Sports Vs Academics: Where Is The Balance?

“Education is the most powerful weapon you can use to change the world” is one of celebrated
international icon Nelson Mandela’s most popular quotes on education. Unfortunately, this
“weapon” has been cast aside and is not sharpened as much as it used to be, as a new weapon
seems to be taking over: Sports. Sporting activities are taking over the spotlight as the focal goal
in most universities and are receiving more attention than academics in some universities. The
trend, if left unchecked, can result to poor quality of education according to Laura Pappano. In
her article entitled “How Big Sports Ate College education”, Pappano describes in detail the
manner in which some universities and colleges appear to be sidelining academics and paying
more attention to sports. “We’ve reached a point where big-time intercollegiate athletics is
undermining the integrity in our institutions, diverting presidents and institutions from their main
purpose” (530). The tricky issue appears to be able to find the delicate balance between the two
‘weapons’, as the fine line dividing them appears to grow thinner with each passing day,
In her essay, Pappino falls short of flatly expressing her disappointment towards the shift in
focus for most universities from academics to sports. It is no secret that sports and athletics have
grown exponentially to become more than just mere extracurricular activities. There are
however many people who, just like Pappino, are becoming increasingly worried that sports is

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taking over as the dominance at many universities, leaving academics overlooked by both
students and the management alike. If the trend continues, universities and colleges might
completely lose focus and become sporting academies, with academics completely tossed to the
back burner. Like Pappino puts it, the key is to balance both sports and academics to avoid either
of them thriving at the expense of the other.
Pappino’s sentiments fuel ongoing debate on commercialization of college sports, amidst rising
concerns that it is being used by institutions as a cash cow at the expense of academics. It is
undeniable that sports and athletics add vigor, vibrancy and values to institutions. Those that
show commitment towards sports receive more goodwill, advertising, and promotion. Sports
have for a long time being used by institutions as a way of luring visitors and students who are
searching for a new place to join esteemed Universities like Ohio and Michigan. College sports
attorney, Jason Belzer, explains how sports have become big business for colleges. “In 2014,
college football revenues alone topped $3.4billion. Combine that with basketball and other
sports, and college athletics will generate well over $6billion in revenue this year” (Belzer).
Sports was one of the ways that guaranteed schools an extra source of finance as they attracted
donations from donors and alumni to pour in. sporting activities are crucial for growing
institutions’ brads and becoming tools of receiving substantial funding. As such, the quality and
quantity if such institutions were way above the rest, making them competitive all around.
The problem, Pappano argues, is that rather than being one of the pillars that work hand-in-hand
with the rest, institutions have over commercialized sports and are depending on it as its main
source of income. She says “since the 1960s, athletic departments have kicked the roof off their
budgets, looking more like independent franchised than university departments. It is that point-
this commercial thing in the middle of academia….. That some believe has thrown out the

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system out of the kilter” (531). Her argument is echoed by many education stakeholders who
decry the exaggerated salaries of coaches and workers in sports departments while lecturers and
professors continue earning the same. This has demoralized teachers to say the least, as their
efforts seem overshadowed by their students’ performance on the field. To illustrate this plight,
Pappano compares a football in coach in Ohio who was being paid $4 million annually, with
bonuses and access to a private jet. Yet, a physics professor at the same institution “says he
doesn’t have enough money in his own budget to cover attendance conferences” (521). This
brings out just how one-sided the situation is becoming, with universities leaning more towards
sports and failing to give academics equal support.
Indeed, this is just one of the ways that sports are compromising the quality of education. Some
schools are even going to the extent of allocating hours meant for academics to sports, raising
further questions on just where the heart of these institutions lies. Pappano gives examples of
universities that have canceled scheduled classes to let students watch or attend sports games.
The sacrifices are subtle hints of how much sport is superseding academics in these institutions,
which is raising concerned eyebrows even from students. One infuriated student at a prestigious
institution asked in a newspaper article “We are the national role model…..we are the school
everyone calls to say ‘where do you find the balance?’”(533). Even students at institutions
traditionally linked to academics are expressing frustrations with the situation. It is demoralizing
to see that even the role models institutions appear to be losing sight of how exactly to achieve
this balance, with academics on the losing end.
Of greater concern is how student athletes have a difficult time attaining balance between
academics and sports. Most of them end up spending too much time on sports that they neglect
their academics, with their grades suffering as a result. Pappano suggests that when football

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teams perform well, the grades are the ones which suffer. “Fandom can carry the price for
academic success” (532). Harris, an assistant Professor of sociology at Ursinus College echoes
these observations by sharing her own observations on the same. She says that she has witnessed
education and athletics colliding as players fell behind their academic schedules. College sports
is very demanding and many students struggle to find a balance between attending sports
practice and classes. Most opt to devote a larger portion of their time to sports, resulting to a
lopsided disparity between the two. “Almost 60 percent of participants in my current national
research study find it difficult or very difficult to balance sports and academics- from the momen
they set foot on campus until graduation, if they graduate at all.”(Harris). This brings out the
seriousness of the issue, if more than half of the student population is not balancing the two
worlds. The fact that some do not even make it for graduation is disheartening, and shows the
severity of the matter.
Despite all this, it is unfair to ignore the numerous benefits of having sports as part of school
program. It is a win-win for both students and the institutions to have sports as one of their
programs. Sports stimulate a connection and passion towards institutions on a scope that is
impossible to achieve through other channels. Sports and athletic events pull in large crowds of
spectators, which would is unlikely to happen with academic conferences or symposiums.
Institutions moreover enjoy greater exposure when they participate in sports, which increase
enrolment of stronger students. More donations trickle in and at times, the academic departments
are also on the receiving end. On a wider scale, the financial supports cause a positive ripple
effect on communities and tons around the institutions that experience a spur in economic
growth. With all these benefits it is no wonder that institutions are aligning themselves to attract
as many sports students as possible. Some experts even argue that participating in sports helps

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students to be more organized, efficient, and disciplined in their academic studies and careers.
“Employers have said that sporting students have the traits they are looking for, particularly
ability to Balance their academic and their commitments like training for competitions, plus
teamwork and decision-making” says Gil, a HR consultant for a multinational organization.
On an individual level, students also gain a lot from participating in sports activities in their
school life. Sports journalist Posnanski extensively lists down the numerous benefits college
athletes receive. “They get free college education… they get room and board. At the kind of
schools we are talking about, they get incredible facilities to train, the best coaching available”.
(585). football players in most institutions live a lavish and enviable lifestyle, with perks such as
lots of traveling and special housing. Their parents also benefit from the subsidized or free
tuition they receive. There are many examples of students whose sports activities in school have
thrust them into the limelight even after graduation, and they have ended up becoming successful
in various careers. They carry on the influence they wield in school to beyond graduation,
becoming influential members of the society that speak up on issues. Hence, sports offer a good
platform for some students’ stars to become polished and shine. It is also important to accept that
not every student can dazzle in academic performance, and that for some, sports and athletics are
the only sure way they can rise to prominence.
Since both sports and academics are important building blocks in our institutions, it is time for
stakeholders to go back to the drawing board and rethink the concept of athletics in schools. As
Pappino says, balance is key. “The word today is balance, and the worry is how to achieve it”
(530). The goal of sports should not be pursing financial remuneration for institutions, but rather
an opportunity to enhance student-athlete’s education. Universities must stop promoting
themselves as platforms to prepare students for their athletic careers to kick off. Rather, the

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universities should use sports as a way of developing students’ non-academic skills and help
them become pros at other things. They must collectively come up with strategies to avoid being
subsumed into sports and athletics and slow down the accelerated progression of its
commercialization.

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Works Cited
Belzer, Jason. “The Priorities Of University Presidents: Where Do College Athletics Fit In?”.
Forbes.Com, 2015, https://www.forbes.com/sites/jasonbelzer/2015/11/23/the-priorities-of-
university-presidents-where-do-college-athletics-fit-in/#504716fc5ab3.
Harris, Jasmine. “It’s Naive To Think College Athletes Have Time For School”. The
Conversation, 2018, https://theconversation.com/its-naive-to-think-college-athletes-have-time-
for-school-100942.

Posnanski, Joe. “College Athletes Should Not Be Paid.” The Norton  Sampler: Short Essays for
Composition, Eighth Edition. New York, London: W.W. Norton, 2013. N. pag. Print.