in intercollegiate athletics at all three Divisions within the National Collegiate Athletic Association. However, Division I receives the most criticism and attention within the media and in higher education. Most of this attention revolves around graduation rates, educational development and learning, and time commitment devoted to athletics (Crowley, 2006).;Although many student-athletes are able to adjust to the rigors of higher education, a growing number of freshman student-athletes are challenged in maintaining their grade point averages (GPA) during their freshman year. This qualitative study sought to explore and identify variables that lead to academic success of freshman student-athletes. An inherent goal of this study was to examine the cognitive and non-cognitive similarities and differences of freshman student-athletes.;Perceptions from five sophomore student-athletes were elicited through semi-structured interviews as they reflected on their freshman year. Three male and two female student-athletes, who came from a variety of sports, served as the research participants of this study. The transitional experience from high school to college, unpreparedness from high school, athletic demands, and social adjustment were found to be major variables that contributed to their academic success in their freshman year. The results have implications for athletic practitioners and higher education professionals in providing a quality athletic and academic experience for their freshman athletes.