Perceptions of the Intercollegiate Athletic Experience: Perspectives from NCAA Division I and Division III
Bibliographic record
Abstract
Although the structure of intercollegiate athletic has been critiqued virtually since its inception, little is known about how that structure influences student-athletes' experiences. Differences between a business model (producing mass- scale, revenue-generating programs) and an educational model (operating athletics as a student service) were assessed by interviewing 14 graduating senior male basketball and football players from a NCAA Division I University and a NCAA Division III College. Results indicated difference including (a) time commitment, (b) motivation to participate, (c) role conflict/complementarity, (d) perceived attitudes of coaches, and (e) the role of athletics in the college experience. Findings were discussed with respect to recent rule changes and current advocacy in intercollegiate athletic programs. Implications for athletic academic counselors were addressed. This study can be seen as having both phenomenological and hermeneutic intentions.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".