Commitment to Academic Excellence

Supporting the academic progress of the student-athlete toward intellectual development and graduation is one of the main components of the CHAMPS/Life Skills Program.

Programs within this section may be geared toward academic counseling, new student-athlete orientation, registration in a meaningful curriculum, goal-setting and time management, tutoring, study skills and many other areas involved in helping student-athletes achieve academic success.

As with the other components of the CHAMPS/Life Skills Program, each school develops its curriculum based on the needs of its student-athletes.

Some examples of Commitment to Academic Excellence programs:

Baldwin-Wallace College created two positions known as Scholar-Athlete Mentors. These individuals are graduate students who work in the athletics department and reside in the residence halls. They are there specifically to assist student-athletes with any problems they may have.

Towson University's athletics department has a study hall program three nights a week for student-athletes who are either in their first semester at Towson or deemed at risk because of their grade-point average. Students must sign in at 7:30 p.m. and stay until 9:30 p.m. Student-athletes are expected to make tutorial visits a part of their study hall experience.

Rider College implemented a program called Arete´, for the Greek word meaning, "be the best you can be." The purpose of the program is to develop the student-athlete in all areas of life and prepare him or her to become a leader on campus and a productive member of society. One of the major goals is a 100 percent graduation rate for student-athletes.

Texas A&M University, College Station, developed a "Together in Excellence for Athletes as Mentors" program. The mentor team provides Texas A&M athletes with a supportive personal relationship focused on their academic success. Each incoming athlete has one person who is uniquely interested in him or her and will always keep the student-athlete's academic performance under close observation. Mentors act as liaisons between the academic counselors and the student-athlete.

Commitment to Athletics Excellence

The goal of the Commitment to Athletics Excellence portion of the CHAMPS/Life Skills Program is to build philosophical foundations for the development of athletics programs that are broad-based, equitable and dedicated to student-athlete well-being.

It touches on issues such as Title IX, coaching evaluations, facilities, media and marketing.

All Division I schools must conduct exit interviews with student-athletes about their experiences while participating in collegiate athletics. The evaluations include questions about the head coaches' knowledge of regulations, and also his or her personal commitment to student-athletes. Other assessments involve recruiting, public relations and administrative responsibilities.

The CHAMPS/Life Skills Program provides samples of these evaluations and supports the legislated exit interviews. These interviews also are encouraged and considered useful for student-athletes at Divisions II and III schools.

Other athletics issues addressed in some CHAMPS/Life Skills Programs are nutrition and athletics performance, team-building, sports-injury prevention, student-athlete codes of conduct, gambling and sportsmanship.

This section of the CHAMPS/Life Skills Program strives to bring together many groups on campus for the benefit of student-athletes.

Commitment to Service

Giving back is what this portion of the CHAMPS/Life Skills Program addresses. It strives to engage the student-athlete in service to his or her campus and the surrounding community.

Issues discussed in this segment include leadership development, mentoring and community-outreach activities.

Each institution is encouraged to consider creative ways to implement community-service projects for student-athletes. Possibilities include working with young children, helping a local charity or service agency and volunteering when a disaster or unexpected event affects a specific campus or community.

Examples of programs that excelled in commitment to service:

Georgia Institute of Technology's FACE-UP Project -- FACE-UP (Fitness Attendance, Citizenship and Education) worked with Atlanta's public schools in physical education. The women's athletics department targeted numerous schools with a program for both boys and girls. The program used female student-athletes as role models and highlighted female accomplishments in sports.

Members of the Westfield State College men's basketball team spent time with elementary school students as part of their "Sports and School -- They Do Count" program.

The University of Tennessee at Chattanooga's MACS Program -- The Moccasin Athlete for Community Service (MACS) program had student-athletes interacting with the Chattanooga community. Projects were scheduled with agencies, including Habitat for Humanity, Special Olympics, the American Lung Association and the Chattanooga Food Bank.

Volleyball players at Northwest Missouri State University hosted a skills clinic for elementary school students.

* Pennsylvania State University's SPAN Program -- The Student Peer Athletic Network worked with underprivileged children in a variety of ways, including hosting holiday parties and outings. They also participated in nursing home programs, Special Olympics and speaking to elementary school students about motivation, peer pressure, and drug and alcohol use.

East Stroudsburg University of Pennsylvania student-athletes, coaches and administrators served as hosts for a March of Dimes WalkAmerica event. The walk raised $30,000 for the organization that works to prevent birth defects.

Commitment to Personal Development

This portion of the CHAMPS/Life Skills Program aims to support the development of a well-balanced lifestyle for the student-athlete. It encourages emotional well-being, personal growth and the development of decision-making skills.

Some issues addressed in this section include relationships, sexuality, alcohol choices, stress management, diversity, fiscal responsibility and dealing with authority.

Preventing eating disorders also is a large part of this portion of the program. Student-athletes, both male and female, often are at risk for developing eating disorders such as anorexia nervosa or bulimia. This may be especially true in sports in which performance may be tied to size and weight, such as gymnastics, swimming or wrestling. This portion of the program teaches athletes the warning signs of eating disorders and how to help those in need of support.

This portion of the program also looks at alcohol choices and how to help student-athletes make responsible decisions about alcohol use. The use of performance-enhancing drugs and drug testing is also addressed in this section.

Issues such as depression, self-esteem and grief also are a component of the Commitment to Personal Development. Student-athletes are given resources for dealing with these issues and taught the warning signs for any serious problems. Suicide prevention and debunking the myth that suicide "can't happen here, especially to a student-athlete" also is discussed in this section.

The sexuality portion of this segment looks at safe sex, sexually transmitted diseases, appropriate sexual behavior, sexual harassment and sexual assault. It also addresses an individual's rights in a relationship.

Commitment to Career Development

This segment of the CHAMPS/Life Skills Program helps the student-athlete look ahead to his or her future after college. Since the vast majority of student-athletes do not continue in their sports after college, this section helps them prepare for the next step and pursue career goals.

Skills relating to selecting a major, time management and job searches are all part of the Commitment to Career Development portion of the program.

This segment of CHAMPS/Life Skills is designed to address student-athletes' developmental needs depending on their year in school. A freshman will have different needs than a senior. Whereas a freshman or sophomore may need help identifying personal strengths and weaknesses and deciding on a major, a junior or senior may need assistance with practicalities such as preparing a resume or interviewing skills.

The idea of "life after sports" also is addressed here and helps the student-athlete deal with their "retirement" from sports -- a transition that may not be easy for many who have spent their lives identified by the sport they play. These programs can help student-athletes realize that any negative feelings they may have are understandable and help them identify ways to turn those negative feelings into positive outcomes.

Student-athletes also may understand from these discussions that the lessons learned on the playing field can be applied to life. For example, student-athletes need to organize their time well, be disciplined and have the ability to take criticism -- all skills needed to succeed in any profession.