Athletics is Education

While participation in intercollegiate athletics has historically been classified as extracurricular, sports have the potential to serve as an educational avenue in postsecondary institutions if reframed through a higher education lens. Through a synthesis of research on traditional college students’ and athletes’ educational experiences, the current article highlights the unique nexus of higher education and Division I intercollegiate athletics by extending Chickering and Gamson’s (1987) seven principles for good practice in undergraduate education to intercollegiate athletics. First, the Seven Principles are briefly presented in their original form relating to the traditional higher education environment: (1) encourage contact between students and faculty, (2) develop reciprocity and cooperation among students, (3) encourage active learning, (4) give prompt feedback, (5) emphasize time on task, (6) communicate high expectations, and (7) respect diverse talents and ways of learning. Next, these factors are reconsidered and applied to the educational development of Division I intercollegiate athletes. Finally, implications of applying this framework and further integrating the educational components of collegiate sport to cultivate improved experiences for athletes are provided.